ETH306W Answers to Past Papers Intermediate phase

ETH306W Answers to Past Papers IntermediateInclusive education is the policy target of white paper 6 on special needs education. Provide 10 reasons why SA adopted this policy. (10) - It is a human right - It makes good educational sense - It makes good social sense - It promotes the right to live - and learn together - It promotes acceptance of diversity - It builds respect for one another - It supports a uniform and responsive education - and training system - It supports the removal of all elementary discrimination - It supports positive interaction - and learning from one another - It helps to build a rehabilitative and positive society **Discuss the barriers to learning and development that learners may experience with reference to both intrinsic and extrinsic barriers. (15) INTRINSIC BARRIERS - Intrinsic factors are factors located within individual learners - learners are usually born with specific characteristics - such as blindness or a missing arm. - The learners' condition can be aggravated - by a poor environment, ineffective education - and inapplicable education - so that they may become disabled. - The most prominent intrinsic factors - are physical / physiological impairments - and personality characteristics. - Genetic factors - Prenatal, perinatal and postnatal brain damage. - Disability and chronic illnesses can cause barriers to learning - and development if the environment - and the community do not adapt - in order to provide for the needs of these learners. - learners with impairments make use of supportive - or assistive devices - the barriers hampering their learning and development - can largely be removed. - If the learning centre is accessible to wheelchairs, - learners in wheelchairs are not hampered - If blind learners have access to reading and writing media - (Braille and adapted computers) - and mobility training they are also not hampered - Intellectual impairments, severe autism or multiple impairments, - however, can prevent learners from ongoing involvement - in programmes in the ordinary learning centre - that are aimed at facilitating learning and development. - Sensory impairment. These occur when one of the senses is affected. - A person has a visual or aural disability - when his ability to see or hear is affected S - The study-notes marketplace Downloaded by: k8ymahomed | Distribution of this document is illegal S - The study-notes marketplace ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked - and the environment does not make provision for support. - Physical impairments. A person whose external physical appearance - or functioning is affected has a physical impairment. - an arm is missing or crippled, - or a hand, leg or limbs cannot be used, - with the result that movement requires the use of a wheel-chair or crutches. - Mental or intellectual impairments. This renders affected persons - mentally less capable than the average - so that they find it much more difficult to comprehend and to learn. - the emphasis in assessment is on what they know and can do. - Multiple impairments: physical and intellectual impairments, - or visual and hearing impairments. - impairments such as epilepsy, - autism and other forms of communication and behavioural disorders. - physiological impairments refer to impairment in the functions of the body. - These impairments comprise chronic diseases - such as cancer, - diabetes mellitus, Aids, tuberculosis EXTRINSIC BARRIERS - barriers are not within the learners themselves. - They are perfectly normal at birth - but circumstances beyond or outside the learners - that is, their environment, home, - upbringing or teaching - are so inadequate that they adversely affect - heir development and learning - and ultimately cause barriers to their learning. - Socioeconomic barriers.This includes the lack of access to basic services - (medical services, housing), - poverty, underdevelopment and other factors - exposing learners to dangers - such as child abuse, war and political violence. - Discriminating attitudes. Labelling has a very negative effect on the self-image of learners. - Labelling occurs when these learners are placed in special schools - or when they are excluded from mainstream education - occurs when learners are categorised. - Very often people who label learners cannot determine - what is needed for the system - to satisfy the needs of the learners: - for instance, a learner is classified as intellectually disabled - and therefore also as uneducable - after one formal assessment session, - Inadequate knowledge of diseases such as Aids can lead to negative assumptions - Inflexible curriculum. An inflexible curriculum that does not provide - in the diverse needs of all the learners in the class - can cause learning to fail; - inadequately trained teachers can use teaching styles - that handicap the initiative and involvement of the learners; S - The study-notes marketplace Downloaded by: k8ymahomed | Distribution of this document is illegal S - The study-notes marketplace ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked - Language and communication. For many learners, teaching and learning take place - in their second or third language. - Inaccessible and unsafe environment. - unsafe buildings in many instances prevent learners with physical disabilities - from having access to the learning centres - Inapplicable and inadequate provision of support services. - A lack of parental recognition and involvement. - A lack of human-resources development. - A lack of strategies for developing humanresources - and a lack of ongoing in-service training of teachers ******Describe the characteristics of learners with hearing impairments - Often misinterprets instructions - Turns its head to listen - Watches the teachers lips - Finds it difficult to locate the source of a sound - Speaks to softly or too loudly - Finds it difficult to associate with friends - Cannot follow instructions given in a large hall - Relies heavily on gestures - Experiences problems with auditory memory ****Provide advice to teachers on how they could support learners with auditory impairments/ Discuss the support that you can render in the classroom - Use an overhead projector to present material - it allows the student to view a visual presentation - and watch the teachers lips. - Speak