NAME: Nicole Kristen Charles.

STUDENT NUMBER: 58235760.

MODULE: ETH302S.
UNIQUE NUMBER: 798481
SEMESTER: 2nd.
DUE DATE: 28 September 2018.
QUESTION 1:

1.1 Inclusive education:

Inclusive education is an education framework that ensures access to education for all
learners, regardless of their difference in culture, race, language, abilities, gender and
socio-economic status. Inclusive education promotes equal participation and of non-
discrimination against all learners of the learning process, irrespective of their abilities
within a single, seamless education and training system and a continuum of learning
context and resources according to learners needs. Inclusive education makes provision
for learning opportunities for all learners and provision of support to all learners.

1.2 Integration:

Integration is the process whereby learners with and without disabilities attends the
same school in their neighbourhood. This relies heavily on social and political discourse.
It focuses on the democratic right of every child to a public education, and creates a
setting where every single child is an integral part of the program. This means that
modifications are made to suite the need for every single learner. The goal of integration
is to ensure that learners with disabilities are assigned equal membership in the
community. Its aim is to maximise the social interaction between the disable and non-
disable.

1.3 Mainstreaming:

Mainstreaming is an education system that ensures that learners with disabilities are
educated alongside their peers without disabilities. It ensures that learners with
disabilities have the opportunity to participate in activities and educational experience
with learners who have no disabilities. The goal of mainstreaming is to return learners
with disabilities to the mainstream of education as much as possible, alongside normally
developing peers.

1.4 Individual support plan:

The ISP is a plan designed for learners who need additional support or extended
opportunities developed by teachers in consultation with the parents and the institution-
level Support Team.

1.5 Medical model of disability:

The medical model of disability is concerned with diagnosis and treatment. In education,
those who are different are targets for “remediation” as their differences is regarded as
the problem. It is overly dependent on specialist. In other words this model is used
mainly in medical sectors. The medical model of disability focus is to find out what is
wrong with the child and cure it. It focus is on diagnosis- ADHD, Intellectual disability,
Cerebral palsy, Down syndrome etc. It also determines school placements such as
special schools.
1.6 Normalisation:

Normalisation is an idea that all people regardless of their characteristics and abilities
have the right and freedom to normal school, home circumstances, normal job etc.

1.7 Curriculum differentiation;

Curriculum differentiation is one of the strategies in Inclusive education to support and

respond to diversity so learners can learn and participate during class activities.
Curriculum differentiation involves adaption in the following:
-Content.
-Teaching strategies (process).
-learning environment.
-assessment methods (product)
to meet the needs of learners in class. The main aim of curriculum differentiation is to
ensure access to the curriculum in any school.
UNESCO (2004) views curriculum differentiation as the process of modifying or adapting
the curriculum based on the different ability levels of the learners in one class to ensure
that none of the learners are excluded from learning and participation during class
activities. Therefor teachers should modify their teaching methods and strategies,
teaching and learning resources, assessment methods, learning activities and learner’s
products to provide learning opportunities for each learner in the classroom and to meet
their diverse learning needs in order to facilitate their success. (Tomlinson, 2009).
QUSETION 2:

2.1 Principles of inclusive education:

 Human rights and social justice for all learners:

All learners must enjoy equal rights and protection from human dignity. This means that
each learner has the right to equality education, and to be treated with dignity and respect.
Acknowledge and respect differences in learners due to age, gender, ethnicity, language,
and class, disabilities and HIV status.

 Participation and social integration:

All learners must be given the chance to partake in their community being provided with the
widest possible education and social opportunities. Centres of learning must support and
promote social integration in these communities so that mutual respect is fostered. Broader
than formal schooling and acknowledge that learning also occurs in the community, and
within formal and informal modes and structure.

 Equal access to a single, inclusive education system:

Suitable and effective education must be organised in such a way that all learners have
admission to a single education system that is open to diversity. No learners should be
prevented from participating in this system, irrespective of the physical, intellectual, social,
emotional, language, or other differences. Accepting and respecting that all learners are
different in some way and have different learning needs which are equally valued and an
ordinary part of our human experience.

 Access to the curriculum:

All learners are entitled to participate in the common education curriculum. All aspects of the
curriculum (including what is taught and how it is taught and assessed, teaching and
learning materials, and the learning environment) should therefore be available to all
learners. Where necessary, learners must be provided with the essentials support to enable
them to access the curriculum effectively.

2.2 difference between medical and the social view of disability:

The medical model of disability is overly concerned with diagnosis and treatment. In
education, those who are different are targets for “remediation” (they must be fixed) as their
differences is regarded as the problem. It is overly depended on specialist. In other words
this model is used mainly in medical sectors. Its focus is to:

-Find out what is wrong with the child and cures it.

-Focus on diagnosis – ADHD, intellectual disabilities, Cerebral palsy, Down syndrome etc.

