Student number: 60424729 ETH302S

Unique Number: 798481

Reference: Albert Machabaphala

Assignment 02
QUESTION 01
Definitions of terms’’’

1.1 Inclusive education

 Refers to recognising and respecting the Differences among all
learners and building on the similarities.” and “supporting all
Learners, educators and the system as a whole so that the full range
of learning needs can be met.

1.2 Integration
 Literally means putting different cultures together, based on positive
moral concepts.
Children and staff from Catholic and Protestant traditions, as well as
those of other faiths, or none, together in one school Integrated
Education brings
1.3 mainstreaming
 that a school is putting children with special needs into classrooms with
their peers who have no disabilities
1.4 Individual Support plan
 That a school is putting children with special needs into classrooms with
their peers who have no disabilities, this term used to describe the
integration of children with hearing loss into regular school classrooms
so they can learn alongside their hearing peers.
1.5Medical model of disability
 Medical model has been used to understand many aspects of child
development in the context of special needs education. This often
meant that children who did not learn easily like the others were viewed
as being the ‘patients’, as if they had a disease that needed accurate
diagnosis and treatment
1.5 Normalisation
 Is a process of helping individuals with special needs – those with
mental/developmental disabilities to live as “normal” a life as possible
for that individual
1.7 Curriculum different
 A key strategy for responding to diversity takes into account differences
in learners’ ability levels, interests; background the structuring of lesson
plans, rubrics.
Question 2
2.1 Four principles of education as reflected on white paper
· Acknowledging that all children and youth can learn and that all children
and Youth need support.
As a teacher needs to acknowledge leaners in the teaching environment
also support them to establish/excel in classroom situation.

· Accepting and respecting the fact 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.
For teacher to be respected is also takes him/her to respect learners.
Treat learners the same.

· Enabling education structures, systems and learning methodologies to

meet the Needs of all learners.
Use the supporting materials to make learning effective.

· Acknowledging and respecting differences in learners, whether due to

age, Gender, ethnicity, language, class, disability, HIV or other infectious
diseases.
All learners are the same.
2.2 Difference between the medical and social disability.
Medical Model
 Medical model played an important role in identifying children with
intrinsic factors causing learning barriers such as physical, sensory and
some emotional barriers to learning. For example, if the child did not
concentrate well, it was commonly believed that the child had an
attention problem.
 This often meant that children who did not learn easily like the others
were viewed as Being the ‘patients’, as if they had a disease that
needed accurate diagnosis and treatment. Such diagnosis and
treatment was usually given by a professional such as a doctor,
psychologist, and a speech and hearing therapist, an occupational
therapist and so on. This Thinking led to the idea that ‘children with
 special needs’, i.e. those who are not learning in the system as other
children, need to be educated separately from the rest.
Social Disability
 The Social Model serves as a cornerstone for the implementation of
Inclusive Education. According to this approach all learning is affected by
the social context in which it occurs.

 An important idea in the Social Model is that the education system

cannot operate in isolation from other systems. These include the family
that the child lives in, the geographical and social context (e.g. rural as
opposed to urban), the resources available to the child and the family,
and so on. Every child lives in a particular social context, in a community
with sets of values and beliefs, and in certain socio-economic
circumstances.
2.3 Negative attitude can cause a barrier to learning.
Attitudes are important because they have the potential to affect the way in
which people behave. For example, attitudes could influence policies that
people develop; decisions on education, the way managers and administrators
work in their institutions, and teaching and learning strategies themselves.
Attitudes can also affect the way in which learners behave towards teachers
and other learners in or outside classrooms. For example, learners may
develop discriminatory attitudes resulting from prejudice in favour of or
against others on the basis of race, class, gender, culture, disability, ability, or
other simplistic generalizations.
2.4 Different between inclusive and mainstreaming.

Inclusion

Inclusion is based on the idea that students with disabilities should not be
segregated, but should be included in a classroom with their typically
developing peers.
Student in an inclusion classroom usually needs only to show that she is not
losing out from being included in the classroom, even if she is not necessarily
making any significant gains.
In an inclusion environment, a severely disabled student may only need to
know the name of his own state and of the country. He also may receive one-
on-one instruction by a paraprofessional in order to accomplish this
assessment goal.
Mainstreaming
Student with disabilities may benefit from being in a general education
classroom, both academically and socially
Mainstreamed student may have slight adjustments in how she is assessed,
but she learns mostly the same material and must show that she is gaining
from her classroom placement.
On assessment mainstreamed child is usually expected to keep up with the
classroom instruction, although some accommodations are allowed.

