ETH302S___20EXAM_20PREP_20__20GUIDELINES_1_.pdf.pd

TABLE OF CONTENTS 1 OUTCOMES OF TUTORIAL LETTER 2 NEW DEVELOPMENTS AND TERMINOLOGY IN THE STUDY FIELD: INCLUSIVE EDUCATION 3 THE OUTCOMES OF AND ASSESSMENT CRITERIA LINKED WITH ASSIGNMENT AND EXAMINATION QUESTIONS 4 SUMMARY OF MODULE CONTENT 5 PHASE OF SPECIALISATION 6 DISCUSSIONS OF MODULE CONTENT LINKED TO THE ASSIGNMENTS 3 ETH302S/103 Dear Student The assignments are very important for examination purposes. The information in this tutorial letter is supplementary to all the information that you have received in your tutorial letters during the year, e.g. Tutorial Letters 501, 502 and 102. Use the content in these tutorial letters as guidelines to improve your own summaries for the examination and your assignment answers of all the assignment questions asked in Tutorial Letter 101. Please, do not study your own assignment answers without self-assessing your answers because your answers may not be of a high standard. Study the content of this tutorial letter and supplement your answers with the relevant and necessary content mentioned in this tutorial letter. If you have any problems please contact me without any delay. 1 OUTCOMES OF TUTORIAL LETTER The main outcomes envisaged by this tutorial letter are to provide you will the following: $ Guidelines regarding the answering of assignment questions and similar questions in the examination paper. $ Guidelines on the discussions during the group discussions. Remember, in the assignments and examination you should be able to demonstrate that you have attained the appropriate knowledge, skills and values/attitudes relating to the teaching and learning of learners who are experiencing barriers to learning 2 NEW DEVELOPMENTS AND TERMINOLOGY IN THE STUDY FIELD: INCLUSIVE EDUCATION Examination guideline: The new terminology and developments are very important. Use the most recent terminology in the examination.  Study: • Terminology: The new concepts in section 10: Tutorial Letter 501. • The most recent changes and developments: Section 9 of Tutorial Letter 501. In line with current international trends, South Africa education is moving away from special education towards a policy of inclusion (Engelbrecht, Green, Naicker & Engelbrecht 1999:viii). This is reflected in national education policy developments since 1994. In South Africa, the Constitution of the Republic of South Africa emphasises respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education (UNISA 2006:6). 4 ETH302S/103 3 THE OUTCOMES OF AND ASSESSMENT CRITERIA LINKED WITH ASSIGNMENTS AND EXAMINATION QUESTIONS Examination guideline: Use the assessment criteria in this tutorial letter to assess and improve your assignment answers. Use these criteria to summaries the important essentials for each question and curriculum theme. ) Refer to • Tutorial Letter 501: Section 3: The outcomes • Tutorial Letter 501: Section 2.2.4: The assessment criteria 4 SUMMARY OF MODULE CONTENT Examination guidelines: Study the curriculum outlay. The main themes in the first column and the sub-themes in the second column of the curriculum outlay. Study the sections in your prescribed book and other relevant tutorial letters mentioned in the third column of the curriculum outlay. Link the themes of your assignments with the themes and sub-themes in the curriculum outlay. (refer to the table in tutorial letter 501)  Study: • All the components or study units of the content of this module in the curriculum outlay in Tutorial Letter 501. • The relevant sections mentioned in the source references in Tutorial Letter 501. WHAT is the field of study in this module? We can structure all the themes of the content in this module under three main headings but in your curriculum these three themes are divided into various study units (refer to Curriculum outlay in Tutorial Letter 501). Answer: Inclusive education with the focus on learning support to learners who experience barriers to learning in your specific phase of specialisation in ordinary inclusive schools What? Inclusive education. Who? Learners who experience barriers to learning in your specific phase of specialisation. Where? Ordinary inclusive schools. How? Learning support. Why? Inclusion of all learners and not exclusion or discrimination; life-long learning of all learners. Quality education for all learners, acceptance in the community