-Determines school placements such as special schools

The social model of disability is a paradigm that is considers how person factors
(impairments) interact with the environment to cause disabilities. Its focus is that:

-Learning problems are not only a result of something wrong with the child.

-social, economic, and political practices are contributing to the child experiencing
learning difficulties to learning. Other contributing factors are:

-Attitudes of others.

-Lack of proper resources.

-Lack of access to services.

-Inflexible curriculum.

-Lack of proper teacher training.

- The system and society can also create barriers to learning.

Therefore, changing the whole system or environment will ensure that all learners including
those who experience barriers to learning participate in the learning process.

2.3 negative attitudes towards differences:

 Negative attitudes to and stereotyping of differences. When teachers or learners

behaviour towards learners who need additional support for learning and participation
or different from them as inferior or incapable of learning, it can lead to
marginalisation or exclusion. These actions or believes will eventually cause learning
breakdowns or exclusion. Teachers with negative attitudes towards learners who are
different will simply label the learner in a negative way and will not support the
learner by providing the correct “treatment”, the learner will eventually not be able to
perform to his or her true potential.
 Lack of parental recognition and involvement in learning, teaching and support.
The active involvement of parents and the broader community in the teaching and
learning process is central to effective learning and development. Where parents are
not giving this recognition on where their participation is not facilitated and
encouraged, effective learning is threatened and hindered.
 Language of teaching, learning and communication. When teaching takes place
through a language which is not the learners first language. It places the learner at a
disadvantage and he or she will not be able to learn effectively.
 Socioeconomic factors such as poverty and violence.
Poverty stricken communities are also poorly resourced communities which are
frequently characterized by limited education facilities, large classes with a high
pupil/teacher ratio and inadequate teaching and learning materials. Many learners
may come from households where money is scares and they lack nutrition and
school requirements. This means that
  Barriers arising from impairments, including physical, cognitive, sensory,
development and learning impairments that need specific support for most learners
with disabilities, learning breakdowns and exclusion occurs when their particular
learning needs are not met as a result or prevent effective learning environment or
broader society which handicap the learner and prevent effective learning from taking
place.

2.4: White Paper 6 distinguishes between mainstreaming and inclusion:

MAINSTREAMING INCLUSION
 Get learners to “fit into” a particular kind  Recognise and respect differences
of system or integrate them into this between all learners and building on the
existing system. similarities

 Give extra support so learners can “fit  Is about supporting all learners,
into” the ‘normal’ classroom routine. educators and the system as a whole so
Learners are assessed by specialist who that the full range of learning needs can
diagnose and prescribe technical be met. The focus is on teaching and
interventions, such as the placement of learning factors, with the emphasis on
learners in programmes. the development of good teaching
strategies that will be of benefit to all
 Focus on changes that need to take learners.
place in learners so that they can “fit
into”. Here the focus is on the learner.
 Focuses on overcoming barriers in the
system that prevent it from meeting the
full range of learning needs. The focus is
on the adaption of and support systems
available in the classroom.

2.5

 I can use cooperative learning where learners can assist one another in the learning
process. I will group learners together to complete task and combine and share
ideas. This will help enhance their thinking and also a way of motivating each other.
 I can use peer tutoring, I can assign a peer to assist and help learners who have
difficulties in understanding the content.
 Demonstration method: the learner can watch how another person who can either be
an adult or another peer handles and completes the task. For example: in a grade 2
class, I can demonstrate in a language lesson the story about why the rock rabbit
does not have a tail.
 I can breakdown activities into smaller chunks so learners who struggle with
understanding large chunks of work at once have a better understanding. The
chunks can follow a logical order and move towards a clear goal.
 I can differentiate instruction by changing and switching around what students need
to learn, how they’ll learn it and how to get the material across to them. When
 learners struggle in one area, I can create a plan that includes extra practice, step-
by-step directions and special homework.
 I can use a variety of learning preferences and styles. I can use the multisensory
approach; this helps learners to link with what they see, what they hear, how they
move and what they feel. When learners learn using all of their senses they
remember material better and will help them in the learning process.
 I can use speech, gestures and pictures to enhance interaction and participation.
 I can help assist learners with special time and focus on what they need help with
and what areas of what they are struggling with.
 Give extra activities that will help build on their weaknesses and improve their
learning.

