ETH302S Inclusive Education A Exam Prep 2022.

ETH302S Inclusive Education A Exam Prep 2022. EXAM PAPERS 2022 Special schools can become a great resource to the neighbouring schools. Discuss this idea as first expressed in Education White Paper #6. Give examples. Special School as a great resource to neighbouring schools. • Other schools, e.g. full-service schools, get resources from the special school e.g assistive devices etc. • Special schools assist full-service schools to develop inclusive pedagogy. • They assist full-service schools to adopt appropriate method of teaching learners who experience barriers to learning. • The special school serves as consultants to other neighbouring schools • Special schools support the neighbouring schools by providing resources. • Serves as a mentor for the full service schools • It provides assistive technology resources Curriculum adaption has many advantages in a classroom. Discuss this concept. Give examples. Advantages of Curriculum adaptation • It is a learner centred approach. • It is in accordance with the learner ability. • It is based on learner pace. • It allows for flexibility or adjustment to suit the learner. • It is responsive to the learner needs. • It accommodates diversity. • It helps the teacher to differentiate and accommodate the ability of learners. • It allows for small chunks of work according to learner needs. Page 1 of 52 Discuss the factors that led and influenced the move towards inclusive education. Please discuss ten. One fact per paragraph. Move towards inclusive education Under the apartheid education system education for learners who experienced learning difficulties and learners with disabilities, was marginalized under-resourced and segregated. It was known as special education. These learners were known as learners with special education needs. 2.1 Special education and support services had been provided mainly for a small number of learners with special education needs, in special classes in ordinary schools or in special schools. 2.3 Special education and support services were provided on a racial basis with the best resources going to the white learners. 2.4 Most learners with disabilities were either not in special schools or had never attended school. A few were in ordinary schools unable to adequately meet their needs. 2.5 In general, the curriculum and the education system had failed to respond to the varied needs of learners. This caused large numbers of learners to drop out of school, or be pushed out of school, or fail at school. 2.6 While some attention had been given to special needs and support in schools, other levels of education (for example, ECD) had been seriously neglected. Discuss the core function of the District Based Support teams (DBST) Please discuss ten facts. One fact per paragraph. The core functions of the District Based Support Teams (DBST) • To assist teachers in institutions in creating greater flexibility in their teaching methods and the assessment of learning. They will also provide illustrative learning programmes, learning support materials and assessment instruments. • To evaluate programmes, diagnose their effectiveness and suggest modifications. • Through supporting teaching, learning and management, they will build the capacity of schools, early childhood and adult basic education and training centres, colleges and higher education institutions to recognise and address severe learning difficulties and to accommodate a range of learning needs • To provide direct interventionist programmes to learners in a range of settings, • and/or, serve as ‘consultant-mentors’ to school management teams, classroom teachers and school governing bodies. • To foster the development of effective teaching and learning, primarily through identifying and addressing barriers to learning at all levels of the system. • To develop an on-going support of local institutional-level support teams in schools, colleges, early childhood and adult learning centres. Page 2 of 52 • To support the capacity building of schools/education institutions; identifying and prioritising learning needs and barriers to learning in their local contexts. • To identify the support needed to address these challenges, and pursuing these within a strategic planning and management framework. • To provide indirect support to learners through supporting teachers and school management, with a particular focus on curriculum and institutional development. • To ensure that the teaching and learning framework and environment is responsive to the full range of learning needs. • To provide direct learning support to learners where necessary and possible, where institutional-level support teams are unable to respond to particular learning needs. You have learners with low vision in your class. Discuss how you would address the challenges of visual barrier experienced by this learner. Give examoples. (10) Children with a visual impairment impose many challenges for teachers in the classroom, which is why is it so important that learners with low vision be identified as soon as possible. Blind children are easily identified, even at birth. It is not however, as easy to identify a child who is visually impaired and not blind. It is not always possible to identify children who have partial vision from the appearance of their eyes as their eyes may look normal. What should be taken into consideration is their behaviour and complaints. There are various behaviours, complaints and appearances of the eye that a teacher should be aware of in order to help identify a child with low vision. If any child frequently exhibits any of these behaviours or complaints over a period of time, they should be referred to an optometrist or ophthalmologist who will test the sharpness of the child’s vision using a Snellen chart, for those who cannot read a Snellen-E chart is used. If a child’s visual acuity is between 6/24 and 6/60, they are regarded as partially sighted. These children will need to make use of spectacles and other optical devices. A child is regarded as blind when they have a visual acuity of less than 6/60. Once the child’s vision has been tested by a professional, the following steps should be taken: The teacher will need to consult with the school-based support team and figure out how they are all going to support the child with the vision impairment. The school will also need to consult the relevant policy documents from the Department, for example the Education White Paper. The school will then request support from the district asking to assist them with teaching a learner with low vision. The teacher will need to plan curriculum adaptation in order to support the child within the classroom environment. The school should also request support from the neighbouring special school. The school and staff need to ensure that buildings are easily accessible to a learner with low vision. The teacher and school need to ensure that there is proper and effective consultation with the district. Page 3 of 52 Teachers should be well trained and have the relevant study material. For example, the school could send the teachers on a course to help them read and understand Braille so that they will then be able to assist the student with learning Braille. The school should also acquire the relevant material they would need to assist the child with Braille. The teacher should also create proper partnerships with other stakeholders which may be able to help the child, for example, social workers, nurses, local municipality etc. Discuss the education support structure and its relationship at various levels, namely national, district and classroom. Give examples. (20) The Education White Paper 6 makes provision for support by means of a system approach and collaboration between these systems. The system is broken up into four levels; national, district, school and classroom. Each level has different responsibilities and roles which they need to adhere to in order to provide the proper support. The following is expected at a National level: It should promote and provide education for all. At national level they should provide an inclusive framework for the country. They must develop policies on inclusive education. They must provide an education legislative framework. Promote and provide schools with national policies and that govern the schools. They should promote and provide advocacy and information of programmes which support inclusion. Those at national level should give support and guidelines to all provinces. They should collaborate with other departments for more resources, for example the department of Health for wheelchairs for learners, etc. Provide clear policies to all stakeholders and organisations involved, for example; NGOs, DPOs, etc. Those at a national level should allocate physical and human resources, for example; post establishment. The following is expected at a Provincial level: Those at the provincial level allocate funds from national level for the building of schools. They should facilitate the employment of Educators as per school establishments in line with the national requirements. They control and monitor school budgets throughout the districts. They should provide experts who act as consultants to all schools throughout the districts. They should ensure that policies are implemented as expected. Ensure that budget/money received from central government/national department for education is properly spent. The following is expected at a District level: Page 4 of 52 District level must coordinate learning support. They must provide illustrative learning programs and learning support material for instruction and assessment. They must evaluate schools and give support accordingly. Help mobilize children who are unable to come to school. Assist educational centres to recognize and address severe learning difficulties and to make accommodations for a range of learning styles and barriers. Provide guidelines and management to schools on inclusion and inclusive education. Focus on in-service-training for teachers with children who experience barrier to learning. Capacitate schools by equipping them with skills needed to support those with learning barriers/difficulties or disabilities. They should identify and coordinate learning needs.