ETH306W /201/1/2019

Tutorial Letter 201/1/2019

Inclusive Education B
(Educational Themes 306)

ETH306W
Semester 1
Department of Inclusive Education

IMPORTANT INFORMATION

This tutorial letter contains important information about your

module.
Dear Student

This tutorial letter contains the following information:

Section A: Feedback on Assignment 01

Section B: Feedback on Assignments 02
Section C: Information on the October/November Examination

Focus of the module Inclusive Education B: Educational Themes

Please refer to page 16 in the study guide for section relevant to this module.

Section A: Feedback on Assignments 01

Assignment 01 was a multiple-choice assignment that counted 25 marks. The

submission of this assignment constitutes automatic qualification to write the
examination for this module.

Section B: Feedback on Assignment 02

Please note that this is not a memorandum but a guide to answers. As a

student, you must also consult the study guide for this module.

QUESTION 1

One of the focus areas of Inclusive Education Policy is to empower

teachers in terms of early identification and support to learners in the
classroom. As an inclusive education teacher, how would you provide
support to learners in your class who experience difficulties due to the
following?

1.1 Auditory impairments (10)

1.2 Visual impairments (10)
1.3 Physical impairments (10)
1.4 Epilepsy (10)

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1.1 Support for auditory impairment (refer to pages 158-159)

 Use visual materials to get learners' attention.

 Use an overhead projector to present material; it allows learners to see a
visual presentation of the material and watch the teacher's lips
simultaneously.
 Assign a peer to take notes by using carbon paper for the hearing-
impaired student and to point to the speaker during a group discussion.
 Give test directions, assignments and lecture outlines in writing.
 Assume position facing the light.
 Speak clearly in a normal tone of voice and at a moderate pace.
 Cue the student visually to indicate that someone is talking over the
intercom.
 Face as near as possible to level of learner's eyes
 For young children, the teacher must sit on a chair.
 Always speak in full sentences.
 Do not add gestures to the words. Learners tend to look at gestures and
not at the mouth.
 Ask questions to check understanding of orally presented directions and
content.
 Rephrase content or questions to make it more understandable to
hearing-impaired students.
 Supplement information presented orally with visual aids.

1.2 Support for visual impairment (refer to pages151-152)

The visual sense should certainly be stimulated; however, the particular eye
condition and degree of residual vision should be taken into consideration. The
partially sighted should be encouraged to combine vision with non-visual
methods. This leads to heightened efficiency.

 Learners with myopia and cataracts should sit in front, near the
chalkboard. You should also allow them to sit closer to the board to see
better.

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 Repeat what is written on the chalkboard to help the learners check their
own written work.
 A magnifying glass may also be used if large print books are not available.
 Instead of using ordinary class work books with dull lines, one could draw
parallel lines on blank A4 paper with a black pen (a marker pen or koki).
This will be more visible to learners who find it particularly difficult to write
between the lines.
 The space between the lines may vary according to the residual vision of
the learner, but the lines could be further apart than those in the classwork
books.
 Printed material should be clear, attractive and meaningful.
 Black print on white paper with fairly large letters and good spacing is
best.
 Learners with hyperopia would prefer to sit at the back of the class.
 They would enjoy outside play but may not be interested in school work.
 Learners suffering from albinism should sit in a darker place in the
classroom, away from the windows.
 Curtains could regulate the light coming in through the windows.
 To avoid a glare, learners should work facing away from a window if no
curtains are available.
 Textbooks can be recorded on tape for learners who find it difficult to read
their textbooks

1.3 Support for physical disability (refer to pages179-180)

Support for young learners with physical disability

 Arrange the furniture in the playroom in such a way that the cerebral
palsied learners can move about freely. Make sure that the washbasin
and the toilet are easily accessible.
 Store apparatus and position activities in places where the learners will
be able to reach them.
 Organise floor and table games in a way that the cerebral palsied learners
can manage and that will encourage participation.
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 Provide aids where necessary so that the learners can learn to help
themselves. For example, you can provide a special spoon to eat with and
a frame around the table so that the learners do not knock things down
so easily. You can stick the plate, paint and paper for a given activity to
the table with Prestik.
 Encourage the learners to become independent by giving them
opportunity to do things unaided.
 Give the learners tasks and responsibilities with due regard to physical
abilities.
 Encourage the child to use disabled limbs. Present activities that require
the use of the disabled hand as well (in the case of a hemiplegic).