2.6: According to the document: Screening, Identification, Assessment and Support

(SIAS), Department of Education, 2008.

a. The role of the ILST:

 Assess support needed and develop a programme for

educators and parents.
 Provide training/support to be implemented in the classroom if
necessary.
 Evaluate/monitor after the proposed programme has been
implemented for a period agreed upon by the ILST, educators
and parents. The kind of support to be provided will determine
the length of a formal report which should compiled by the
ILST.
 Identify further Institutional Based Support assets and
mobilised support
 Identifying “at risk” learners and addressing barriers.
 Provide support programmes for addressing barriers to
learning.
 Encourage collegial support/peer support.
 Determine the level of support needed.

b. The purpose of support:

 Co-ordinating all learner, educator, curriculum and institution

development support in the institution. This includes linking the
ILST to other school-based management structures and
processes, or even integrating them so as to facilitate the
co0ordination of activities and avoid duplication.
 Collectively identify instructional needs and in particular,
barriers to learning experienced by learners, educators,
curriculum and institution-levels.
  Collectively develop strategies to address these needs and
barriers to learning. This should include a major focus on
educator development and parent consultation and support.
 Drawing in the resources needed, form within and outside of
the institution, to address these challenges.
 Monitoring and evaluating the work of the team within an
‘action-reflection’ framework.

c. The value of assessment:

 Establish barriers affecting the learners’ participation in the

learning process.
 Decide on the level of support needed, and the ‘support
package’ to address the barriers.
 Track progress and impact of implementation of the support
package.

2.7

 Differentiation of the content:

Differentiation of the content consist of what is been taught and the manner in which
learners access the learning material. It refers to what the learner is expected to
learn which includes facts, concepts and skills the learner acquires within the
learning environment. Teachers can use multi-level teaching; this refers to one topic
or concept presented at various levels of complexity. This means that teachers
provide learners with the same curricular areas but at different levels of difficulty. The
teacher can make the content easy to understand. For example: during a
mathematics lesson, learners who function on high levels can write the names of the
shapes down, while the low level learners can draw the shapes instead. Or teachers
can reduce the number of items to learn, for example: instead of counting to 1 to 10,
allow learners to count from 1 to 4.

 Differentiation of the process:

This refers to the techniques and instructional strategies and resources used by the
teacher to present information to the learners and how the learners make sense of
the content. In other words how teaching and learning is facilitated. This includes
strategies such as: cooperative learning, demonstration methods, multisensory
approach, aided language stimulation and peer tutoring.an example in the
differentiation of the process: in a English lesson, a learner might not be able to read
 and understand a literature book, but will have the same understanding when
watching the movie based on the book. It also determines the level of support the
teacher provides so that learners can understand what is been taught and what kind
of resources is been used during class activities.
Differentiating the process involves:
 Providing varied options at different levels of difficulty or based on differing
students.
 Offering different amounts of teacher and student support for a task.
 Giving choices about how students express their understanding.
 Varying the learning process depending on how students learn.

References

(Tomlinson &Allan, 2000)

 Differentiation of the product:

Differentiation of the product reveals the content and process by which learning
occurs. It refers to the way which learners demonstrate what they have learned and
teachers can determine if goals that have been set have been achieved. It reflects
learners understanding. Teachers can use various forms of assessments to allow
learners to demonstrate and apply what he or she has learned after significant
instruction. Differentiating the product involves:
 Providing challenging, variety and choices.
 Giving students options about how to express required learning, for example,
a letter or develop an annotated diagram.

To differentiate the product:

 Allow learners to help design products around learning intentions or goals.

 Encourages learners to demonstrate or express what they have learned in
various ways.
 Allow for varied working assignments-alone or in groups.
 Provide or encourage the use of varied types of resources in preparing
product.
 Use a whole variety of assessment methods.
 Provide product assignment at varying degree of difficulties, determined by
the learners’ readiness.

References

(Tomlinson &Allan, 2000)

 Differentiation of the learning environment:

This refers to the ‘climate’ or emotional context in which learning occurs. It ensures
that learners have a safe and secure environment which allows them to take risk and
express their understanding or lack of understanding.
It includes the operation and tone of the classroom such as: class rules, furniture
arrangements, procedures and processes. Differentiating the learning environment
involves the following:
 Considering the look and feel of the classroom.
 Providing a safe and positive environment for learning.
 Allowing for individual work preferences.
 Managing the learning space.
 The teacher is responsive to the needs of all learners in all domains.
 The teacher should provide each learner with the necessary support.
 Both the teacher and learners share decision-made with regards to classroom
daily routines, management and classroom operation.
 A range of resources are available to support teaching and learning.

To differentiate the learning environment:

 Make sure there are places in the classroom to work quietly and without
distractions and invite students collaboration.
 Provide materials that reflect a variety of cultures and home settings.
 Use alternative settings.
 Identify classroom management procedures that would make the learning
environment supportive.

References

(Tomlinson &Allan, 2000)

REFERENCES:
 UNESCO (2004).
 (Tomlinson & Allan, 2000).

BIBLIOGRAPHY:
 Tutorial letter 501/3/2018 for ETH302S.
 Education of white Paper 6, Special Needs Education: Building an Inclusive Education,
Department of Education, 2001.
 Screening, Identification, Assessment and Support (SAIS), Department of Education, 2008.
 RESULTS
14 = 14

16 = 16

8 = 16

5 = 5

6 = 39

7 = 7

------------------------------

Total = 97 / 100 (97%)