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MODULE NAME: MODULE CODE:

INCLUSIVE EDUCATION B INED7212

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER & MARKING RUBRIC)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the
Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the student
portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high‐ (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error.

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in‐
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in‐text changes in the format of in‐text  Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in‐text)
quotes (in‐text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has  Concepts and ideas are typically referenced, but a
technically correct throughout been consistently used, but there are reference is missing from small sections of the
the submission. one or two errors. work.
 Concepts and ideas are typically  Position of the references: references are only
 Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea.  Position of the references: references  For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
 For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are  For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in‐text) and/or paraphrased material, the incorrect punctuation
the bibliography/reference list book chapters (bibliography/reference is used (in‐text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in‐text Generally, congruence between the in‐ A lack of congruence between the in‐text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies between
 There is largely a match between the the in‐text referencing and the
 All sources are accurately sources presented in‐text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in‐text, but not
included in the bibliography/  For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................................................................................

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Question 1 (Marks: 100)

Taking the below scenario into account, complete the questions that follow:

Scenario

You are fortunate to have a teaching post at a school that is renowned for its inclusive approach to
education. The school caters for all groups of learners within the same classroom. As the school is
within a popular suburb where most parents pay school fees, the school makes use of assistive
devices where required. If these devices are for one learner only, the school supports the family in
finding the right device for the child’s needs. This includes taking into account the child’s context
as well as considering which options are available.

In a report of approximately 1 500 – 2 000 words, develop a substantiated discussion on an effective

teaching and learning approach that could be implemented within the context provided. Your report
should be addressed to the school governing body explaining to them how you would develop a
support plan to accommodate all the learners in the school.

Instructions:
1. Choose ONE of the case studies to base your assignment on. Clearly state which case study
you have selected, by making that your heading.
2. Foundation Phase students should apply their chosen case study to a Grade 2 child and
Intermediate Phase students should apply their chosen case study to a Grade 5 child.
3. Write an academic essay, making use of appropriate headings, of approximately
1500 – 2 000 words, in which you discuss effective teaching and learning methods based on
the case study you chose.
4. In your essay, you should:
a. State which case study you have chosen.
b. Identify and discuss the two most prominent barriers experienced by the child in your
chosen case study. Motivate your choices and justify your decision.
c. Identify the child’s strengths and weaknesses.
d. Analyse the support needs of the child and list the educational needs that you have
identified.

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e. Create a support plan in which you make provision for both barriers based on the
strengths, weaknesses, and support needs that you have identified. Make use of
examples to explain the support you are discussing and support your decisions using
research.
f. You are required to include one to two assistive devices that will support the learner.
Include a motivation as to how the device supports the child’s needs, as well as an
image of the device, in your justification for the device(s) you have chosen.

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Case Study 1: Siyabonga

Siyabonga is a cheerful child who has a passion for soccer. He lives with his mother, grandmother
and two older brothers.

Siyabonga was born with a physical disability caused by a neural tube defect that affects his ability
to walk. He has limited feeling in his lower limbs and feet and fair upper body strength though this
is insufficient for his mobility needs. He needs to catheterise daily at lunch break, which he does
independently, though does need to be reminded as he tends to forget.

Siyabonga uses a manual wheelchair to move around the school though he is able to walk with a
walking frame inside the classroom. Siyabonga often needs other children to push him around or
is late for class as he pushes himself very slowly and tires easily. His older brother pushes him to
and from school but this means sitting and waiting for his brother to finish extra‐murals. His
mother is a cleaner at a local business, and Siyabonga is sometimes seen sitting in his wheelchair
on the pavement outside the business in the street until late evening.

At break time, Siyabonga enthusiastically joins the other children to play soccer. He and a friend
usually take the role of goalkeeper together. As Siyabonga is able to raise himself up on his knees
with his walking frame, he sits in the front of the goal and catches the lower shots while his friend
stands behind him and catches the balls that go above his head or that he misses. Together, they
make a formidable team.

While the children were changing for PE one day, you noticed that Siyabonga has a lump on his
spine that looks like it has scarring on it. When Dave, one of his classmates, asked him about it,
Siyabonga replied that it was an operation that he had when he was a baby. He also showed Dave
the scars on his feet from dragging his toes on the ground when he walks. In return, Dave showed
Siyabonga the scar on his elbow from falling off his bike and they laughed together about their
battle scars.

Siyabonga tries very hard in class. He always listens carefully to instructions and pays attention
when you are teaching. However, he struggles to remember the instructions. During discussions,
Siyabonga puts his hand up and enjoys engaging in the conversation.

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Even though he often only gets the easiest questions correct, he is always willing to try.
Siyabonga’s answers tend to be short and simple and usually miss the deeper meaning or
inferences.