Support for school learners with physical disabilities

 See that such learners are comfortable with their orthopaedic aids. Take
time to introduce and explain these aids to the rest of the class.
 Try to make the classroom and other areas where learners would like to
go, easily accessible. (Ask the woodwork teacher to build ramps, if
necessary.)
 Learners should be able to move around freely in the classroom, using
their aids.
 It is always advisable to build up learners' self-esteem. Physically disabled
learners feel different from other people. We, as class teachers, can help
learners to form realistic images of themselves not only as disabled
persons, but also as persons of worth who have potential.
 If learners are on medication, make sure that it is taken regularly. You
could even keep a timetable for when medication must be taken during
school time, if applicable. Remember, of course, that teachers are not
allowed to change scripts or dosages, even if consulted by the parents.
 As teachers, we should be prepared to improvise. For instance, what
would you do if a wheelchair developed a flat wheel or a child outgrew its
prosthesis? (One solution would be to divide the learners in the class into
groups and let them take turns to carry their classmate.)

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1.4 Epilepsy (10)

 Prepare the other learners – explain the condition and what might happen.
 Look for warning signs and take the learner to a safe place.
 Let the learner lie down where no injuries could be sustained.
 Push all objects away from the learner.
 Do not hold the learner.
 Make sure there are no objects between the teeth.
 Turn the learner on his/her side.
 Loosen clothes
 Let other learners leave the classroom.
 Help the learner if he/she wetted himself/herself.
 If learner chokes, call for emergency assistance.
 Inform the learner's parents or guardians.
 Reassure the learner afterwards.

QUESTION 2

The principal of the school where you are teaching asks you to tell the
other staff members what inclusive education is. In your discussion with
the teachers, you need to explain what intrinsic and extrinsic barriers to
learning are and how they cause barriers to learning and development.
Write your speech by using headings and subheadings. [20]

WHAT IS INCLUSIVE EDUCATION? (Refer to pages 19-30)

Inclusive Education focus on eliminating social exclusion and respond to

diversity in race, socioeconomic background, ethnicity, religion, gender and
ability, which make education a basic human right to all individuals.

 Acknowledges that all learners and young people can learn and that all
learners and young people need support.
 Accepts and respects the fact that all learners are different in some way
and have different needs, which are equally valued and are an ordinary
part of our human experience.
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 Maximises the participation of all learners in the culture and the curriculum
of educational institutions and uncovering and minimising barriers to
learning.
 Enables education structures, systems and learning methodologies to
meet the needs of all learners.

INTRINSIC BARRIERS

Intrinsic factors are factors located within individual learners themselves. These
learners are usually born with a specific disability 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 and/or physiological impairments
and personality characteristics. It could be due to genetic factors or 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 to
provide for the needs of these learners. If, however, learners with
impairments use supportive or assistive devices, the barriers hampering
their learning and development can largely be removed. If, for instance,
the learning centre is accessible to wheelchairs, learners in wheelchairs
are not hampered in their access to the school building. If blind learners
have access to reading and writing media (Braille and adapted
computers) and mobility training, they are also not hampered in their
learning. 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 impairments 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
and the environment does not make provision for support.

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 Physical impairments. A person whose external physical appearance or
functioning is affected has a physical impairment. For instance, 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 wheelchair or crutches. A hunchback
or club feet are also examples of physical impairments. However, the
person is physically disabled only when he has no access to the
environment.

 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. However, they can learn and therefore the
emphasis in assessment is on what they know and can do.

 Multiple impairments: Some persons have more than one impairment.

