ETH306W_EXAM PACK_FINAL.

ETH306W_EXAM PACK_FINAL. ETH306W - Inclusive Education B. HOW A TEACHER WOULD SUPPORT LEARNERS WITH AUDIORY BARRIERS (PP157-158) When teaching learners with an aural disability, it is important to differentiate between a hardof-hearing child and a child who is deaf. Hard-of hearing learners may be best assisted in class if they wear a hearing aid and sit in front of the class so as to see the teacher’s face most of the time. The teacher must always speak facing them. The teacher should never turn to the chalkboard while giving explanations or instructions to the class. The teacher must understand the special educational needs of a deaf child. Lessons must be recorded on tapes. Adapt instructions or teaching processes so as to assist learners with hearing impairments by: • Using an overhead projector to present material • Assign a peer to take notes using carbon paper for the hearing impairment student. • Teacher must speak clearly in a normal tone of voice and at a moderate pace. • Ask questions to check understanding orally • Use visual signals to gain the attention of the learner. • Supplement information presented orally with visual aids. • Give test directions, assignments, and lecture outlines in writing. Down syndrome is the result of an oddity of genes in the twenty-first chromosomes. Children with this syndrome usually have a slow rate of learning and other physical symptoms. QUESTION 4 4.1 What is Down syndrome and why should a teacher know it? (4) 7 | P a g e Down syndrome is a genetic and chromosome condition which is associated with intellectual disabilities. Extra genetic material (chromosomes) causes delays in the way a child develops both mentally and physically. Basically a teacher should be knowledgeable on the causes and condition of Down syndrome child so that he or she would be able to cater for them in a way which would make the learners to develop physically and mentally. Without knowledge of Down syndrome the teacher will not be in a position to know the nature or type of support the learner needs. In order for the learners with Down syndrome to be successfully included in school activities, the following characteristics will need to be given consideration by all teachers involved in the day-to-day management of the learner’s curriculum and classroom activities. 4.2 Types of motor skills problems a learner with Down’s syndrome might have. (6) Poor manipulation due to: • Hypotonic (low muscle tone) in arms and hands. • Shorter limbs and digits • Reduce stamina 4.3 Strategies a teacher employ to support a learner with Down’s syndrome who experiences the motor skills problems (8) Due to hypotonia, (low muscle tone) in arms and hands, the handwriting of Down’s syndrome learners may be oversized or undersized and light and sketchy. • To solve this problem the teacher must use alternative tasks for writing or recording e.g. cut and paste, multiple choices etc. • Due to shorter limbs and digits the manual skills of Down’s syndrome learners such as cutting, using concrete materials and equipment may be less accurate and completed more slowly. To solve this problem, the teacher may use the following strategies: • Use large adapted equipment (ruler with ridge for gripping, blackboard compass) • Reduce the amount of activities/work expected. • Provide profomas in a large size with some information already recorded. 4.4 How will you explain what autism is to a parent? (2) Autism or autistic spectrum disorder (ASD) is a biological condition which occurs for a long time in the life of people and it has a negative impact on the development or growth of a child. Many factors can be attributed to be causing this condition which affects the development and function of the brain. Autism can occur from birth or before the age of three years. 8 | P a g e QUESTION 5 5.1 What types of reading problems might a learner in the foundation phase have? (5) • The learner does not know what sound letters stand for. • They do not recognize words on sight • They read slowly, vocalize words (pronounce letter, or syllable by syllable • As they read they either add or leave out words • They misread the text • They cannot answer direct questions on the section they have read. • They cannot recount what they have read. 5.2.1 Define gross motor abilities (3) Movements that involve using the large muscle of the body. These are large movements a child makes with his arms, legs, feet or his/her entire body. Crawling, running and jumping are gross motor skills. There are a range of diseases and disorders that affect gross motor skill development and skills. Among young persons, developmental problems such as genetic disorders, muscular Child rely on gross motor skills engage in physical play and also children with gross motor skills for everyday activities such as walking in and out of a room, running, climbing up a tree, throwing a ball etc. Gross motor skills are involved in movement and coordination of the arms, legs and other large body parts and movements, dystrophy, cerebral palsy and some neurological conditions adversely impact gross motor skill development. 5.2.2 Fine motor abilities (3) Fine motor abilities are small movements or action such as picking up small objects and holding a spoon that use a small muscle of the fingers, toes, wrists, lips and tongues. When a child piles things up between his finger and thumb, he is using his fine motor skills Use of lips and tongue to taste and feel objects. 5.2.3 Spatial perception (3) Spatial perception is the cognitive ability to be aware of your relationships with the environment around you and with yourself The ability to sense the size, shape, movement, and orientation of objects. An organized knowledge of objects in relationship to oneself in that given space. It also involves the understanding of the relationships of these objects when there is change of position 9 | P a g e Children need to understand their location as well as concepts like distance, speed and placement (over, under, behind etc.) 5.2.4 Laterality (3) The awareness of the left and right side of the body. It develops from the awareness of the operation of gravity (balance) and learners learn to manipulate their body accordingly. Laterality is manifested when children are not able to cross their arms over their chest, e.g. left hand on right shoulder or touch their right foot with their left hand. When these learners are asked to draw a horizontal line from one side of their body to the other on a piece of paper, they will draw the line with their left hand up to the middle of the page, and the continue with their right hand. A broken line can be noticed. 