EXAM PREP- ETH306W – May/June 2015 ……BY JENNIE.

R
Question 2
2.1 What is Cerebral Palsy? (3) Sg174
 It is a persistent but not unchanging disorder of posture and movement due to a dysfunction of the brain
before its growth and development are completed.
 Neurological conditions directly related to some or other pathological or abnormal condition of the brain.
 Factors that cause CP, already at work prenatally (while pregnant) at birth or directly after birth.
 Paralysis later in life (stroke/ accident) not cerebral palsy.

2.2 What is the difference between paraplegia and quadriplegia? (2) Sg175
PARAPLEGIA:
 Lower limbs are affected.
 Inability to move and an absence of sensation in the lower limbs.
 From the cerebral palsy.

QUADRIPLEGIA:
 All four limbs are affected.
 Also call Tetraplegia.
 Completely paralysed.
 Injuries of damage to spinal column.
 No connection between brain and muscles.
 Not to form cerebral palsy- problem with spinal cord.

2.3 As a teacher, what ASSISTANCE could you give a learner with a PHYSICAL IMPAIRMENT in
your classroom? (8) Sg180
 See that the learners are comfortable with their orthopaedic aids.
 Make the classroom and other areas where learners would like to go more easily accessible.
 Learners should be able to move around freely in the classroom, using their aids, build ramps
 Build up the learner’s self-esteem.
 If the learner is on medication, make sure that it is taken regularly.
 Teacher be prepared to improvise.
 Rather than writing, teach them to type.
 We should allow for long absence and for a fact help these learners to catch up with their work.
 If the write slow, allow exam orally.
 Provide washing area to wash hands.
 Try and prevent distraction, touch them to draw attention to you.
 Ignore spelling, if it is a problem.

2.4 What is EPILEPSY? (2) Sg182

 The origin Epilepsy is in the brain, but its effects is observed during bodily seizures.
 In the course of heavy seizures, learners will fall to the ground and their bodies will jerk or execute
grotesque convulsive jerks.(spasms)
2.5 As the teacher, what should you do if learner has an EPILEPTIC SEIZURE IN CLASS? (5)
 Be alert, look out for warning signs.
 Record all incidents of seizures.
 Remain calm.
 Prevent learner from falling.
 Push furniture out of the way.
 Do not hold the learner or try to prevent movement.
 Ensure that the airway is clear.
 Turn the learner onto his/her side to prevent choking on excessive saliva.
 Loosen tight clothing, especially around the neck and waist.
 Seek medical assistance if seizure is protracted, or if learner chokes or sustains any injuries.
Question 3
You are a teacher in the Foundation Phase or Intermediate Phase or Senior and FET Phase. You
notice that there are two learners in your classroom with HEARING AND VISUAL IMPAIRMENTS.

3.1 Name five CHARACTERISITICS of each of these types of impairment as they may manifest in
the classroom. (5x2=10)
Characteristics of Visual impairments: Sg146
 Itching, burning or scratchy feeling in the eyes.
 Inability to see in bright light.
 Dizziness, headaches, or nausea, following close work.
 Blurred or double vision
 Inability to see in bright light.

Characteristics of Hearing impairments (Auditory): Sg 156

 Often misinterpret instructions.
 Turns its head to listen.
 Watch teacher’s lips.
 Cannot understand the teacher if the teacher’s head is turned away or the teacher’s lips are covered.
 Finds it difficult to locate the source of a sound.
 Speaks too loudly or too softly.
 Speaks too quickly or too slowly.
 Speaks monotonously.
 May have difficulty hearing the bell ring.
 Find it difficult to associate with friends

3.2 Discuss how you,as a teacher would SUPPORT these leaners in the classroom in terms of
each learner’s specific TYPE of BARRIER TO LEARNING. (10)
How to SUPPORT learners with HEARING IMPAIRMENTS (Auditory):Sg158 (COMPLAINTS)
 Use an overhead projector to present material.
 Assign a peer to take notes using carbon paper.
 Speak clearly in a normal tone of voice and at a moderate pace.
 Use visual signal to gain the learner’s attention.
 Ask questions to check learner’s understanding of orally presented content or directions.
 Rephrase content or question to make it more understandable.
 The peer can also check that the learner is following in the correct place.
 Supplement information presented orally, with visual aids
 Give test directions, assignments and lecture outlines in writing.
 Repeat and summarise important information.
 Make sure someone explain things said over the intercom to the learner

How to SUPPORT learners with VISUAL IMPAIRMENTS: Sg152 (COMPLAINTS)

 The type of eye condition will determine the assistance required.
 Learners with myopia and cataracts should sit in-front, near the chalkboard.
 Repeat (verbally) what is written on the chalkboard.
 Use a magnifying glass if large print books are not available.
 Use a koki pen to draw parallel lines on paper.
 Printed material should be clear, attractive and meaningful.
Question 4
4.1 Describe inclusive education in your own words. (2) Sg319
 We accept ordinary learners as well as disabled learners, learners with behavioural problems and learners
with learning difficulties.
 All children, regardless of their differences should have the opportunity to learn with and from each other
and that all need some form of support in learning
 We attempt to change attitudes, behaviour, teaching methods curricula and environments to meet the
needs of all children.
 Inclusive education is broader as it includes the home, the community and other opportunities for
education outside of schools
 It is a dynamic process which is constantly evolving according to local cultures and contexts and is part
of the wider strategy to promote an inclusive society.

4.2. What is the difference between MAINSTREAM EDUCATION and INCLUSION EDUCATION? (8)
Mainstream education / Integration :
 Is about getting learners to fit into a particular kind of system or integrating them into an existing system.
 Is about giving some learners extra support so that they can fit in or be integrated into the normal
classroom routine.
 Learners are assessed by specialists who diagnose and prescribe technical interventions, such as the
placement of learners in programmes.
 Focus on changes that need to take place in learners so that they can fit in.
 Focus is on the learner.

Inclusion:
 Is about recognising and respecting the differences among all learners and building on the similarities.
 Is about supporting all learners, educators and the system as a whole so that the full range of learning
needs can be met.
 Focus on teaching and learning actors, with the emphasis on the development of good teaching strategies
that will be of benefit to all learners.
 Focuses on overcoming barriers in the system that prevent it from meeting the full range of learning
needs.
 Focus on adaptions of and support systems available in the classroom.