clearly in a normal tone of voice - and at a moderate pace. - Use visual signals to gain the student’s attention - Ask questions to check understanding - of orally presented directions & content - Try to limit movement - and unnecessary gestures - when speaking to students - Give test directions, assignments and lecture outlines in writing - Present all spelling and vocabulary words in sentences - Establish a visual signal to alert students to dangerous situations - Face as near as possible to level of learner's eyes - Teach students to look up difficult-to- pronounce words in the dictionary Describe the challenges of the partially sighted learner - These learners can see and are not blind - Their visual sense might not be stimulated enough - They should be encouraged to combine vision - with nonvisual methods - They only see globally and not the finer details - They might have a lack of concentration ***Explain what you would do to accommodate the partially sighted learner during class activities (Type of eye condition and amount of residual vision would determine the assistance given to a learner) P151 (5-10) - Allow the learners to sit closer to the board - Repeat the written work for the learners S - The study-notes marketplace Downloaded by: k8ymahomed | Distribution of this document is illegal S - The study-notes marketplace ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked - Provide learners with a book which has darker lines - Provide learners with clear and attractive material - Books can be recorded and given to learners - A magnifying glass may be used if large print books are not available - Use black print on white paper with large letters on it - Learners suffering from albinism should sit in a darker place - they should work facing away from a window - Passages between desks should be clear - to prevent visually impaired learners - from stumbling over objects on the floor Extra: - Stimulate the learners language - Teachers can explain objects to the learners - while they are touching them - and engage in much communication with the learners - Physical development rhythmic walk, balance, - posture are all ways in which the visually impaired learners - physical development can be developed - with the aim of supporting the learner - Teach them orientation and mobility - left and right of their body, - which direction a sound is coming from etc. - Discuss the implications of teaching learners with Down syndrome, with specific reference to their unique characteristics Medical issues & physical characteristics - Motor skills with poor manipulation - due to hypotonia which is low muscle tone - in arms and hands - Shorter limbs and digits - Reduced stamina Implications of the above: - Handwriting may be oversized or undersized - and light/sketchy - Manual skills such as cutting - using concrete materials - and equipment may be less accurate - and completed more slowly Visual perception characteristics - Difficulty ordering a sequence - Reversal of images - Random visual scanning Implications of the above: - Difficulty in perceiving and predicting - a pattern or sequence - Unable to reliably read a number - for example 43 becomes 34 6 for 8 - Will miss information - when presented in a cluttered - or random manner. Cognitive characteristics: S - The study-notes marketplace Downloaded by: k8ymahomed | Distribution of this document is illegal S - The study-notes marketplace ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked - Students exhibit a wide range of abilities - Comprehension/interpretation of verbal - and written instruction - appear to be more advance than actual ability level - Abstract thinking is limited - Unable to transfer knowledge - to a new situation - Unable to separate pieces of information and form links Implications of the above: - Asynchrony across subject areas - may be more skilled in reading than in Maths - Vary in abilities and skills - Working pace is usually slow - due in part to intellectual disability - and poor motor skills - Appears to understand but fails to comprehend the activity - Learners misinterpret words - more than one meaning. - Unable to interpret and complete tasks Memory characteristics: - Short term memory is poor - Long-term recall is poor - Difficulty recalling and following the sequence Implications of the above: - Unable to store information long enough - to process and respond to it - Incorrect responses to previously known skills - Difficulty getting started as they are unsure of the sequence Describe the behaviours that may indicate that a learner is autistic Social Interaction: - Little awareness of others feelings - Poor or absent ability to make appropriate social contact - Most severe form is aloofness - and indifference to others - show an attachment on a simple level - with parents or caregivers - Indifference or dislike of being held - cuddled or touched - Difficulty in forming relationships with peers or others - Prefers to play alone Language and communication: - Development of speech/ language may be abnormal - Show minimal reaction to verbal input - and sometimes acts as though deaf - Unusual or absent understanding of facial expressions - Repetition of words - questions and sentences - Endless monologues about their special interests - Words or phrases may be used incorrectly - Production of speech may be unusual - Difficulty in taking part in conversations S - The study-notes marketplace Downloaded by: k8ymahomed | Distribution of this document is illegal S - The study-notes marketplace ETH306W PAST PAPERS 2016- CREATED BY RICHELLE LAMBERT *Indicate amount of tmee aeked Behaviour and imagination: - Play may be limited or poor - for example they cannot play with a wooden block as if a toy car - Tendency to focus on minor or trivial aspects - instead of an imaginative understanding and meaning of the whole scene - They display a limited range of imaginative activities - They pursue activities repetitively - and cannot be influenced by suggestions or change - Play appear complex - Unusual habits such as rocking, spinning - finger-flicking , continual fiddling with objects - Inappropriate use of toys in play - Holding onto objects (carrying it the whole day) - Tantrums may occur for no reason - Noticeable physical over-activity - or extreme under-activity - Interests and range of activities may be limited phase.