IFP3701 Assignment 4 (PORTFOLIO) Due 7 October 2024 LANDSCAPE TABLING

Questions 2. You need five (5) consecutive days to complete all questions (1–11). A record of how you completed the work should be recorded on the table below. You will need a friend, colleague, family member to serve as a witness that you worked daily on the work for five days. STUDENT WORK Student name & surname Student number Contact details Email DAYS Date Activity Signature: student Signature: witness Day 1 Day 2 Day 3 Day 4 Day 5The objective of any education system is one of providing quality education f or all learners, regardless of their diverse educational needs. All learners deserve nothing less than quality education that would provide them with opportunities for lifelong learning, the world of work and meaningful participation in society as productive citizens. Read the following scenario and answer the following questions for your portfolio. Case study You have been appointed as a teacher at Dilokong primary school. This is the same school where you did your teaching practice while you were still a studen t teacher. You are therefore allocated a Grade 3 class. The class has fifty (50) learners aged 8 to 10 years old. Although you are a dedicated teacher, yo u are overwhelmed by the large class size and lack of adequate support from experienced teachers. The school lacks sufficient resources, including teaching assistants, special education experts, and necessary teaching materials. There is also limited teacher tra ining on how to accommodate diverse learning needs, however, the inclusive education module you have done has prepared you to face such challenges. In your classroom, you have learners such as 10-year-old Thandiwe who struggles with basic number concepts and has difficulty understanding addition and subtraction. She cannot grasp the concept of place value and often reverses numbers when writing them. Furthermore, she has significant challenges with reading. She is unable to recognise common sight words and struggles with phonemic awareness. Her reading level is far below that of her peers. You have heard from other teachers that Thandiwe is an orphan, and she stays with two of her siblings who are 8 and 5 years old. The class teacher, Ms Mkhuli, gives Thandiwe the le ftovers from the school nutrition programme daily and all learners in the classroom are aware of that and always remind their class teacher about giving Thandiwe the leftovers in class. Furthermore, you also have Thabo, who is a 9-year-old boy in your class. Thabo is an enthusiastic learner diagnosed with moderate cerebral palsy, which primarily affects his motor skills and speech. Despite his intellectual capabilities, Thabo is on par with his peers. However, Thabo experiences significant barriers in a non -inclusive classroom setting because he uses a wheelchair. The classroom is not wheelch air accessible, and he struggles to navigate between desks. There are no assistive devices available to help Thabo participate fully in class activities, such as a speech -to-text device or modified writing tools. The curriculum is not differentiated to cater for Thabo’s needs. All learners are expected to complete the same tasks in the same manner, which often disadvantages Thabo. Standardised assessments do not consider Thabo's motor skill challenges, affecting his performance and self-esteem. Due to his physical limitations, Thabo is often left out of group activities and playground games, leading to social isolation. As a result, Thabo occasionally faces teasing and bullying from some classma