5.2.5 Lateral dominance (3) This is the preference for a specific side of the body to take the lead. This also develops from laterality. It can also be perceived as the ability of learners to react correctly to orders to move to the left and right. Some children have the left or right side dominance, hence they consequently experience difficulty in distinguishing the difference in direction between letter /b/ and /d/. This creates great problems for reading, writing and spelling. QUESTION 6 6.1 What is cerebral palsy? A persistent but not unchanging disorder of posture and movement due to a dysfunction of the brain before its growth and development are completed (pp174). 6.2 What assistance could you give to a learner with physical impairment in your classroom? (8) If learner’s attention is easily distracted (as in the case with learners who have neurological deficits) try to restrict the incidents that might distract their attention. Disregard the spelling problems of learners with spelling problems. Learners who write extremely slowly may be allowed to do tests and exams orally. Learners with handwriting problems must be allowed to use a computer. This will help them to exercise their smaller muscles of the hand (fine motor control) and improve the learners’ self –esteem. Reduce the amount of activities/work expected Give the disabled learners alternative writing tasks for recording e.g. cut and paste. 6.3 Describe how young learner’s quality of development with regard to behaviour and imagination as part of the so-called “Triad of impairments” can give a teacher an indication that the learner is autistic (10) 10 | P a g e The triad of impairments is typically associated with a narrow repetitive pattern of activities and resistance to change in things, which may directly affect the individual child. With regard to behaviour and imagination in a young learner’s development with regard to behaviour and imagination the child will manifest the following characteristics: • Imaginative play may be limited or poor for example, they cannot play with a wooden block as if it is a toy car. • The child will have a tendency of focusing on minor or trivial aspects of things in the environment instead of an imaginative understanding of the meaning of the whole scene. • The Learner peruses activities repetitively and cannot be influenced by suggestions of change. • Their play has a rigid and stereotyped pattern. • The child will have unusual habits such as rocking, spinning, finger-flicking, tapping and scratching on objects or arranging objects in lines or patterns. • Inappropriate use of toys in play • Holding on to objects e.g. carrying a piece of wool the whole day. • Tantrums may occur for no reason • Changes in routine of environment, e.g. a change in the route to school or altering the placement of equipment in the classroom may cause distress. • Interests and range of activities may be limited e.g. they are only interested in puzzles. QUESTION 7 7.1 What is the difference between paraplegia and quadriplegia (4) Paraplegia is an inability to move and an absence of sensation in the lower limbs while quadriplegia involves all four limbs. Therefore, the quadriplegic is completely paralysed. 7.2 What is cerebral palsy? Cerebral palsy is a physiological condition which encompasses a set of neurological conditions which cause physical ability in human development. It affects the brain and nervous system. This condition is frequently accompanied by loss of sensation and uncontrollable body movements or tremors. 7.3 Having a child with impairments affects various parents in different ways. Discuss this statement by referring to five patterns of parental attitudes before there is acceptance of the child with impairments (10) The following emotions or attitudes are experienced before there is acceptance: 11 | P a g e GRIEF: Parents feel like they have lost a dream of having a normal child. This grief or loss of hope is not very productive. Parents should realise that this is a useless reaction. GUILT: Many parents feel guilty and try to blame themselves or each other for their child’s impairment. The mother experiences this feeling much. Some parents even try to look for the causes in their ancestors and blame each other. Parents should realise that no one should be blamed for their child’s impairment. ANXIETY: This feeling goes hand in hand with worries about the child’s future. Parents of a blind child are for example more scared that their child will fall and injure himself so they overprotect the child. This type of behaviour disadvantages the child since he or she would not develop to be an independent individual. RESENTMENT: Parents feel as if their situation is a strange one. They start to hate other people around them because they enjoy a carefree life with their children. Furthermore, they dislike people who make hurtful comments about their child’s disability. The parents’ social life is also destabilised because they need to give their child extra care and they blamed their child for that. DENIAL: Parents often deny that there is a physical impairment. They think that if they do nothing about the matter everything will come right by itself. Denial is both productive and unproductive. ANGER: Sometimes parents react angrily to their learners’ physical impairment, towards anyone who give them well-meant advice or towards everybody who does react like they do. Anger is very hurtful and it does not improve the matter. If the parents could learn to control their anger it would help to relieve tension and to focus their energy on activities that can be of benefit to the child. 7.4 As a teacher what assistance would you give to a learner with a physical impairment in your classroom?