Module code: IEA1501
ASSIGNMENT NO 4 2024
AUGUST 22, 2024
[COMPANY NAME]
[Company address]
,Assignment 04
Inclusive Education
Approaches
Module code: IEA1501
### 1. Importance of Early Screening for Teachers
Early screening is crucial for teachers as it allows them to identify
developmental delays or challenges in students at an early stage,
enabling timely intervention and support. Early identification can guide
teachers in creating personalized learning strategies that cater to the
unique needs of each child. It also facilitates collaboration between
teachers, parents, and specialists to ensure that children receive the
necessary resources and adaptations for their educational and social
growth.
### 2. Examples from the Case Study Supporting Early Screening
1. **Communication Challenges**: Tshepo cannot communicate
verbally although his parents understand his gestures. Early screening
would have helped teachers recognize his need for alternative
communication strategies sooner, which might include the use of
picture exchange communication systems.
2. **Social Interaction Difficulties**: Tshepo prefers to play alone and
finds it difficult to engage with classmates. The introduction of a buddy
system is a response to his social challenges. Identifying these
difficulties early could have led to more structured social interventions
at the beginning of the school year.
3. **Behavioral Issues**: Tshepo exhibits challenging behavior such as
temper tantrums when his needs are not addressed. Early screening
could have highlighted the importance of implementing specific
behavioral support strategies, like using pictorial support, much earlier
in his classroom experience to help manage his frustrations effectively.
, ### 3. Developmental Checklist for Tshepo
| **Area of Development** | **Milestones/Behaviors**
| **Tshepo's Status** |
|-------------------------------|--------------------------------------------------|-----------------
-----------------|
| **Communication Skills** | Can express needs verbally
| No verbal communication; uses gestures and pictures. |
| | Follows one-step instructions | Yes, but
struggles with multi-step instructions. |
| **Social Skills** | Engages in cooperative play |
Prefers playing alone; buddy system introduced. |
| | Initiates interactions with peers | Limited;
requires support to socialize. |
| **Gross Motor Skills** | Can hop and skip |
Cannot hop or skip; enjoys swinging and can climb stairs.|
| | Balances on one foot | Cannot
balance on one foot. |
| **Self-Care Skills** | Can dress independently |
Requires assistance with dressing, eating, personal hygiene. |
| | Washes hands independently | Visual
schedules introduced for washing hands. |
| **Emotional Regulation** | Can cope with varying sensory
environments | Dislikes loud noises; receives support for coping
strategies. |
| | Manages frustration successfully | Often
exhibits temper tantrums and runs away when feeling unsafe. |
This checklist provides a clear view of Tshepo's developmental skills
and areas requiring further support, reflecting the insights gathered
from the case study.
ASSIGNMENT NO 4 2024
AUGUST 22, 2024
[COMPANY NAME]
[Company address]
,Assignment 04
Inclusive Education
Approaches
Module code: IEA1501
### 1. Importance of Early Screening for Teachers
Early screening is crucial for teachers as it allows them to identify
developmental delays or challenges in students at an early stage,
enabling timely intervention and support. Early identification can guide
teachers in creating personalized learning strategies that cater to the
unique needs of each child. It also facilitates collaboration between
teachers, parents, and specialists to ensure that children receive the
necessary resources and adaptations for their educational and social
growth.
### 2. Examples from the Case Study Supporting Early Screening
1. **Communication Challenges**: Tshepo cannot communicate
verbally although his parents understand his gestures. Early screening
would have helped teachers recognize his need for alternative
communication strategies sooner, which might include the use of
picture exchange communication systems.
2. **Social Interaction Difficulties**: Tshepo prefers to play alone and
finds it difficult to engage with classmates. The introduction of a buddy
system is a response to his social challenges. Identifying these
difficulties early could have led to more structured social interventions
at the beginning of the school year.
3. **Behavioral Issues**: Tshepo exhibits challenging behavior such as
temper tantrums when his needs are not addressed. Early screening
could have highlighted the importance of implementing specific
behavioral support strategies, like using pictorial support, much earlier
in his classroom experience to help manage his frustrations effectively.
, ### 3. Developmental Checklist for Tshepo
| **Area of Development** | **Milestones/Behaviors**
| **Tshepo's Status** |
|-------------------------------|--------------------------------------------------|-----------------
-----------------|
| **Communication Skills** | Can express needs verbally
| No verbal communication; uses gestures and pictures. |
| | Follows one-step instructions | Yes, but
struggles with multi-step instructions. |
| **Social Skills** | Engages in cooperative play |
Prefers playing alone; buddy system introduced. |
| | Initiates interactions with peers | Limited;
requires support to socialize. |
| **Gross Motor Skills** | Can hop and skip |
Cannot hop or skip; enjoys swinging and can climb stairs.|
| | Balances on one foot | Cannot
balance on one foot. |
| **Self-Care Skills** | Can dress independently |
Requires assistance with dressing, eating, personal hygiene. |
| | Washes hands independently | Visual
schedules introduced for washing hands. |
| **Emotional Regulation** | Can cope with varying sensory
environments | Dislikes loud noises; receives support for coping
strategies. |
| | Manages frustration successfully | Often
exhibits temper tantrums and runs away when feeling unsafe. |
This checklist provides a clear view of Tshepo's developmental skills
and areas requiring further support, reflecting the insights gathered
from the case study.
