INC 3701

ASSIGMENT 01

UNIQUE NUMBER: 781791

STUDENT NUMBER: 45611343

QUESTION01

1.1 Ubuntu
 A quality that includes he essential human virtues, compassion and humanity.
1.2 Segregation
 A practice of restricting people to certain areas of residence or to separate institutions
and facilities
1.3 Integration
 The practice of uniting people from different races in an attempt to give people equal
rights racial integration
1.4 Mainstream
 The idea, attitudes, or activities that are shared by most people and regarded as normal
or conventional.
1.5 full incision
 Full inclusion means that all students, regardless of handicapping condition or severity,
will be in a regular classroom/program full time.

QUSTION 02

2.1 Four advantages of multiple intelligences

 Makes the curriculum more understandable to learners

 Motivates learners to learn more efficiently
 Enhances learners connection with what they are learning
 Encourages learners ad teachers to enjoy a more active learning approach

2.2 Name eight learning strength

 Comprehension
 Oral language
 Reading
 Written wok
 Mathematics
 Motor skill
 Social skills
 Behaviour skills

2.3 Differentiate between human rights education and a rights-based approach to education

Human rights education Rights based approach to education

  Human rights education is learning that
develops he knowledge, skills, and
values of a human rights with the broad
goal of building universal human rights
culture. Student should be aware of the
issues, concerned by the issues, and
capable of standing up for human rights.
Human rights education will move
students from understanding human
rights concepts to examining their
experiences from a human rights
prospective and incorporating these
concepts into their personal values and
decision-making process.
 The goal of a human rights approach to
education is to ensure every child a
quality to education that respects and
promotes her or his rights to dignity and
optimum development. This publication
provides a comprehensive framework of
strategies and actions necessary to
translate children’s right to education
and rights within education into
legislation policies and programmes for
the attainment of education for all.

QUESTON 03

3.1 Select any three of Gardener’s intelligences and design a lesson that demonstrate how you
would communicate learners with different strength in your classroom

 Naturalist
 Understanding living things and reading nature
 Musical
 Discerning sound, their pitch, tone, rhythm, and timbre
 Bodily kinaesthetic
 Coordinating your mind with your body

LESSON PLAN
SUBJECT: Psychology GRADE 12
TOPIC
INTELLIGENCE TEACHING ACTIVITIES TEACHING MATERIALS INSTRUCTIONAL
STRATEGIES
Logical Mathematical  Brain teasers  Calculators  Quantify it
 Problem  Math  Think critically
solving manipulatives about it
 Science  Science  Put it on logical
experiments equipment’s framework
 Mental  Maths games  Experiment
calculations with it
 Number games
 Critical
thinking
Naturalist  Nature study  Plants  Connect it to
 Ecological  Animals living things
awareness  Naturalist tools and natural
 Care of animals  Gardening phenomena
tools
Linguistic  Lectures  Books  Read about it
  Discussions  Tape recorders  Write about it
 Word games  Type writers  Talk about it
 Story telling  Stamp sets  Listen to it
 Choral reading  Book on tape
 Journal writing

QUESTION 04

4.1. The learner was identified through the initial screening was Freddy Mathebula of Raphathla
high school
 The arears of concercern
 Freddy Matebula is a learner that is not focused on his school work and has
a problem with numbers, he is not good in mathematics but he is good in
physical activities. Freddy comes from a poor family, the situation at home
has affected him emotionally to a point that he can’t focus on his school
work as he is always thinking of the situation at home. His parent’s house is
leaking, as he once found his books wet and all damaged.
 An inventory of the strengths and needs of the learners across a broad spectrum is
put together
 Principles need to be followed are:
 Flexibility – the developmental milestones are universally applicable
 Repeated assessment – teachers should assess their learners repeatedly to
ensure that their findings are reliable and valid
 Anti-bias approach – an anti-bias approach recognises the importance of
cultural and linguistic fairness, when conducting assessment
 Design support to develop strength
Humanity Love, kindness, social intelligence
Gratitude Aware of an thankful for good thing
happen
Integrity Honest and speak the truth
Self-control Have the ability to control emotions and
behaviour

4.2. The role players that should be involved are: parents or caregivers, different health
professional specialist (e.g. psychologist, occupational therapist, speech therapist,
occupational therapist and teachers. The institution-level support team and district based
support team also had central roles to play in identification, assessment and support process
 Parents or caregivers
 Parents or caregivers play critical role in providing learning opportunities at
home and linking what children learn at school with what happens in other
aspects of their life
 Educational psychologist
  It’s a breach of psychology that is concerned with the understanding and
improving how the students acquire a variety of capabilities through formal
instruction in a classroom setting
 Occupational therapist
 Work with children in special school’s ton help them develop functional
skills for everyday life in the areas of self-care, life skills, school work and
play.
 Teachers
 The teacher can provide information about learning process as well as
outcome
 Institution level support team
 Is responsible for determining the support need of the school, teachers, and
learners and coordinate the support provision within the statement of the
screening, identification, assessment and support policy
 District based support team
 To assist education institutions to identify and address barriers to learning
and provide effective teaching and learning