4.3. In our schools different learning needs arise from a range of factors. Discuss both the
INSTRINSIC factors and the EXTRINSIC factors that can cause LEARNING PROBLEMS? (10)
INTRINSIC FACTORS:
 Are barriers the child is born with or developed later.
 This barrier affect you personally, mentally and physically, for example, tiredness, not been interested,
unable to listen properly, problems at home, bad past experience with teacher, sickness such as autism,
diabetes, hearing and visual problems.
Examples:
Sensory impairments: One of the person’s senses is affected - for example visual or aural.
Physical impairments: A person whose external physical appearance or functioning is affected has a physical
impairment. However, the person is physically disabled only when he has no access to the environment.
Mental or intellectual impairments: Refers to persons who are mentally less capable than the average - they
find it more difficult to comprehend and to learn.
Multiple impairments: Some people have more than one impairment – they may have physical & intellectual
impairments, or visual & hearing impairments.
Physiological impairments refer to an impairment in the functions of the body: Refers to an impairment in
the function of the body, for example chronic disease such as cancer, diabetes, Aids.
Developmental problems: Refer to learners whose development does not correspond more or less to that of
other learners his age.
EXTRINSIC FACTORS:
 Refers to learning refer to barriers a child is not born with.
 They do not have physical and or bodily impairments, but experience barriers that affect you because of
the surroundings that you are in is not conducive and it affects your concentration like, noise and other
distractions, unpleasant school environment, overcrowded classroom, lack of resources, inflexible
curriculum and language of learning.
 These barriers keep the message from getting through to a learner.
Examples:
Environment: Critical and socioeconomic circumstances. The more disadvantaged the socioeconomic status of
the community is concerned, the greater the learners chances are in the community will develop barriers to
learning.
Education: Poor teaching, lack of qualification, unmotivated or too lazy. Lack of participation on the part of
learners. Unsuitable study material, or insufficient study material, disorganized school organization, classrooms
are overcrowded,
Language: Many learners taught in English (not home language), often the teachers cannot speak proper English
either. They perform poorly due to a lack of understanding.
Culture: People from different cultural groups differ from one another in their styles of learning. There is a need
to accommodate different cultures.
Emotional problems: A learner may experience tension, anxiety, nervousness, depression and discouraged.
Behavioural problems: Refers to those learners who show unacceptable conduct.

Question 5
5.1 What is Down’s Syndrome and why should a teacher know about it? (3)
 Is the result of an abnormality of genes in the 21st chromosome.
 It cause development and intellectual delays.

5.2 Name the types of motor skills problem that a learner with Down’s Syndrome might have. (3)
1. Hypotonia
2. Shorter limbs
3. Reduced stamina

5.3 What types of READING PROBLEM might a learner in the Foundation Phase experience?
(5)Pg291
 Do not know the link between letters and sound.
 Can only recognise a very few words on sight, such as their own name.
 Can sometimes not even recognise high frequency words such as THE and DID and sound these out
when they must read them.
 Read slowly, sound out most words, repeat words.
 Add words that are not there or leave out words.
 Read things that are not in the text.
 Cannot answer direct questions on the section they have read..
 Cannot tell what they have read.

5.4 Define the following PERCEPTUAL-MOTOR abilities and indicate what problems a young
learner may experience at school if these abilities are not well developed.
5.4.1. Gross Motor Abilities: (3)
 Refers to the poor coordination in learner’s large muscles of the body.
 This may result in circumstances when walking and in balance.
 Due this poor coordination, learners may be unable to participate in play activities and movement games.
5.4.2. Spatial Perception: (3)
 Only when child can perceive an object in accurate relationship to himself, can he perceive them in
relation to one another.
 Activities to promote body awareness.
Problems: with this skill means they cannot understand concepts like above/beneath, in front/behind,
under/over, beside, first, middle, last, cannot estimate time, depth or distance in ball games.
Get lost often as they cannot determine direction accurately.

5.4.3. Laterality: (3)

 Awareness of left and right side of body develops from the awareness of the operation of gravity
(balance) – learners learn to manipulate body accordingly.
 Some children struggle to cross midline – touch right foot with left hand.
 Draw line with left hand until middle of page and then continue drawing with right hand.
Problem – when writing child stops at middle of page

- Lateral dominance:
+ A preference of a specific side of the body to take dominance develops from laterality
+ Problems: distinguishing between the difference of direction between letters d and b – serious problems for
reading, writing and spelling.

- Directionality:
+ To have a spatial world learners must know their body and be aware of it.
+ Only then can they know where objects in space are.
+ Problems: difficulty with the order in which things are arranged – write numbers upside down like a 6 and 9,
letters like p/d, pot/top

FET, SENIOR – May/June 2015

Question 6
6.1 Having a child with impairment affects various parents in different ways. Discuss this
statement by referring to four patterns of parental attitudes before there is acceptance of the child
with ….. (20)
1. Grief
 After the initial shock of their learners being diagnosed with a physical/physiological impairment or defect
parents experience a feeling of grief – they lost a dream of having a “normal” learner.
 Not that the parents do not love them anymore, but that their hopes for their children are now dashed.

2. Guilt
 Many parents feel guilty and try to blame themselves or each other for their learner’s impairment. In
particular the mother who experience these feelings.
 Some even try to look for the causes in their ancestors and blame each other.

3. Anxiety
 It usually goes hand in hand with worries about the learner’s future. T
 he extent of this worry depends on the intensity and degree of the impairment.
 Parents tend to bubble their children.

4.Resentment
 In some cases, parents feel that they are unique and that the problems they are experiencing with their
learners are unique.
 They then resent other families for being able to lead a carefree life with their learners.

5. Denial
 Parents often deny that there is an impairment.
 They think that if they do nothing about the matter everything will come right by itself. It is in particular the
fathers who think like this especially if the impairment is not of a serious or obvious nature.
6.Anger
 Parents react angrily to their child’s impairment and acts angry towards anyone that gives them well meant
advice.
7. Overprotection
 Giving more protection than what is really needed.
8. Rejection
 Parents that reject their child after being diagnosed.
9. Acceptance
 Parents learn to accept the reality of their child’s impairment as well as accepting themselves as they
acknowledge their strengths and weakness.