When reading, Siyabonga displays a good grasp of phonics and uses this to decode words that he
does not know. His reading is slow and lacks phrasing, and he disregards punctuation, but he
practices every day and is making progress. Unfortunately, even though he is able to read grade‐
level texts out loud, he does not always grasp the meaning of what he has read. When completing
comprehensions, his answers are usually copied from the text and usually only straight recall
questions are correctly answered.

While Siyabonga’s written work is neat, his sentences are short, only four or five words at most
and he uses very simple and repetitive phrases. He has low muscle tone in his hands and as a
result, grips the pencil very tightly in order to control it. You notice that he tires easily and that he
often struggles to complete the work in class.

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Case Study 2: Farzana

Farzana was born at full term after a difficult birth. Her mother had been expecting to have a
natural delivery free from problems as she had done with her first four children. However, the
umbilical cord had been wrapped around Farzana’s neck and she was eventually delivered via
emergency C‐section. Farzana was quite blue by the time she was born as her brain had been
starved of oxygen which resulted in her having a physical disability.

Farzana comes from an intact family who dotes upon her. Her father is an actuary who lectures for
a local university, and her mother stays at home to look after her but is a qualified engineer. She
has two older brothers and two older sisters, all of whom are straight‐A students.

Farzana has the classification of quadriplegia and uses a wheelchair for mobility purposes. Her
mother pushes her to the classroom each morning and collects her from the classroom each
afternoon, though Farzana pushes herself around inside the classroom. Farzana’s mother
volunteers in the school library so that she can be available if needed to assist with toileting and
feeding during breaks.

Farzana speaks slowly with a slur, and it is often necessary to ask her to repeat herself several
times in order to be understood. She is keen to engage in discussions, and often has an excellent
understanding of the content that is discussed, drawing from her extensive general knowledge.
Farzana often finds it frustrating when her peers do not catch on as quickly as she does, and you
sometimes feel that she knows more than you do.

You notice that she has an incredible memory and only needs to read or hear something once in
order to understand or recall it. Farzana learned to read at age three by listening to her older
siblings practice reading as part of their homework. She reads at a level four years above her
chronological age and enjoys listening to audiobooks that usually appeal to much older children.
Though her speech may be difficult to understand, Farzana’s excellent vocabulary has found you
Googling words in order to answer the questions that she poses. Farzana has a razor‐sharp sense
of humour and appreciates irony and making puns, though the other children often do not
understand what she finds so funny.

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While she is unable to write clearly, you are often surprised at the answers that she provides
during discussions and the insight she has on subjects when she answers orally. Farzana displays
impressive higher‐order thinking skills and her solutions to problems are rather out‐the‐box.

Her physical disability means that Farzana sometimes takes longer to process problems and get
the answer out. However, while unable to tie her own shoelaces, Farzana is able to do complex
calculations in her head if given the time to process. Unfortunately, she often has difficulty
explaining how she got to the answer, which is aggravated by her speech difficulties. Farzana does
Maths at a level five years higher than the grade she is presently in, and some of the boys get
upset when she can get the answers right that they struggle with.

Farzana does not have many friends. While she is always polite to the children in the class, she
seems to have very little in common with them. Her best friend is in her eldest sister’s class and is
four years her senior. They attend Madrassa classes together in the afternoons.

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Case Study 3: Dylan

Dylan was born prematurely with a very low birth weight. Unfortunately, Dylan was born with a
condition that could have been avoided had his mother controlled her habits during pregnancy,
however, she was still in her late teens and was more interested in having a party life than
becoming a mother. Shortly after his birth, his mother abandoned him at the hospital, and Dylan
was later adopted by an older couple whose children had already left home. Dylan knows that he
is adopted and calls his adopted mother “Mom”.

Dylan has unusual facial features, he has small eyes with epicanthic folds, a flattish face, a thin
upper lip, and an indistinct philtrum, which gives him a rather elfin look. He also has heart and
kidney problems.

Dylan’s milestones were delayed. He sat at 10 months, walked at 20 months, and only started to
speak when he was two years old. Dylan’s language is still approximately three years below the
level that it should be. Mom says that once he started walking, he ran and never sits down if he
can avoid it. Often, Dylan does not seem to hear that you are calling for the children’s attention
and will seemingly ignore instructions. A few times, you have walked up behind him while he was
busy and he has gotten a huge fright when you have touched his shoulder, even though you were
not being quiet during your approach.

While Dylan is enthusiastic to come to school, he struggles in class. He quickly forgets instructions
and continually loses his pencil. He tries hard but often seems careless in his work. It is messy and
his answers are often incomplete, and he is often found chatting to children and wandering
around instead of working.

Dylan’s reading level is about two years below where it should be. He struggles with sounding out
new words, relying mostly on visual recognition of sight words, and his reading is stilted. He
engages in a reading behaviour that is commonly referred to as “barking at print”, where he reads
word‐by‐word without intonation and phrasing so that he does not follow the meaning of the text.