They may, for example, have physical and intellectual impairments, or
visual and hearing impairments. There are numerous other forms of
physical 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 and tuberculosis.

It is vital for learners with physical and/or physiological impairments to be

identified as early as possible so that, from an early age, they may benefit from
the best possible assistance, to avoid developing a serious developmental
backlog or delay – to not become disabled on a social level.

EXTRINSIC BARRIERS

In the case of extrinsic factors the barriers are not within the learners
themselves. They are perfectly normal at birth but circumstances beyond or
outside the learners (e.g. their environment, home, upbringing or teaching) are
so inadequate that they adversely affect their development and learning and
ultimately cause barriers to their learning. These include the following:

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 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 learners'

self-image. Labelling occurs when these learners are placed in special
schools or when they are excluded from mainstream education (it occurs
when learners are categorised). Often people who label learners cannot
determine what is needed for the system to satisfy the learners' needs.
For instance, a learner is classified as intellectually disabled and therefore
also as uneducable after one formal assessment session, without
considering his real abilities. Inadequate knowledge of diseases such as
Aids can lead to negative assumptions regarding this disease, so that a
HIV-positive learner may be denied access to learning centres.

 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; and what is taught by the
curriculum is not applicable to the situation in which the learners find
themselves, and so forth.

 Language and communication. For many learners, teaching and learning

take place in their second or third language. This inhibits communication
in class.

 Inaccessible and unsafe environment. Inaccessible and unsafe buildings

in many instances prevent learners with physical disabilities from having
access to the learning centres. For instance, if there are no ramps for
wheelchairs or if furniture is put in aisles it hampers the movement of blind
learners.

 Inapplicable and inadequate provision of support services. The labelling

and categorisation of learners have caused educational services to focus
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 on the incompetence of learners rather than on the barriers within the
system, such as poor and stereotyped teaching methods. The nature of
the intervention caused the learners to be placed in a special school rather
than to confront the problems of that specific learning environment. In the
rural areas there are almost no support services.

 A lack of empowering and protective policy. This can promote the

existence of barriers to learning and development directly or indirectly.
Legislation on age restriction (which prevents learners from enrolling at
schools or from staying in the education system as long as possible) can
be barriers to learning.

QUESTION 3

ECD/FOUNDATION

3.1 Briefly explain what you understand by hyperactivity and

distractibility and name their characteristics. Discuss the guidelines
on assisting learners with hyperactivity or attention-deficit disorder.
(15)

Refer to pages 239-241

Hyperactivity and distractibility form part of a phenomenon that is known as the

Attention-Deficit Hyperactivity Disorder (ADHD). It is associated to a great
extent with neurological dysfunctions. The most extreme form is found in
learners who have some or other form of neural damage caused during or after
birth.

Hyperactivity refers to a surplus of motor activity.

Characteristics:

 These learners are constantly busy fiddling and running around; they
continue to be in motion without any apparent aim. They are practically
never quiet and must touch and handle everything within their reach. They
will therefore push or kick other learners without any reason. Their
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 liveliness and goalless activity is disturbing and irritating for both
classmates and teacher (Van Wyk & Du Toit 1988:121).

 Distractibility is sometimes known as sensory hyperactivity. Because it

occurs so often along with hyperactivity, these phenomena are usually
discussed together. Sensory hyperactivity or distractibility implies that
learners are continually on the move as far as attention is concerned.
Every sensory stimulus (things that they see and hear) is so enticing to
them that they can do nothing but pay attention to it. It is therefore not a
case of learners not being able to pay attention, but rather that they cannot
concentrate on any one thing for very long. We could also say that they
cannot control their attention. Any movement in the class or sound (such
as footsteps or a passing car) distracts their attention. Because they are
so distractible, they are seldom able to finish tasks but shift from one
unfinished task to another.

 Usually, hyperactive and distractible learners are not able to listen

properly when spoken to. They consequently often misunderstand
instructions and often fail to carry them out. They come across as
undisciplined and cannot wait their turn during games or activities. They
also act impulsively. In addition, changing moods and temper tantrums
occur often, which make these learners difficult to handle in the
classroom. They also often have a poor self-concept because they make
so many mistakes.