EXAM PREP- ETH306W – Oct/Nov 2015 ……BY JENNIE.R

Question 2
2.1 List ten(10) BEHAVIOURAL SIGNS that could alert teachers to a learner’s VISUAL PROBLEMS.
(10) Sg146
 Rubs eyes excessively.
 Shuts or covers one eye, tilts head or thrusts it forward.
 Has difficulty reading or doing other work requiring close use of the eyes.
 Blinks more than usual or is irritable when doing close work.
 Is unable to see distant things clearly.
 Squints eyelids together or frowns.
 Steps too high or too low when going up or down stairs.
 Has poor spacing when writing.
 Refuses to participate in ball games.
 Loses place frequently when reading.

2.2. The type of eye condition and the amount of Residual Vision would determine the support
given to a learner in the classroom. Discuss this statement. (10) Pg151-152
 Learners with myopia and cataracts should sit in front, near the chalkboard.
 A magnifying glass may also be used if large print books are not available.
 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, as they enjoy outside play and may
not be interested in school work.
 Learners suffering from albinism should sit in a darker place in the classroom away from the windows.
 Textbooks can be recorded on tape for learners who find it difficult to read their textbooks.
 Doors should be kept either opened or closed because open doors can be a potential safety hazard to
visually impaired learners who could bump into them.

Question 3
3.1 Describe inclusive education in your own words. (2)
REPEATED – May/June 2015 Q4.1
3.2. What is the difference between MAINSTREAM EDUCATION and INCLUSION EDUCATION? (8)
REPEATED – May/June 2015 Q4.2
3.3 Various factors in our schools give rise to different learning needs. Name and discuss the
SCHOOL FACTORS that can CAUSE BARRIERS TO LEARNING. (10)
1. Lack of qualifications: Many teachers don’t have experience in teaching / learning.
2. Unmotivated / lazy teachers: Teachers who are not concerned about doing the best for their learners usually
spend too little time in preparation.
3. Insensitive teachers: They are not sensitive to learners needs.
4. Stereotyped teaching methods: They don’t allow learners to develop own strategies to resolve problems.
5. Irresponsible & negative attitude: Don’t treat learners with respect.
6. Not providing in emotional support: Criticise the learner.

Question 4
4.1 What is Cerebral Palsy? (4) REPEATED – May/June 2015 Q2.1
4.2 What is the difference between paraplegia and quadriplegia? (2)
REPEATED – May/June 2015 Q2.2

4.3 As a teacher, what ASSISTANCE could you give a learner with a PHYSICAL IMPAIRMENT in
your classroom? (8) REPEATED – May/June 2015 Q2.3
4.4 What do you understand by “INSTRINSIC BARRIERS to learning”? Give examples(6)
REPEATED – May/June 2015 Q4.3
Question 5
5.1 What is Down’s Syndrome and why should a teacher know about it? (2)
REPEATED – May/June 2015 Q5.1

5.2 Name the types of VISUAL PERCEPTION PROBLEMS that a learner with Down syndrome
might have. (6)
Difficulty ordering a sequence:
 Difficulty in perceiving and predicting a pattern or sequence
Reversal of images:
 Unable to reliably read a number eg43. Become 34, 6 for 8.
Random visual scanning:
 Will miss information when presented in a cluttered or random manner.

5.3 What STRATEGIES can a teacher use to SUPPORT a learner with Down syndrome who
experience Visual Perception Problems? (6)
Difficulty ordering a sequence:
 Model pattern by using concrete objects matching directly, below, on top of a given pattern.
Reversal of images:
 Over learning using visual / tactile or verbal cues.
Random visual scanning:
 Rote learns number eg; telephone number. Teach to scan from right and down the page. When counting
physical touch/ moves/ cross out objects.

5.4 Name and give examples of COGNITIVE CHARACTERISTICS of a learner with Down
syndrome. (6)
 Shows a wide range of abilities: Asynchrony across subject areas that is more skilled in reading than
maths.
 Literal understanding of vocabulary: Appear to understand but fail to comprehend the task.
 Abstract thinking is limited: Cannot think beyond what is told.
 Unable to transfer knowledge to new situation: Misinterpret words with more than one meaning.
 Unable to separate pieces of information to form links: Unable to interpret and complete tasks.
 Work pace is slow: Motor skills

Question 6
6.1 How would you explain AUTISM to a parent? (2)
 A teacher may never ever tell parents, guardians or caregivers that a child is autistic.
 A teacher may only say what autism is:
 Autism or ASD is a lifelong, complex development impairment.
 It manifests with an impairment in the quality of development in social interactions, language and
communication and behavioural and imagination.

6.2 Describe how a young learners Quality of Development with regard to Behaviour and
Imagination – as part of the so-called Triad of Impairments- can indicate to the teacher that the
learner is autistic. (10)
Triad of Impairments:
It is 3 areas of difficulty which all people with autism share. They vary from one person to another but they seem
to be common.
 A teacher can get an indication that a learners is autistic in behavioural and imagination development
when:
 Lack of imagination when playing.
 The small amount of imagination while playing is from copying for example the TV.
 Will focus on minor things in the environment.
 Do not know how and when to use toys.
 They will hold onto something for the whole day.
 Mat throw tantrums for no reason.
 Change in routine, may cause distress.
 Show unusual habits: rocking, spinning and fiddling.
 Small percent show exceptional memory/ interest in something.

6.3 What types of READING PROBLEM might a learner in the Foundation Phase experience? (5)
REPEATED – May/June 2015 Q5.3

6.4 What are the two (2) Main Components of Reading? (2) Sg289
Decoding and reading comprehension.
• Decoding: written words are translated into spoken words.
• Reading comprehension: is the main goal of reading. Readers must understand the superficial and underlying
information.

FET, SENIOR – Oct/Nov 2015

Question 7
7.1 It is important for a teacher to know how intellectual disability can affect the development of
a learner. Discuss this statement by referring to the developmental and learning characteristics
of a learner with an intellectual disability. (10)
An intellectual disability not only affects the child’s school performance but also the whole personality.
DEVELOPMENTAL CHARACTERISTICS:
 General.
 Cognitive.
 Language.
 Perceptual.
 Motor.
 Affective.