During group reading and discussion time, Dylan becomes easily distracted. He tends to fidget and
irritate the children around him. He gets very excited when he thinks that he knows the answer
and will often jump up and shout out the answer rather than putting up his hand.

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Dylan usually gets the lower order thinking questions correct but struggles with adapting and
applying his knowledge to higher order questions.

Dylan’s favourite topic is Formula 1 racing, and he religiously watches the Grand Prix with his
father. While his favourite team is Ferrari, he struggles to tell you more than two other teams
were racing. When the principal recently asked him about his weekend, he enthusiastically told
her the comments that his father made during the racing when his favourite driver was overtaken,
illustrating his inability to identify that this was not appropriate language to use in front of polite
company.

During break time, Dylan runs around like a racing car, doing laps around the play area, though he
quickly tires and becomes breathless. While he tends to irritate the girls, Dylan is quite popular
amongst the boys and shows little regard for danger or consideration of the consequences of his
action. He does, however, become frustrated and angry quickly and tends to shout and
occasionally hit other children. He is always very sorry afterwards and is quick to apologise. He is
usually pleasant‐natured and quick to smile and will usually chat with anyone he comes into
contact with.

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Contents of Essay
Identification of
barriers to learning
and development
Analysis of child’s
strengths and
weaknesses
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Does not meet
0–4
Barriers identified are unrelated
to the case study or are not
explained. No justification is
provided.
0–3
No or limited strengths and
weaknesses are provided.
Strengths and weaknesses are
unrelated to the case study.
Levels of Achievement
Partially meets
5 – 10
One barrier is identified and
explained. Answers are not
justified with resources.
4–8
Less than three strengths/
weaknesses are provided
demonstrating limited analysis
of the child’s characteristics.
2023
Meets Exceeds
11 – 14 15 – 20
Two barriers have been Barriers are clearly identified,
identified, explained and explained, and motivated for.
motivated for. Justified with one Justified with three or more
or two resources. sources.
9 – 12 13 – 15
At least three strengths and More than three strengths and
three weaknesses have been weaknesses are provided
identified, demonstrating good demonstrating excellent analysis
analysis. of the case study.
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0–3 4–8 9 – 12 13 – 15

Minimal analysis of child’s Some analysis of the child’s Good analysis of the child’s Excellent understanding of the
Analysis of support
support needs resulting in no, or support needs is evident, but support needs is evident child’s support needs is evident
needs experienced
few (two) needs identified. this is superficial. Needs are only demonstrating that the child’s showing in‐depth analysis. The
by the child
based on one barrier to needs are understood. Needs needs identified extend past just
learning. are identified for both barriers the two barriers identified.
to learning.

0–4 5 – 10 11 – 14 15 – 20

No or minimal support is A fair support plan has been
Support Plan provided for. developed which provides for
the needs of only one barrier.
Justification is evident.
A good support plan has been
developed that addresses both
barriers which should improve
the learning experiences of the
child. Justification is evident.
An excellent support plan which
addresses the learning needs of
the child for both barriers that
the child experiences as well as
improving learning for the rest
of the class. Support strategies
are well justified.

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0–4
No assistive devices are
included, or the device is not
Assistive device(s) applicable to the child’s needs.
An image may/may not have
been provided. Minimal
information is provided.
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5 – 10
An assistive device has been
identified that would be
appropriate to support the
child’s needs. An image is
included. Some ideas are
expressed as to how it would
suit the child’s needs.
11 – 14
One or more suitable assistive
devices have been identified
and how it will support the
child’s needs has been well
motivated for. A suitable image
has been provided and suitable
justification is evident.
2023
15 – 20
An excellent choice of one or
more assistive devices have
been provided that will enhance
the child’s learning and
functioning. The choice of
device considers both the
barrier experienced by the child
as well as the child’s context.
The motivation is well
supported and justified, and a
suitable image is included that is
referenced.
SUBTOTAL /90
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Academic Writing Levels of Achievement

of Essay

Does not meet Partially meets Meets Exceeds

0 –1 2–3 4 5

The essay is not written in an
academic style, e.g.,
colloquialisms have been used.
Writing Style
No or minimal referencing has
been used.
An attempt has been made to
use an academic style.
Referencing has been used to
some extent; however, this is
limited.
A well written essay, effectively Beautifully written using rich
written in an academic style. academic language. Referencing
Referencing is integrated into is smooth and well‐integrated.
the essay.

0–1 2–3 4 5

The essay is not well structured. The essay has some structure; The essay is well‐structured and The essay is well‐structured and
Minimal use if made of however, information may be readable, using subheadings. has a logical flow. The use of
paragraphs. confusing. subheadings ensures that
sections remain focussed.

SUBTOTAL: /10

FINAL MARK: /100

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