Practical guidelines for handling young hyperactive and attention-deficit

learners

 Recognise the symptoms: The following aspects should be considered:

 Identify the learner's weak and strong points. Teachers and parents
separately should compile a list of the learner's weak and strong points.
(The lists can later be compared.) It is very important in this case to be
objective and to be a careful observer. When the list is completed, see
what traits are characteristic of a learner in that particular age group and
which are not.
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 Identify easy and difficult tasks and situations. Tasks and situations where
the learner experiences problems can now be identified. Do not be vague:
for instance, do not merely refer to problems with social relationships, but
be specific and write down the exact circumstances and events. Does the
child experience the same problems when playing with one friend as
when playing with a group, with a younger or older child, in a structured
situation versus an unstructured one, and so on? Does the problem occur
often or only on occasion? Also keep in mind factors such as the
composition of the group, the specific type of game, the presence of
adults, how tired the learner is, or any other factors.

 Identify skills necessary for each task and situation. Determine which
skills are needed for learners to be able to successfully complete a task.
Any simple task requires certain skills before it may be successfully
executed. For example, dressing oneself requires abstract reasoning
abilities to decide what is on top, underneath, in front and behind on each
item of clothing. Gross motor skills and planning are needed to put on
each item in the correct order, visual perceptual skills are necessary for
distinguishing between the left and right shoes, fine motor skills to fasten
buttons, do up zips and tie shoelaces and concentration and attention to
actually finish dressing.

 Investigate your own thoughts and feelings. Because hyperactive

learners demand so much of a person's time and energy, teachers may
harbour negative feelings towards them. Teachers may feel frustrated,
threatened, angry and helpless because their authority is not accepted,
they have no control over the learner's behaviour and because the learner
upsets order in the class. Teachers may feel that all their hard work and
preparation is in vain because the learner's disruptive behaviour turns
everything upside down.

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3.2 Writing is an essential skill at school. When learners struggle to
write, teachers get frustrated. However, there are specific guidelines
that may assist learners to master the skills of written language. In
the light of this statement, discuss seven strategies to provide
support to learners to develop their writing skills. (15)

Refer to pages 281 – 282

 Make time for teaching written language. During these periods motivate
the learners and give them adequate guidance. Also give learners the
opportunity to write something themselves at least four times a week.

 Expose the learners to a wide variety of written tasks so that they can
understand the purpose of writing. Vary the tasks by asking learners to
convince their readers of something; to provide information or to entertain,
for example.

 Create a social climate that is conducive to the development of writing

skills by creating a relaxed atmosphere in the classroom and letting the
learners develop a class newspaper together, for example.

 Integrate writing not only in languages but also with other academic
subjects.

 Guide the learners to write meaningfully by explaining how they should

gather their information during the prewriting phase, write the information
down during the writing phase and use the information in the post-writing
phase.

 Help the learners to automatically use the skills, which will enable them to
write information down on paper.

 Develop the learners' knowledge of good written work by letting them

evaluate the quality of their own writing themselves.

 Help the learners to do more sophisticated writing by setting guidelines.

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 Show the learners how to improve their own quality of work by setting
goals.

 Guide the learners to evaluate their written work and then set goals for
improving on their efforts.

 Avoid teaching styles that do not contribute to the improvement of a

learner's written work. For example, do not point out all learners' mistakes,
but only the few that continually affect the written quality of their work,
such as high frequency words which they use often but continually write
incorrectly. [30]

OR

QUESTION 4

INTERMEDIATE/SENIOR AND FET PHASES

4.1 Discuss the ecological factors that may cause learning difficulties to
learners at school. Your discussion must focus on the following
subheadings:

Refer to pages 215-216

4.1.1 Home environment (5)

In the early stages, basic skills and general knowledge are critically influenced
by parents. As role models, the parents affect the learners' progress at school.
If parents have a negative attitude towards school, learners may display the
same attitude and lack of interest in school.