2.5 support of learners who struggle to complete assignment.

It’s important to support learners in managing their time.
Assignments are also an opportunity for the tutor to provide individual
feedback to learners.
feedback will help learners to gauge their progress throughout the course.
Use of rubrics will help leaners to understand what’s needed in assignment
view.
Give learners sufficient time to deal/write assignment and also menter them
throughout.

2.6
A. the role of ILST

The ILST is the first source of support and assistance for teachers trying to
address Barriers to learning. A major role of the ILST is to “assist the school
community (Including parents and the surrounding community) to understand
what it means to build an inclusive school and then address the challenge in
practical terms as with all Inclusive Education structures the ILST functions
within an exosystemic framework. So the ILST Does not only work with
individual learners but rather looks at ways of minimizing Barriers within the
school context. Ensure that new admissions who have been referred to them
by the admissions
Committee are fully screened in the spirit of inclusivity;
· Decide on the class where the child will be admitted and outline support
Measures to be implemented, together with the teacher;
· Orientate teachers in meeting these support needs;
· Inform the DBST of additional l support needs in terms of training materials,
Equipment.
B The purpose of support
The support that teachers are able to offer learners falls within the confines of
their own knowledge, skills and the resources available to them.
Teachers need to be highly skilled and motivated to be successful" as inclusion
"demands such high levels of teaching competence and organisational
changes" in order to promote effective learning. Although many teachers are
positive about inclusion, the main areas of concern are training for inclusion;
appropriate curricula for all learners; available resources and school and
classroom structures that impede inclusion. The context and conditions in
which the participating teachers in this study teach also make it difficult to
support learners in their classrooms.

C The value of assessment

Assessment is valuable for both students and teachers in evaluating
progress. Assessment can be formative (short term), interim (occasionally), or
summative (at the end of a large unit of information) assessment that allows
learners to demonstrate and apply what he or she has learned and apply
knowledge and skills after significant instruction.
Assessment is embedded in the learning process. It is tightly interconnected
with curriculum and instruction. As teachers and students work towards the

Achievement of curriculum outcomes, assessment plays a constant role in

informing instruction, guiding the student’s next steps, and checking progress
and achievement. Teachers use many different processes and strategies for
classroom assessment, and adapt them to suit the assessment purpose and
needs of individual students.

2.7.4 The differentiation of the learning process, content, process and

learning environment for inclusive classroom.
Content is what we teach (the curriculum). Content Consists of facts, concepts,
generalizations or principles, Attitudes and skills related to the subject, as well
as materials that represent those elements. It can be differentiated in two
Ways. First in differentiating content, we can adapt what we teach i.e. by
varying learning outcomes on the basis of what students already know. The
teacher may differentiate the content by selecting and organizing learning
experiences at various levels of Bloom’s Taxonomy. For example, students who
are unfamiliar with the concepts may be required to complete tasks on the
lower levels of Bloom's Taxonomy: knowledge, comprehension, and
Application. Students with partial mastery may be asked to complete tasks in
the application, analysis and synthesis areas, and students who have high
levels of mastery may be asked to complete tasks in synthesis and evaluation.

Strategies of differentiation in inclusive classroom

It can be beneficial to know about certain types of disabilities before teaching
students with labels, often teachers are effective when they are accepting,
look for strengths in their students, provide personal attention when
necessary, and allow for differences in the ways students approach tasks and
complete classroom work.

The Environment for inclusive classroom.

The type of classroom environment that a teacher creates and encourages can
either increase or Decrease a student's ability to learn and feel comfortable as
a member of the class. The classroom Environment should do as much to
foster cooperation and acceptance as the teaching methods that the teacher
uses.
This article describes a number of methods to help teachers plan for and
create a Classroom that welcomes and supports all children.
Classrooms that encourage emotional well-being create an atmosphere for
both learning and emotional development. Educational research supports
creating an atmosphere of Mutual respect, where students feel relaxed in
asking questions and expressing their thoughts and feelings. Some areas to
consider when creating an atmosphere of mutual respect are classroom
design, classroom procedures, and classroom strategies. Implementing a few
strategies that address these areas can help develop a strong sense of
community and encourage positive interactions and cooperative learning for
students with and without disabilities. A warm classroom environment can
lead to increased academic achievement and a sense of pride and belonging in
the school.