LEARNING CHARACTERISTICS:
 Motivation.
 Attention.
 Memory.
 Transfer.
 Conceptualisation.

7.2 Name four types of epilepsy (4)

 Seizures with convulsions.
 Seizures without convulsions.
 Partial seizures.
 Unclassified seizures.
7.3 What Should you, as a teacher, do if learner has an Epileptic Seizure in your class? (6)
 Be alert, look out for warning signs
 Record all incidents of seizures
 Remain calm
 Prevent learner from falling
 Push furniture out of the way
 Do not hold the learner or try to prevent movement
 Ensure that the airway is clear
 Turn the learner onto his/her side to prevent choking on excessive saliva
 Loosen tight clothing, especially around the neck and waist
 Seek medical assistance if seizure is protracted, learner chokes or sustains any injuries.
 Inform parents as soon as possible of any seizure.

Question 8
8.1 Describe five characteristics of auditory impairment that may manifest in the classroom. (5)
REPEATED – May/June 2015 Q3.1
8.2 Discuss how you, as a teacher would support a learner with auditory impairment in the
classroom.(5) REPEATED – May/June 2015 Q3.2

8.3 Having a child with impairment affects parents in different ways. Discuss this statement by
referring to five (5) patterns of attitudes that parents may display before accepting that their child
has an impairment (10) REPEATED – May/June 2015 Q6.1

EXAM PREP- ETH306W – May/June 2016 ……BY JENNIE.R

Question 2
2.1 Use a simple table to illustrate the differences between the following concepts:
inclusion and mainstreaming. (4 marks per concept) (8) REPEATED – May/June 2015 Q4.2 /
Oct/Nov 2015 Q3.2
2.2 The barriers to learning and development emanate from two sources, namely, the intrinsic and
the extrinsic factors. Use a simple table to indicate five intrinsic and five extrinsic factors. (10)
Intrinsic Factors Extrinsic Factors
Sensory impairments Environment
Physical impairments Education
Mental or intellectual impairments Language
Physiological impairments Culture
Developmental problems Emotional Problems

2.3 Name five manifestations of each of the following impairments

2.3.1 Visual impairment (5)
2.3.2 Auditory impairment (5) REPEATED – May/June 2015 Q3.1

2.4 In your class, one of your learners has an Epileptic Seizure while I am teaching. How can I
support this learner? Discuss 5 strategies. (10) REPEATED – Oct/Nov 2015 Q7.3

2.5 Physical Impairments – Cerebra Palsy:

2.5.1 Cerebral palsy (CP) can be classified in terms of an individual’s motor function
(Physiological classification). Write the name of each type of CP in this classification and
one sentence that describes each type. (8)

Physiological classification:
1.Spasticity: is common in the cerebral palsy, which is characterised by muscle stiffness and contraction which
causes disharmonious and jerk movement when the child tires to walk or move.
2. Athetosis: This type of cerebral palsy causes lack of control of the body and this manifest itself in an involuntary
and exaggerated movement, causing hear loss and speech defect.
3.Ridigity and Tremor: Rigidity is a serve degree of cerebral palsy, and tremor is a spontaneous, regular, rhythmic
and involuntary movement.
4.Cerebellum ataxia: A disturbance in the equilibrium and coordination caused by a damaged cerebellum.
5.The mixed group: There is various mixed types of cerebral palsy, which may be manifested in different
combinations, for example the Athetosis and the Spasticity.
The Topographical Classification:
1. Monoplegia. One limb is affected.
2. Hemiplegia. One side of the body is affected.
3. Paraplegia. The lower limbs are affected.
4. Triplegia. Three limbs are affected.
5. Quadriplegia or tetraplegia. All four limbs are affected

2.5.2 Explain what CP(Cerebral Palsy) is (2) REPEATED – May/June 2015 Q2.1
2.5.3 Do you think CP can be cured? State one reason to support your answer. (2)
 No, it cannot be treated.
 It is a dysfunction of the brain and its permanent physical disability
Question 3
Behavioural difficulties can be a barrier to learning and teachers should be able to identify and
address this challenge in earlier grades.

Discuss the behavioural difficulties of young leaners with reference to the following:
3.1 Manifestations of behavioural difficulties (10)
 Talking out of turn.
 Hampering other learners.
 Attention-seeking.
 Disruptive behaviour.
 Fighting
 Aggressive acts
 Negativism
 Refusal to work or to work with others
 Lack of motivation and interest
 Boredom

3.2 Strategies you as a teacher can use to support the learner who displays behavioural
difficulties in your classroom. (10)
 Intervene immediately and end an incident by removing troublemaker or give a warning.
 Analyse group influences and dynamics and identify leaders.
 Do not blame group leaders or whole class for an incident but speak directly to the culprit.
 Give learners the benefit of the doubt if they offer uncontrollable excuses – eg, stomach ache when their
homework is not done.
 Defuse a potentially explosive situation by telling a joke.
 Think twice before becoming angry about learners eating in class.
 Try to prevent yourself as a teacher from becoming too involved with learner’s problems.
 Be aware of your own feelings and state of mind and don’t over react.
 Change the time table or curricula so that the same teacher is not always exposed to the difficult learners.
 Avoid too rigid structures or forms of punishment

Question 4
Choose one area of learning from the list below and discuss only five strategies that a teacher in
ECD/Foundation Phase can use to support learners who display difficulties in this area.

4.1 Spelling difficulties in respect of young learners. (10)

 Use cognitive input to help learners apply spelling rules – ex. Each syllable must include a vowel or
vowel combination.
 Emphasise word rhythm – let learners sing songs.
 Establish the link between the letters or letter groups by using repetitive exercises like card games.
 Use rhymes to teach consonants and consonant constructions – ex. Baby blue buys black boots.
 Use a mirror to make learners aware of the difference between the rounded and unrounded vowels such
as i and u

4.2 Reading difficulties in respect of young learners. (10)

 Reading periods or reading instructions should take place in a relaxed atmosphere.
 Reading a passage should be short, and gradually increase as the learner’s ability improves.
 Learners should reads parts or several sentences a day, then let them progress the next lesson with the
whole class.
 Read aloud to them a story.
 Develop learner’s knowledge of letters.