4.1.2 School (5)

School factors include a wide range of factor that may create barriers for a
learner at school. Some of these factors relate directly to the teachers, their
approach to teaching and their level of motivation while others are related to
the manner in which it is managed and resourced.

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Teachers
 Teachers who do not have qualifications to teach.
 Teachers who lack motivation and are lazy to teach.
 Teachers who are insensitive to the needs of learners and therefore
prevent learners from being initiative.

School resources
 In some schools, classrooms are overcrowded, which makes it difficult for
teachers to reach out to every learner or respond to the needs of individual
learners.
 Classroom disruptions may be common.
 Learners in schools that do not have various resources that promote a
wide range of learning opportunities may limit the learners' creativity.

4.1.3 Social problems (5)

Social problems refers to the activities in the immediate environment of a

learner that do not support teaching and learning. These include:

 Gangsterism
 Drugs and alcohol abuse
 Joblessness and high crime levels
 Teenage pregnancy

4.1.4 Cultural environment (5)

Cultural factors may include:

 Cultural diversity in the community
 Language complexities amongst learners
 Language differences between learners and their teachers
 Cultural differences that are in the language of learning and teaching
 Cultural values that do not promote the culture of learning and teaching

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4.2 Read pages 360–363 of the study guide and answer to the following
questions in your own words.

4.2.1 What are the essential elements in a child's life that can give him or
her security? (5)

Learners develop security from the following:

 Healthy relationship with family members and sibling, including cousins,
uncles, aunts and grandparents.
 A relationship with familiar environments such as local community, church
and the manner in which things are done.
 Getting to know the parents' expectations assist the child to know what to
and or what not to do; this lessens the feeling of inadequacy and anxiety.
 When parents and adults discuss rules, a child is likely to be less stressed
about security.
 Assurance that his/her opinions are welcome.
 Appreciation of the actions of the child may reinforce the child's
confidence and self-image.

4.2.2 What specific roles should parents and teachers play to ensure that a
child feels secure at home and at school? (5)

 Since teachers act in the full role of a parent, their role should also be
stable, clearly defined and discussed with the child.
 Finding assurance from adults assure the child that his/her actions are
appreciated and valued.
 Discipline should be applied consistently.
 A child should be supported to develop a coherent self-image and a sense
of identity at home and at school.
 The actions of adults and expectations from the child should be
predictable and communicated with the child.
 Measured freedom where the child knows the extent of his/her freedom
and limitations creates security.

[30]
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 Rubric for the assessment of Assignment 02 Mark allocation
Title page 1
Table of Contents 1
List of Sources 1
Referenced correctly according to Harvard/APA 1
Facts and statements referenced 1
Academic writing style 1
Heading of assignments heading 1
Numbering 1
Neatness 1
Introduction and conclusion 1
TOTAL 10 MARKS 10

TOTAL: 90 + 10 = 100 MARKS

Section C: Information on the June Examination

DEMARCATION OR SCOPING OF EXAMINATIONS AND ASSESSMENT

Please note that a College decision has been made that lecturers are not to
demarcate specific work for examination purposes, but that examination
questions should be based on the entire work covering the notional hours of
the modules. Lecturers should encourage students to learn everything.

Where other competencies or skills are assessed differently during the tuition
period, the various assessments will be spelt out clearly by the lecturer in
Tutorial Letter 201. According to Assessment Procedure Manual 2013 (point
4.5.2 (e)), the examination memoranda (guidelines, rubrics, and so forth.) shall
not be made available to students.

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We wish you every success in the examination!

Best regards

Your lecturers

Dr JMC Motitswe

Tel: 012 481 1121

E-mail: Motitjmc@unisa.ac.za

Address: UNISA Sunnyside Campus, Building No. 10

Office 00-96, Pretoria 0003

Mr Lindokuhle Mkhuma

Tel: 012 481 1034

E-mail: mkhumi@unisa.ac.za

Address: UNISA Sunnyside Campus, Building No. 10

Office 00-91, Pretoria 0003

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