INC 3701

ASSIGNMENT 02

UNIQUE NUMMBER 642860

STUDENT NUMBER 45611343

QUESTION 01

1.1.
1.1.1.
 Disadvantaged background
 Being affected by HIV/AIDS
 Poverty
 Hunger
 Lack of proper care and support at home
 Physical and cognitive disability
1.1.2.
 Disadvantaged background
 The teacher can take her to somewhere better or to the shelter where they
take care of children
 Hunger
 The teacher could suggest or find the feeding scheme for her
 Lack of proper care and support at home
 The teacher can convince her parents to support her on her school work or
life in general
1.1.3.
 Poverty
 She should work harder on improving her marks so that she could be
accepted at university where she will work toward her career of choice and
get employed and be able to support her family
 Being affected by HIV/AIDS
 The social workers should be arranged for her so that she won’t spend much
time thinking of her condition
 Physical and cognitive disability
 Psychologist should be arranged to help her with her condition
1.1.4.
 Disadvantaged background
 Less advantaged children are more likely to feel a lack of control over their
learning and to become reluctant recipients of taught curriculum
 Poverty
 Poor nutrition and being malnourished can affect child’s cognitive abilities as
well as their level of concentration. This ca set them back when it comes to
learning new concepts and developing new skill
 Lack of proper care and support at home
 Children who receive support from their parents develop appropriate
mindset, motivation, and self-discipline at school. Disengaged parents who
 are not interested in the academic life of their kids often promotes school
failures.
 Physical and cognitive disability
 A student with a physical impairment may have difficulty with managing the
distance between different learning activities, with carrying materials, note
taking, practical and may take longer to ask or answer questions.
1.2.
1.2.1.
 Health professionals
 They fill in the road to health forms for all students
 Teachers
 Gather information and identify learners at risk of learning breakdown or
school dropout
 The teacher must screen all children at admission a well as in the learner
profile included
 School health team
 Reports from health screening
 For learners who have an indication of vulnerability and need to access
health and learning support intervention
 SBST
 Respond to the teacher’s request for assistance with the supports plans for
learners experiencing barriers to learning

 DBST
 Respond to request for assistance from SBST
1.2.2.
 Health professional
 For learners for whom additional support must be put in place from the
outset. E.g. learners with disabilities or health conditions.
 Teachers
 When a learner has been identified through the initial screening as being
vulnerable or at risk, it is the responsibility of the teacher to assume the role
of a case manager, driving and coordinating the support case
 School health team
 For learners who have an indication of vulnerability and need to access
health and learning support intervention
 SBST
 To review teacher development support plans, gather any additional
information required, and provide direction and support in respect of
additional strategies, programs, services and resources to strengthen the
individual support plan
 DBST
 Assess eligibility of requests made by SBST by gathering and additional
information and administering relevant assessments, conducting interviews
or site visit
1.2.3.
 Health professionals
  Health professionals as outlined in the form submitted to SBST and DBST for
information
 Teachers
 The teacher consult with SBST and parents to report to DBST for a learner
who has not adequately benefited from the school based support plan and
where the SBST has requested additional support from the DBST
 School health team
 They report the finding to the district health professionals
 SBST
 Where necessary, to request assistance from the DBST to enhance ISPs or
support their recommendation for the placement of a learner in a special
setting
 DBST
 To provide direction and respect of any concession, accommodation,
additional strategies, programs, services and resource that will enhance the
school based support plan
 To identify learners for outplacement into specialized settings. E.g. special
school, to access specialized support services attached to ordinary or full
service school or to access high level outreach support

QUESTION 02

2.1.
 Educational essentialism
 Is an educational philosophy where adherence believe that children should
learn the traditional basic subjects thoroughly. Essentialism ensures that the
accumulated wisdom of our civilization as taught in the traditional academic
disciplines is passed on from teacher to student
 Perennialism
 Believe that the focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today as
when they were written. They recommend that students learn from reading
and analyzing the works by history’s finest thinkers and writers
 Idealism
 The aim of education is to discover and develop each individual’s abilities
and full moral excellence in order to better serve society. The curricular
emphasis is subject matter of mind: literature, history, philosophy, and
religion
 Progressivism
 Believes that individually progress, and change are fundamental to one’s
education. Believing that people learn from what they consider most
relevant to their lives, progressivist center their curricula on the needs,
experience, interests and abilities of students
 Constructivism
 Social constructivism theory can inform understanding about how play
interaction with peers support the learning of young children with
developmental disabilities in inclusive programs. The potential exists
through play for children to learn through their interactions with their peers
2.2.
 Goal clarity
 Although nearly all teachers can report what they will “cover” in a lesson or
unit and what their student will do in the lesson or unit, few can specify
precisely what students should know, understand, and be able to do as a
results of participation in those segments of learning.
 Focus on understanding
 If we intend for students to be able to use what they “learn”, memorization
is an unreliable method to accomplish that goal
 Engagement
 There is a clear link between understanding and engagement. It’s difficult to
invest over time in content and ideas that feel inaccessible or estranged
from personal experience. Engagement in the classroom results when a
student’s attention is attracted to an idea or task seems worthwhile
 Teaching up
 In addition to goal clarity, a focus on understanding, and the ability to
engage students, quality curriculum has one additional characteristics that
aligns with sound philosophy of differentiation. The principle of teaching up
when engaging a differentiated task to address student readiness needs, a
teacher must decide on what starting point for planning
 Assessment and differentiation
 If teachers strongly believe in the ability of their content and curriculum to
improve student’s prospect and lives and in the worth and potential of their
student, it follows that they would be eager to know how each student is
progressing towards achieving important learning goals and going behind
 Readiness
 It refers to a student’s proximity to specified learning goals. A student’s
actual ability is much like an iceberg. Only small portion of it is visible, much
more lied beyond the view
 Interest
 Interest is a great motivator for learning. Interest can refer to a topic or skill
that taps into a student’s talent or experiences or dreams