4.3 Difficulties in respect of mathematics. (10)

 Use direct method on instruction to begin with. Explain to the learners in somewhat perspective manner
on how to solve problems.
  Foster interest and enthusiasm: Give assignment within the scope of the learner.
 Provide opportunity for practice: Allow learners to have plenty of opportunities practising their new maths
concepts.
 Use group work – Use groups to give learners an opportunity to learn from one another.
 Be patient: Choose suitable content.

FET, SENIOR – May/June 2016

Question 5
As a teacher, you have a responsibility to identify the needs of learners that may cause barriers to learning
at a later stage. Discuss the following needs that learners have and the support strategies that you will
use. (4x5=20 marks)
5.1.The need for love and security
 Relationships (bond) with mother and father.
 Attachment.
 Basis for all other relationships

5.2.The need to belong

 Belong to family, peer group.
 Feel they belong in the classroom.
 Interact / participate in group situations.

5.3.The need for new experiences

 For mental growth
 Stimulate thinking and development
 Prevent boredom
 Challenging and diverse tasks
 Relevant, interesting, meaningful learning experiences

5.4.The need for sharing and self-respect

 Pressure to conform to adults’ expectations
 Need for ground rules, discipline
 Low self-respect leads to negative behaviour and poor sense of self-worth

5.5.The need for responsibility

 Classroom responsibilities, and chores at home (reasonable)
 Need positive adult role models
 Make responsible choices and decisions
 Take responsibility for consequences

Question 6
Having a child with impairments affects parents in different ways. Discuss this statement by referring
to five parental attitudes that may be experiences before there is acceptance.
REPEATED – May/June 2015 Q6.1 /Oct/Nov 2015 Q8.3

Question 7
Parents of children with physical or physiological impairments may behave in certain ways
towards their children’s teachers.
Discuss at least five of these possible behaviours that teachers may expect from parents whose
children have physiological or physical impairments. (10)

1. ANGRY / KNOWLEDGEABLE PARENTS:

 These parents are well informed about their child’s problem but they cannot discuss them in a calm and
collected way.
 They clash with professionals because they think they know better.
2. SUBMISSIVE PARENTS:
 Parents accept everything they are told about their child but they provide little information about the child,
everything has to be drawn out of them.
3. UNCARING PARENTS:
 Some parents don’t care about the fact that their child has learning problems.
 They place the responsibility onto the teachers.
4. ANGRY / UNINFORMED PARENTS:
 Their knowledge about their child’s condition is very limited.
 Often, they don’t understand the problem and believe that they are always right.
 They are very difficult.
5. QUARRELSOME PARENTS :
 Confront the teachers a lot and accuse them for not doing their work.
 They criticise the system a lot.
EXAM PREP- ETH306W – Oct/Nov 2016 ……BY JENNIE.R

Question 2: INCLUSIVE EDUCATION AND BARRIERS TO LEARNING

2.1 Inclusive Education is the policy target of White Paper 6 on Special Needs Education. Provide
ten (10) reasons why South Africa adopted this policy (10)
1. It is a human right.
2. It make good educational sense.
3. It make good social sense.
4. It promotes the right to learn and live together.
5. It promotes acceptance of diversity.
6. It builds respect for one another.
7. It supports uniform and responsive education and training system.
8. It supports the removal of all elementary discrimination.
9. It supports positive interaction and learning from one another.
10. It helps to build rehabilitative and supportive society.

2.2. Discuss the barriers to learning and development that learners may experience with reference
to both intrinsic and extrinsic barriers. (15) REPEATED –May/June 2015 Q4.3 /

Question 3: SENSORY IMPAIRMENTS

You have been asked to write a parent newsletter on the topic. “Learners with Hearing
Impairments”
3.1.1 Describe the characteristics of the learners with hearing impairments: (5)
REPEATED – May/June 2015 Q3.1 / May/June 2016 Q2.3.2 /

3.1.2 Provide advice to teachers on how they could support learners with auditory impairments
(10) REPEATED -May/June 2015 Q3.2 /

3.2 Bongani is partially sighted and has recently joined your class
3.2.1 Describe the challenges that Bongani may experience (VISUAL IMPAIRMENT)REPEATED –
May/June 2015 Q3.1 / May/June 2016 Q2.3.2 /

3.2.2 Explain what you will do in order to accommodate(support FOR VISUAL IMPAIRMENT)
Bongani during your class activities (5) REPEATED -May/June 2015 Q3.2 /

Question 4: WRITE AN ESSAY ON DOWN SYNDROME

‘Down syndrome is the result of an oddity of genes in the twenty-first chromosome. Children with
this syndrome usually have a slow rate of learning’. Discuss the implications of teaching learners
with Down syndrome, with specific reference to their unique characteristics. (25)
Motor skills: Characteristics
 Hypotonia (low muscle tone) arms, hand and back.
 Shorter limbs
 Reduced stamina
Implications:
 Handwriting oversized or undersized and light or sketchy.
 Manual skills such as cutting or using concrete objects or equipment, are less accurate and completed
more slowly.
 Slow in drawing a table, for example a chart.
Strategies:
 Use alternate tasks for recording, cutting and pasting or multiple choice questions.
 Use large or adaption equipment such as a ruler with the ridge of a grip.
 Provide proformas and a large size of information that is already recorded.
Visual Perceptual: Characteristics
 Difficulty in ordering sequence
 Reversal of image
 Random visual scanning.
Implications:
 Difficulty in perceive and predict patterns or sequence
 Unable to reliably read number eg: 43 for 34
 Will miss information when presented in clusters or random manner.
Strategies:
 Model patterning by using concrete objects matching directly below or on top of pattern.
 Use over learning visual/tactile or verbal cues.
 Rote learns numbers, eg telephone number. Teach them to read from right to down the page. When
counting physical counting using touch / move and cross out objects.

Cognitive Intellectual: Characteristic

 Show a wide range of abilities
 Literal understanding of vocabulary
 Abstract thinking is limited
 Unable to transfer knowledge to new situation
 Unable to separate information separately to form links
Implications:
 Asynchrony across subject areas are more skilled in reading that in maths.
 Appears to understand but fail to comprehend the task.
 Unable to think beyond what is told.
 Misinterpret words to more than one meaning.
 Unable to interpret or complete a task.
Strategies:
 Reduce the workload so that learners can complete the tasks.
 Teach components of a skill in sequence.
 Abstract concepts should be supported using concrete material and learn by rote with little understanding.
 Teach each piece of information separately.

