ETH302S_ Latest Exam Questions with answers 2021.

ETH302S Exam Questions with answers. ETH302S - Inclusive Education A. Education support structure and its relations at various levels: National level  Promotes and provides education for all  Provides inclusive framework for the country.  Develops policy on inclusive education.  Provides education legislative framework.  Promotes and provides schools with national policies and that governs the schools  Promotes and provides advocacy and information of programs which support inclusion  Give support and guidelines to Province  Collaborates with other departments, e.g. department of Health for wheelchairs for learners, etc.  Provides clear policy to all stakeholders,  Allocates physical and human resource Provincial level  Allocates funds from national for building of schools  Facilitates the employment of Educators as per school establishments in line with the national requirement.  Controls and monitors school budgets through the districts.  Provide experts who acts as consultants through the districts.  Ensures that policies are implemented as expected  Ensures that budget/money received from central government/national department for education is properly spend District level  Coordinate learning support  Provide illustrative learning programs, learning support material assessment  Evaluates schools and give support accordingly  Mobilize children who are unable to come to school S - The Marketplace to Buy and Sell your Study Material Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material  Assist educational centre’s to recognize and address severe learning difficulties and to make accommodations for a range of learning  Provides guidelines and management to schools on inclusion  Focus on in-service-training for teachers with children who experience barrier to learning  Capacitates (equip with skills) schools  Identifies and coordinates learning needs School level  Ensures parental involvement  Develops strategies to address the needs and barriers of learning through the support from the district.  Supports teachers and learners through the involvement of the district.  Identifies and address learner and institutional needs and barriers through school-based support team.  Establish networks that promote effective communication between learners, teachers and parents, as well as NGO;s and the welfare  Monitor standards of learning and teaching in classrooms Classroom level:  The classroom should adopt practices that reflect high values with respect to both diversity and inclusiveness.  The classroom atmosphere should value and recognize the different backgrounds and cultures of its learners.  Teachers must create harmony between the learners’ learning styles and their teaching styles; they should make provision for the different learning preferences of the learners.  Encourage regular and effective interactions between learners and the teacher, and ensure that communication methods are accessible to all participants.  Ensure the activities, facilities, materials and equipment are physically accessible  The classroom space should be accessible by learners who are in a wheelchair,  The teachers should use multiple, accessible curriculum content and teaching strategies  Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material The reasons to Move towards inclusive education 1. Under the apartheid education system, education for learners who experienced learning difficulties and learners with disabilities, was marginalized, underresourced and segregated. It was known as special education. These learners were known as learners with special education needs. 2. Special education and support services had been provided mainly for a small number of learners with special education needs, in special classes in ordinary schools or in special schools. 3. Special education and support services were provided on a racial basis with the best resources going to the white learners. 4. Most learners with disabilities were either not in special schools or had never attended school. A few were in ordinary schools unable to adequately meet their needs. 5. In general, the curriculum and the education system had failed to respond to the varied needs of learners. This caused large numbers of learners to drop out of school, or be pushed out of school, or fail at school. 6. While some attention had been given to special needs and support in schools, other levels of education (for example, ECD) had been seriously neglected. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material The core functions of the District Based Support Teams (DBST)  To assist teachers in institutions in creating greater flexibility in their teaching methods and the assessment of learning.  To evaluate programmes, diagnose their effectiveness and suggest modifications.  Through supporting teaching, learning and management, they will build the capacity of schools to accommodate a range of learning needs.  To provide direct interventionist programmes to learners in a range of settings, and/or, serve as ‘consultant-mentors’ to school management teams, classroom teachers and school governing bodies.  To foster the development of effective teaching and learning, primarily through identifying and addressing barriers to learning at all levels of the system.  To develop an on-going support of local institutional-level support teams in schools, colleges, early childhood and adult learning centres.  To support the capacity building of schools/education institutions; identifying and prioritising learning needs and barriers to learning in their local contexts.  To identify the support needed to address these challenges, and pursuing these within a strategic planning and management framework.  