ETH302S ASSIGNMENT 1 SEMESTER 1 2022
Full Names: Refilwe Lettah Sithole
Student Number: 54767784
Assignment 02: ETH302S
Due Date: 01 April 2019
Unique Number: 609874
QUESTION 1
Define the following concepts
1.1 Barriers to learning
Refer to difficulties that arise within the education system as a whole, the learning site
and/or within the learner him/herself which prevent access to learning and development.
The concept barriers to leaning are anything that interferes with the leaning process,
causing breakdown and exclusion. It can be within the leaner, school, education system
or a broader society. It refers to difficulties that arise within the education system as a
whole, the learning site and/or within the learner him/herself which prevent access to
learning and development.
1.2 Assistive devices
An educational assistive device is any device that is designed, made or adapted to
assist a leaner in performing a particular educational task. It is intended to compensate
for any form of functional limitation that makes it difficult for a leaner with a disability to
access the curriculum. Assistive devices and technologies such as wheelchairs,
prostheses, mobility aids, hearing aids, visual aids and specialized computer software
and hardware increase mobility, hearing, vision and communication capacities. With the
aid of these technologies, people with a loss in functioning are better able to live
independently and participate in their societies.
1.3 Curriculum differentiation
Curriculum differentiation is a key strategy for responding to the needs of learners with
,diverse learning styles and needs. It involves processes or modifying, changing,
adapting, extending and varying teaching methodologies, teaching strategies,
assessment strategies and the content of the curriculum. It takes into account learners
levels of functioning, interests and background. Curriculum differentiation can be done
at the level of content, teaching methodologies, assessment and learning environment.
1.4 (a) High-level support”
A learner who requires support in the areas of curriculum differentiation, specialized
support, assistive technology, specialized LTSM and/or a specially trained teacher on a
high intensity and frequency basis. Access to such high-level support is determined by
the availability of resources.
(b) High level of support provision” - Support provisions that are rated high, are over
and above provisions covered by programme policies, line budgets, and norms and
standards for public ordinary schools support. These provisions are specialized,
requiring specialist classroom/school organization, facilities and personnel which are
available on a high-frequency and high-intensity basis. A high level of support provision
will be available at special schools but should not be seen as site restricted. In the case
where a special school is not within reach, alternative measures should be put in place
to ensure that a learner who needs access to high-support provision, may receive
reasonable accommodation in an ordinary school.
1.5 District-based support team
A management structure at district level, the responsibility of which is to coordinate and
promote inclusive education through: training; curriculum delivery; distribution of
resources; infrastructure development; identification, assessment and addressing of
barriers to learning. The DBST must provide leadership and general management to
ensure that schools within the district are inclusive centres of learning, care and
support. Leadership for the structure must be provided by the District Senior
Management that could designate transversal teams to provide support.
, 1.6 Programme of support
Programs of support refer to structured interventions delivered at schools and in
classrooms within specific time frames.
The following support programmes should be put in place to address barriers that
prevent access to the curriculum:
a) Provision of specialist services by specialized professional staff
b) Curriculum differentiation which includes adjustments and accommodations in
assessment
c) Provision of specialized Learning and Teaching Support Material and assistive
technology
d) Training and mentoring of teachers, managers and support staff.
QUESTION 2
2.1 Describe six barriers to learning experienced by most learners in schools as
reported by the National Commission on Special Needs in Education and the
National Committee on Education Support Services.
Barriers to learning
Intrinsic barriers:
Sensory
Physical
Epilepsy
Chronic diseases – diabetes, TB, asthma, HIV/AIDS
Intellectually challenged learners
Extrinsic barriers:
Socio-economic context – crime, abuse, gangsterism, teenage pregnancy
School – teacher, facilities, language and culture, curriculum, management, learning
problems,
behaviour problems
Full Names: Refilwe Lettah Sithole
Student Number: 54767784
Assignment 02: ETH302S
Due Date: 01 April 2019
Unique Number: 609874
QUESTION 1
Define the following concepts
1.1 Barriers to learning
Refer to difficulties that arise within the education system as a whole, the learning site
and/or within the learner him/herself which prevent access to learning and development.
The concept barriers to leaning are anything that interferes with the leaning process,
causing breakdown and exclusion. It can be within the leaner, school, education system
or a broader society. It refers to difficulties that arise within the education system as a
whole, the learning site and/or within the learner him/herself which prevent access to
learning and development.
1.2 Assistive devices
An educational assistive device is any device that is designed, made or adapted to
assist a leaner in performing a particular educational task. It is intended to compensate
for any form of functional limitation that makes it difficult for a leaner with a disability to
access the curriculum. Assistive devices and technologies such as wheelchairs,
prostheses, mobility aids, hearing aids, visual aids and specialized computer software
and hardware increase mobility, hearing, vision and communication capacities. With the
aid of these technologies, people with a loss in functioning are better able to live
independently and participate in their societies.
1.3 Curriculum differentiation
Curriculum differentiation is a key strategy for responding to the needs of learners with
,diverse learning styles and needs. It involves processes or modifying, changing,
adapting, extending and varying teaching methodologies, teaching strategies,
assessment strategies and the content of the curriculum. It takes into account learners
levels of functioning, interests and background. Curriculum differentiation can be done
at the level of content, teaching methodologies, assessment and learning environment.
1.4 (a) High-level support”
A learner who requires support in the areas of curriculum differentiation, specialized
support, assistive technology, specialized LTSM and/or a specially trained teacher on a
high intensity and frequency basis. Access to such high-level support is determined by
the availability of resources.
(b) High level of support provision” - Support provisions that are rated high, are over
and above provisions covered by programme policies, line budgets, and norms and
standards for public ordinary schools support. These provisions are specialized,
requiring specialist classroom/school organization, facilities and personnel which are
available on a high-frequency and high-intensity basis. A high level of support provision
will be available at special schools but should not be seen as site restricted. In the case
where a special school is not within reach, alternative measures should be put in place
to ensure that a learner who needs access to high-support provision, may receive
reasonable accommodation in an ordinary school.
1.5 District-based support team
A management structure at district level, the responsibility of which is to coordinate and
promote inclusive education through: training; curriculum delivery; distribution of
resources; infrastructure development; identification, assessment and addressing of
barriers to learning. The DBST must provide leadership and general management to
ensure that schools within the district are inclusive centres of learning, care and
support. Leadership for the structure must be provided by the District Senior
Management that could designate transversal teams to provide support.
, 1.6 Programme of support
Programs of support refer to structured interventions delivered at schools and in
classrooms within specific time frames.
The following support programmes should be put in place to address barriers that
prevent access to the curriculum:
a) Provision of specialist services by specialized professional staff
b) Curriculum differentiation which includes adjustments and accommodations in
assessment
c) Provision of specialized Learning and Teaching Support Material and assistive
technology
d) Training and mentoring of teachers, managers and support staff.
QUESTION 2
2.1 Describe six barriers to learning experienced by most learners in schools as
reported by the National Commission on Special Needs in Education and the
National Committee on Education Support Services.
Barriers to learning
Intrinsic barriers:
Sensory
Physical
Epilepsy
Chronic diseases – diabetes, TB, asthma, HIV/AIDS
Intellectually challenged learners
Extrinsic barriers:
Socio-economic context – crime, abuse, gangsterism, teenage pregnancy
School – teacher, facilities, language and culture, curriculum, management, learning
problems,
behaviour problems