Memory: Characteristic
 Short-term memory is poor
 Long-term recall is poor
 Difficulties recalling and following the sequence of process.
Implications:
 Unable to store information long enough to process and respond to it.
 Incorrect response to previously known skills.
 Difficult getting started as they are unsure of the sequence.
Strategies:
 Use visual instruction.
 Use overlearning and ongoing revision skills.
 Use rehearsal (self-talk) to go through the process eg: switch on a calculator and verbalise the numbers
and symbols.
Question 5: WRITE AN ESSAY ON DOWN AUTISM
“Autism or Autism Spectrum Disorder (ASD) is a lifelong, complex, pervasive development
impairment, which appears to have a genetic predisposition and stems from a multi-faceted
origin, causing disturbance in brain development and functioning.” Describe the behaviours that
may indicate that a learner is Autistic. (25)
 Learners with autism may display a wide range of individual characteristics, it may vary from one person
to the other, but they seem to be common
 Some features you may observe are:
 Little or no eye contact.
 Poor gross and fine motor skills.
 Crying or laughing for no reason.
 Other development problems may be:
 Social interaction:
 They are not aware of their own and feelings of others.
 They do not like physical contact like hugs or being touched.
 Find it difficult to form relationships with other children, they prefer to play alone.
 Language and communication:
 Development may be abnormal or delayed, in some cases absent.
 They might act as if they are deaf.
 They do not show or understand facial expressions.
 Will talk without stop, about their own interest.
 Words and phrases may be used incorrectly.
 Difficult to take part in conversations.
 Behavioural and Imagination:
 Lack of imagination when playing.
 The small amount of imagination while playing is from copying for example the TV.
 Will focus on minor things in the environment.
 Do not know how and when to use toys.
 They will hold onto something for the whole day.
 Mat throw tantrums for no reason.
 Change in routine, may cause distress.
 Show unusual habits: rocking, spinning and fiddling.
 Small percent show exceptional memory/ interest in something.
EXAM PREP- ETH306W – May/June 2017 ……BY JENNIE.R
Question 2: SENSORY IMPAIRMENTS
2.1 You have been asked to write an article to be published in Teach, a professional development
newsletter for teachers on the topic, “learners with visual impairments”.

2.1.1 Describe the characteristics of learners with visual impairments. (5)

May/June 2015 Q3.1 / May/June 2016 Q2.3.2 / Oct/Nov 2016 Q3.2.1

2.1.2 Provide advice to teachers on how they could support learners with visual impairments. (10)
REPEATED -May/June 2015 Q3.2 / Oct/Nov 2016 Q3.2.2

2.2 Jessica has recently been assessed as having sensorineural hearing loss.
2.2.1. Explain what the causes of sensorineural hearing loss are. (5)
AUDITORY IMPAIRMENT MANIFESTATIONS:
a)Sensorineural Hearing loss:
1. They sometimes depend on very small differences to distinguish between sounds.
2. They are totally unable to hear in noisy surroundings.
3. Not loud, but clear, slow speech is the most easily comprehensible.
4. Tinnitus (head noises) may cause discomfort. The buzzing is caused by the degenerative process in the hair
cells or nerves.

b)Conductive Hearing loss:

1. Hears badly through air conduction and better through bone conduction.
2. Has tendency to lower voice and speak softly
3. Have no difficulty in following speech provided that it is loud enough.
4. If sound is amplified it is amplified in all frequencies and does not worry them.
5. They often complain of continued buzzing sounds in the head and ears (tinnitus).

2.2.2 Describe what you will do in order to accommodate(support) Jessica during your class
activities (5) REPEATED -May/June 2015 Q3.2/ Oct/Nov 2016 Q3.1.2

Question 3: INCLUSIVE EDUCATION AND BARRIERS TO LEARNING

3.1 Inclusive Education is the policy target of White Paper 6 on Special Needs Education. Give ten
reasons why South Africa adopted this policy. (10)
REPEATED –Oct/Nov 2016 Q2.1 /

3.2 Discuss the extrinsic causes of barriers to learning and development. (15)
REPEATED –May/June 2015 Q4.3 /Oct/Nov 2016 Q2.2

4.1 Families are diverse and therefore respond in different ways to having children with
impairments. Discuss the factors that may influence an individual family’s attitudes towards
their child with a physical and/or physiological impairment. (10)

1. The gender of the child

 Parents seem to be less concerned by having a daughter with a physical impairment than a son.
2. Size of the family
 Larger families tend to be less distressed by having a child with a physical/physiological impairment in
the family.
 There are more people to assist the child with the impairment.
3. Cultural background
 Some cultural lifestyles accept an impairment more readily than others and can assist the family in
handling the implications of a learner experiencing barriers to his learning.
4. Religion
 Parents who believe that a child with an impairment is part of a divine plan, find it easier to accept the
child than those parents who have no particular religious affiliations.
 Some view a handicapped child as a religious responsibility, a special gift.
5. The family’s socioeconomic status
 Include the income, level of education and social status implied by its occupation of its wage earners
6. Geographic location
 The stigma of learners with impairments may be less in a rural than in an urban area because the
learners might be more easily “accommodated on the farm”.
 It is though very difficult to provide special education services in rural areas.
7. Degree and type of impairment
 The more serious the impairment, the more severe the impact on the family.
 The type of impairment also determines the effect on the family.
8. Personal characteristics
 Parents who themselves do not feel well or who suffer from some ailment may find it more difficult to cope
with a learner experiencing an impairment.