To provide indirect support to learners through supporting teachers and school management, with a particular focus on curriculum and institutional development. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material School-based support team (ILST)  The ILST serves as a consultative forum for teachers at the school level.  It provides mentoring functions for teachers.  It is a link between the DBST and the school.  It has power to refer learners to the district for additional support.  It guides the school on inclusive education.  It monitors the progress on learner development and teacher readiness.  Ensure parental involvement  Develop strategies to address the needs and barriers of learning  Support teachers and learners  Identifies and addresses learner and institutional needs and barriers to learning.  Establishes networks that promote effective communication between learners, teachers and parents, as well as NGO;s and the welfare  Monitor standards of learning and teaching in classrooms  Identify the school’s needs. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Full-service School - A full-service school is an ordinary primary school that is converted to become an inclusive school. - It caters for a wide range of learner needs. - A full-service school should be equipped and supported to provide for a broad range of learning needs.  A full-service school understands that barriers to learning are not only intrinsic, (internal: impairment) to learners, but can also be extrinsic (external: environment) cultural and systemic.  A full-service school aims at inclusion in the way it is organised with regards to structure ( physical layout), school policies, school practices, pedagogy(the way of educating) and culture of diversity.  A full-service school should have additional support programmes and structures for teaching and learning.  A full-service/inclusive school is prepared to explore and address challenges of everyday school life through capacity building among educators and ongoing institutional development aiming at transforming the whole school.  Full-service/inclusive schools should be aware that practices which exclude learners need to be addressed, removed or reduced so that learning and development can happen  A full-service/inclusive school affords all children in the locality opportunities at school to realise their potential by ensuring accessibility.  It is a place where both learners and educators feel safe and supported.  It is an environment where educators are motivated and supported in their work, where learners feel a sense of belonging and are able to engage in the learning process.  It has a collaborative approach to service delivery. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Special schools  Educate children who need high-intensity support.  The special school as a resource center should function as an integrated and coordinated part of the district-based support team.  provide specialized professional support in curriculum, assessment and instruction to neighboring schools.  assist in the mobilization of children and youth who are outside the school system and who have no access to schooling.  coordinate support from the community such as health and welfare, disabled people’s organizations, the business sector Addressing intrinsic (internal) barrier  Identify the intrinsic barrier, e.g. visual impairment.  Consult the ILST.  Consult relevant policies from the Department, e.g. EWP.  Request support from the district to assist on teaching this kind of a learner.  Plan curriculum adaptation.  Request support from the neighbouring special school.  Ensure that buildings are easily accessible.  There is proper and effective consultation with the district.  Teachers are well trained and have relevant study material , e.g braille, etc.  He creates proper partnerships with other stakeholders’ e.g social workers, nurses, Local Municipality and etc. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Parental Involvement A parent can become a resource to a teacher Parents’ observations and comments can lead the educator to find the exact nature of the barriers that a learner experiences . They could contribute to this process through formal and informal meeting they could assist by; • Making all records for learner profile available when the need arise • Provide information regarding developmental history, health, home behaviour, emotional state, personality etc. • Monitor and report on progress of the learner at home. • Avail themselves for all parents meetings and for one-on-one interviews with educators. Advantages of Curriculum adaptation  It is a learner cantered approach.  It is in accordance with the learner ability.  It is based on learner pace.  It allows for flexibility or adjustment to suit the learner.  It is responsive to the learner needs.  It accommodates diversity.  It helps the teacher to differentiate and accommodate the ability of learners.  It allows for small chunks of work according to learner needs. Downloaded by:: phindiletshabalala | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Special School as a great resource to neighbouring schools.  Special schools are a great resource in inclusive education and to Other schools, e.g. full-service schools, get resources from the special school e.g assistive devices, etc.  Special schools assist full-service schools to develop inclusive pedagogy.  They assist full-service schools to adopt appropriate method of teaching learners who experience barriers to learning.  The special school serves as consultants to other neighbouring schools  Special schools support the neighbouring schools by providing resources.  Serves as a mentor for the full service schools  It provides assistive technology resources.