STUDENT NAMES : TEBOGO MARCIA

STUDENT SURNAME : SEBOTHOMA

STUDENT NUMBER : 62961772

MODULE CODE : BTE2601

ASSIGNMENT : 03

POSTAL ADDRESS : P O BOX 18

STRYDMAG

0455
QUESTION 1
1.1.
1.1.1. In this environment the basic attitude in education should be one of non-discrimination,
acceptance and involvement of all, specifically to accommodate those learners who experience
barriers to learning. An inclusive learning environment supports all learners and the education
system as a whole so that a range of learning needs can be met. It focuses on overcoming barrier
in the system that prevent it from meeting the full range of learning needs.

1.1.2. A transformative teacher is one who brings about different teaching practice, fosters
critical citizens and implements equity, redress, non-discrimination, access, justice and
democracy in the school and classroom. You are a transformative teacher when you develop an
inclusive learning environment.

1.1.3.

• Support structures in the school will aid to make learning contexts and lessons accessible
to all learners.
• Takes place when teachers plan lesson in such a way that they accommodate all learners.
• Takes place when schools review their culture, policies and practices in terms of extent
to which they meet individual teacher, parent and learner need.

1.1.4. Disruptive behaviour – In children refers to behavior that occur when a child has difficulty
controlling their actions. When a child is uncooperative in classroom and it prevents her or him
from school work. For example ÷

• Incessant talking while you are teaching.

Learning disabilities – Are due to genetic or neurobiological factors that alter brain functioning in
a manner which affects one or more cognitive processes related to learning. These learners often
don’t understand why they having difficulty with their academic work. For example ÷

• Lack of enthusiasm for reading and writing.

1.1.5. As a teacher, you can help by identifying and assessing barriers that prevent a learner from
fully taking part in the learning process and by doing so as early as possible in order to address
the barrier. The teacher should implement inclusive education which means that all learners have
access to good quality education. This implies an environment in which children are able to learn.
For example ÷

• A transformative approach
• A caring pedagogy
• Awareness of intrinsic and extrinsic factors
 • A broader approach to support

QUESTION 2

2.1. South African education has advocated an inclusive approach to teaching, learning and
assessment and has required teachers to assess less for achievement and more for constructive
support for learning. Inclusiveness is particularly important when we encounter learners with
diverse abilities and needs.
The concept of learning support implies that all learners unique and have their own unique
potential that is realized at their own pace and level of learning independence, using their own
strategies and learning styles to reach their own unique levels of achievement. Learning support
relies on the collaboration of all members of the different systems that influence the learning of
each learners.
These systems are the ecosystems of the learner’s world and are interdependent and interactive.
Therefore whatever happens in one system will have a ‘ripple – effect ‘on all the other systems.
Teachers should realise that this inter-connectedness of system will invariably affect the
assessment activities they intend to plan.

2.2. Learning mediator

Teacher can mediate learning in the classroom and help learners learn better by interacting with
them. He or she can facilitate interactions among students by producing interactive tasks and
activities and encouraging learners to involve in group and pair work. To equip learners with
necessary knowledge, skills and attitudes to be able to mediate learning in an effective way by
showing sensitivity for learners needs and differences, using and adjusting teaching strategies,
teaching media and resources to suit various purposes and to create a challenging learning
environment.
2.3.

• Level 1 – General education classroom with specialist consultation.

• Level 2 – General education classroom with cooperative teaching or co-teaching.
• Level 3 – Part-time placement in special education classroom
• Level 4 – Full-time placement in special education classroom in a general education
school.
• Level 5 – Special school
• Level 6 – Residential school, treatment center, or homebound instructions.
2.4.

• Improvement and conversion of special schools and settings into resource centers
integrated into district-based support teams.
• Mobilisation of out-of-school children and youth of school age with disabilities to attend
a school.
• Conversion of around 500 general-education primary schools to full-service schools
(ordinary schools equipped for a full range of special educational needs) and the provision
of additional schools depending on need and available resources.
• Orientation and introduction of school staff, management and governing bodies to the
inclusive education model, and to the idea of identifying disabilities and intervening
during the Foundation Phase.
• Establishment of district-based support teams to provide a coordinated support service.
• Establishment of a national advocacy and information programmer to support the
inclusive model, focusing learning institutions, parents and local communities, and
highlighting important programmers and progress reporting.

BIBLIOGRAPHY

• S Gravette, JJ de Beer, E du Plessis Becoming a teacher UNISA custom edition.