4.2 According to Weeks (2003,41), having a child with an impairment affects parents in different
ways. Discuss the emotions and attitudes that parents may experience before there is
acceptance. (15) REPEATED – May/June 2015 Q6.1 / Oct/Nov 2015 8.3

“Learning difficulties refers to problems learners experience with their academic subjetcs”.
Describe how you will assist your Foundation Phase or Intermediate Phase leaners to overcome
Language problems. (25)

 Those with learning difficulties do not perform to an extent keeping with their potential. Problem can be
broad or specific, permanent or temporary.
Diverse response to aid:
• Never overcome
• Resolves after a number of sessions
• Resolves after no intervention

4. ASSISTANCE WITH SPECIFIC DIFFICULTIES (School subjects)

a. Mathematics:
• Confine yourself to the curriculum
• Relate the information to their life experiences
• Mechanical explanations are necessary
• FDP – concrete, related to their environment, explain operations carefully
• INTM – Allow them to continue with concrete examples, proceeding to abstract
• First explain solutions to similar problems, then ask them to look for their own mistake
b. Language problems:
• Spoken language
 Allow for informal conversation
 Never criticize language usage, simply correct by reformulating without comment, don’t label habitual
mistakes.
 Encourage group discussions
 Encourage parents to assist
 Should be able to write words correctly in sentences.
• Reading
 Reading stories (written language is different from spoken language)
 Simply teach how to read
 Teach reading elements in fun, playful ways avoiding vocalizing method. Say words as a whole, not
separately in syllable sequence. C + A + T should be CA + T.
 Ask questions about the text to check understanding, anticipative questions.
 They can make up their own stories which can be written down for them.
 Don’t focus on insignificant details.
• Handwriting
 Practice by repetition
 Pen strokes can be made to music/ other rhythms
 Writing movements should be flowing and relaxed
 Cultivate pride in their work.
EXAM PREP- ETH306W – May/June 2018 ……BY JENNIE.R
Question 2: INCLUSIVE EDUCATION AND BARRIERS TO LEARNING

2.1 Inclusive Education is the policy target of White Paper 6 on Special Needs Education. Give ten
reasons why South Africa adopted this policy. (10)
REPEATED –Oct/Nov 2016 Q2.1 / Oct/Nov 2017 Q3.1

2.2. Discuss the barriers to learning and development that learners may experience with reference
to both intrinsic and extrinsic barriers. (15) REPEATED –May/June 2015 Q4.3 / Oct/Nov 2016 Q2.2

Question 2: SENSORY IMPAIRMENTS

2.1 You have been asked to write an article to be published in Teach, a professional development
newsletter for teachers on the topic, “learners with visual impairments”.
3.1.1 Describe the characteristics of the learners with hearing impairments: (5)
REPEATED – May/June 2015 Q3.1 / May/June 2016 Q2.3.2 /Oct/Nov 2016 Q3.1.1
3.1.2 Provide advice to teachers on how they could support learners with auditory impairments
(10) REPEATED -May/June 2015 Q3.2 / Oct/Nov 2016 Q3.1.2

3.2 Bongani is partially sighted and has recently joined your class
3.2.1 Describe the challenges that Bongani may experience (VISUAL IMPAIRMENT)REPEATED –
May/June 2015 Q3.1 / May/June 2016 Q2.3.2 / Oct/Nov 2016 3.2.1

3.2.2 Explain what you will do in order to accommodate(support FOR VISUAL IMPAIRMENT)
Bongani during your class activities (5) REPEATED -May/June 2015 Q3.2 / Oct/Nov 2016 3.2.2

Question 4: WRITE AN ESSAY ON DOWN SYNDROME

‘Down syndrome is the result of an oddity of genes in the twenty-first chromosome. Children with
this syndrome usually have a slow rate of learning’. Discuss the implications of teaching learners
with Down syndrome, with specific reference to their unique characteristics. (25)
REPEATED- Oct/Nov 2016 4

Question 5: WRITE AN ESSAY ON DOWN AUTISM

“Autism or Autism Spectrum Disorder (ASD) is a lifelong, complex, pervasive development
impairment, which appears to have a genetic predisposition and stems from a multi-faceted
origin, causing disturbance in brain development and functioning.” Describe the behaviours that
may indicate that a learner is Autistic. (25) REPEATED- Oct/Nov 2016 4
ADDED QUESTIONS :
1.1. Discuss the meaning of the concept “Learners Who Experience Barriers To Learning”. (5)
Refer to pages 2–6
 According to the South African Quality Education for All (1997), barriers to learning is described as
factors that lead to the inability of the system to accommodate diversity, which leads to learning
breakdown or which prevents learners from accessing educational provision over age.
 Factors that arise within the education system as a whole, the learning site and/or within the learner,
which prevent access to learning and development. Example:
 Systemic barriers, e.g. overcrowded classrooms, buildings that are inaccessible for learners with
disabilities, lack of basic and appropriate learning materials, exclusionary policies and practices, etc.
 Societal barriers, e.g. poverty, safety and security, children affected and infected by HIV/AIDS, child-
headed households, children living in the streets, children in conflict with the law, etc.
 Learners who experience barriers to learning are those with physical disabilities, sensory impairment,
health-related conditions, socioeconomic deprivation, and no access to the curriculum due to its
inflexibility, LOLT

3.1 Explain the importance of language development in young learners. (5)

Refer to pages 201–203
 Language development is of absolute importance for young learner’s success later on in life both as social
beings and in pursuing an education as it is made up of words combined into sentences.
 Language makes it possible for learners to make the people around them understand how they feel, what
they are thinking and what they want and what they mean. It is used for speaking, reading and writing.
 And there are many different languages that we have to learn in life, other than our mother tongue.
 Ultimately language is the ability to communicate effectively therefore it is so important to have the
foundation of language development right.
 The development of language starts in babies and toddlers, in our context communication which covers
everything from crying, to understanding yes and no, to babbling and then finally emergence of speech.
 Language is the foundation for all social interactions therefore is you have a problem to communicate
then this can cause frustration.
 Studies over the years have shown that having a large vocabulary automatically increases ones creativity
and helps you to come up with new ideas.
 One must be able to relate spoken sounds to their meanings, must be able to relate words with things
and ideas, also to master the rules according to which words are combined into a language to
communicate comprehensively.

3.2 Describe practical strategies to assist learners to overcome language problems. (10)
Refer to pages 206 and 207
 Consider learners’ limitations. Do not use difficult language to ask or say something. There are various
ways of saying the same thing, and although teachers need not use the simplest language, everyone
should be able to understand them (e.g. We are now going to benefit from some refreshments versus
We are now going to eat).
 Speak directly to learners in an interested manner, and address them by name in a friendly, personal
and warm way. Avoid the use of too many pet names, for example, sweetie or lovey – such
communication is sentimental and impersonal.
 Do not use idiomatic expressions in your everyday language. Messages such as let’s get the show on
the road take the key and lock your lips or put your thinking caps on do not make sense to learners.
 Speak in a normal, natural voice. Some pre-primary teachers seem to find it necessary to speak in a
higher tone or to use baby language. This is unnecessary and learners experience it as insincere.
 Speak to learners on their level and make eye contact. Crouch down if a child comes to talk personally
to you or sit on a low stool while activities are presented. Learners should not be faced with teachers’
knees when trying to communicate with them.
 Try at all times to understand what a child is trying to say by paying attention to facial expression, body
posture, tone of voice and so on, disregarding poor articulation or grammatical mistakes.
4.1. Describe the various manifestations of emotional and behavioural problems
experienced by learners, especially in the Early Childhood and Foundation
Phases. (5)
Emotional Problems:
* Anxious: Learners may cry or complain to an unusual extent and cling to parents or favourite objects and
refuse to let them out of sight.
* Withdrawal: Learners become still and hostile and struggle to make contact with others. Certain activities they
quite often avoid. This is especially difficult to recognize in young learners as there is no compulsory participation
and learners may choose an alternative activity.
* Fear: Learners become extremely emotional in an everyday situation, refuse to listen to a specific story. They
fear strange situations, certain persons, events or objects.
* Regression. Young learners may try to adapt to a situation be reverting to previous developmental stages.
These learners seek comfort, and by regressing, search for relief from their anxiety and for attention while trying
to sort out new disturbing information.

Behavioural Problems:
*Antisocial behavior: Is any negative social activity that arouses resentment in the relationship between the
learners and their environment. Antisocial behaviour that commonly occurs in the preschool years is selfishness,
taking others property, speaking lies and aggression.
*Prosocial behavior: Is positive social interaction and includes behaviours such as imitation, healthy
competition, cooperation, sympathy, empathy, social approval, readiness to share and attachment to others.

Suggest practical strategies to support learners who experience emotional and behavioural
problems at school. (10)
 If you see a learner has an ongoing emotional or behavioural problem, try to deal with it on your own,
initially and if it does not work, refer the learner to the school psychologist or another professional who
can make a formal diagnosis and develop a plan.
 Use the following strategies to try and support the learner who is experiencing emotional and
behavioural problems:
*Reinforcement: Positive reinforcement is one of the most important techniques and is used with others to
change unacceptable behaviour and encourage positive behaviour. Communicate to learners about your
approval of their behaviour. Learners should not only hear what is wrong but also what’s right.
Make lessons relevant and engaging: Having conducive to her or his learning style. One valuable strategy is to
make sure your lessons are clear, relevant, and interesting to the learner as learners with emotional and
behavioral problems often have trouble staying motivated and paying attention for example crafting lessons
allows him or her to see how the lesson is relevant now, rather than in the future, can help hold the student's
attention.
*Ignoring: Ignoring is a very effective strategy. Useful when learners try to get the attention of adults through the
unacceptable behaviour. If the teacher decides to ignore the attention seeking child when he behaves in an
attention seeking manner, but gives attention when he acts positively, it will not help to ignore the child twice or
three times only to then reinforce the negative behaviour by paying attention.
*Boost motivation: Teachers who go the extra mile to motivate learners, both in lessons and assignments, often
have better luck with learners struggling with emotional or behavioural problems. Providing these learners with
certificates of achievement and other symbolic awards can help them feel motivated and encouraged.
*Redirection: This can be used well with two year olds by directing their attention away from something or by
giving them a different with.
*Create reasonable and clear expectations: Learners with behavioural problems find it easier to follow rules
that are simple and clear. Explain the class rules to your learners, make sure they are as clear and simple as
possible. Use the same place and same amount of time for their punishment.
* Involve the parents: Involve the learner’s parents and to communicate with them
regularly. By involving parents in discussions about homework and even lesson plans can
be very helpful, especially if this communication occurs consistently.
5.1 Describe the manifestations of Mathematics problems. (5)
Mathematics disorder is also described as a developmental disorder. These include difficulty reading and writing
numbers, difficulty aligning numbers in order to do calculations, inability to perform calculations and inability to
comprehend word problems.
 problems counting
 poor computational skills; many errors in simple arithmetic
 slowness in performing calculations
 difficulty memorizing multiplication tables
 difficulty understanding word problems
 difficulty arranging numbers in order
 difficulty copying numbers or problems
 Inability to estimate quantities
 Inability to grasp numerical values
 Not understanding positional values.

5.2 Explain how you would support learners who experience barriers related to written
language. (10)
 Expose the learners to a wide variety of written tasks so that they can understand the purpose of
writing.
 Vary the tasks by asking students to convince their readers of something, to provide information or to
entertain as an example.
 Help the learners to use the skills which will enable them to write information down on paper.
 Develop the learner’s knowledge of good written work by letting them evaluate the quality of their own
writing themselves.
 Integrate writing not only in languages but with other academic subjects as well.
 You as a teacher can spark interest in children by reading stories to the learners.
 It is also important to consider the learners functioning in areas related to spoken and written language,
including hearing, cognition, and speech sound production.
 Make time for teaching written language. During these periods motivate learners and give them
adequate guidance.
 Show learners how to improve their own quality of work by setting goals.
 Guide learners to write meaningfully.

Discuss the pillars (principles) of Inclusive Education in South Africa as contained in White
Paper 6 (2001). (15)

1.Acknowledging that all children and youth can learn

2.Acknowledging that all children and youth need support
3.Enabling the education system to meet the needs of all learners
4.Acknowledging and respecting differences in learners while building on similarities
5.Acknowledging that learning is more than just formal schooling; learning happens in the home and in the
community as well.
6.Fostering attitudes, behaviour, teaching methods, curricula and learning environments that meet the needs of
all learners.
7.Maximizing learner participation in educational culture and curriculum
8.Uncovering and minimizing barriers to learning
9.Acceptance of Principles and Values contained in the Constitution and White Papers on Education and
Training;
10.Human Rights and Social Justice for all learners;
11.Participation and Social Integration;
12.Access to the Curriculum, Equity and Redress;
13.Community Responsiveness; and
14.Cost-Effectiveness.
15.Age grade norms