NAME : HM

SURNAME : NYAKANE
STUDENT NUMBER : ********
MODULE : INC3701
ASSIGMENT NO : 03
YEAR : 2022
QUESTION 1
1.1 Neurodiversity focuses on the following:

• Learners’ strengths, talents, abilities and interests should be assessed.

o Neurodiversity emphasises that the focus should be on what the learner can do, and not
what they can’t. And those abilities are what teachers need to assess and focus on,
(INC3701, 001: 38).

• Teachers should build on strengths and use them to overcome challenges.

o A teacher who is informed about the strengths and abilities of a learner will be able to help
that learner regardless of various challenges that they may face academically, (INC3701, 001:
38).

• Learners who experience barriers to learning are viewed as part of the natural human
variation of all human brains.
o Neurodiversity says that learners with barriers to learning are not disabled or abnormal, in
fact, they are considered to be normal, (INC3701, 001: 38).

• The goal of education is to develop human potential.

o The focus must be on what we can do to develop human potential, not to stifle it. Therefore,
when a learner is challenged in some way, teachers must focus on bringing out the best from
that learner, not to dismiss them as disabled and incapable of learning, (INC3701, 001: 38).

• Learners are guided to maximise their strengths and minimise their weaknesses.
o Neurodiversity emphasises on the strengths of learners and not their weaknesses. Which
implies that teachers should capitalize on what the learner is able to do and divert attention
away from their weaknesses, (INC3701, 001: 38).
1.2

Intelligence Skill Career Option

1. Linguistic Heightened capacity for using words and Journalism

language, (INC3701, 001: 40).
2. Mathematical/ Logical Enhanced capacity for numerical or logical Chattered Accountant
patterns, (INC3701, 001: 40).
3. Naturalistic the capacity of understanding of nature or Marine Biology
biology well, (INC3701, 001: 40).
4. Spatial heightened abilities and manipulation of the Graphic Designer
visual-spatial, (INC3701, 001: 40).
5. Bodily/ kinaesthetic the well-developed skill of physical Athletics
movement, (INC3701, 001: 40).
6. Musical the enhanced capacity to discern rhythm and Music Composer
patterns, (INC3701, 001: 40).
7. Interpersonal the heightened ability to understand and Social Worker
respond to others, (INC3701, 001: 40).
8. Intrapersonal understanding of one’s own emotional Motivational speaker
strengths., (INC3701, 001: 40).

1.3 Advantages of multiple intelligences.

• Makes the curriculum more understandable to learners, because it is designed with

various intelligences in mind, and therefore caters to the diversity of learners, (INC3701,
001: 40).

• Motivates learners to learn more effectively, because it appeals to their unique kind of
intelligence, (INC3701, 001: 40).

• Enhances learners’ connection with what they are learning, because it captures the
unique interests and abilities of each learner, (INC3701, 001: 40).

• Encourages learners and teachers to enjoy a more active learning approach, (INC3701,
001: 40). Learners are captivated and motivated to participate in the classroom because
they have a connection with what they are learning, and teachers work creatively to
cater to the diversity of their learners.
1.4
Learning Style How the learner prefers to
learn
1. Visual A visual learner prefers to
learn through aids that they
can see.
2. Auditory An auditory learner prefers to
learn with the help of aids that
they can hear and listen to.
3. Tactile A tactile learner prefers to
learn through aids that they
can touch and feel and smell.
4. Kinaesthetic This kind of learner prefers to
learn by ‘doing’, performing
actions, or interacting with
objects.
Example of Learning Implications on Learning
Aids
This kind of learner Teachers can use
would learn best with pictures from magazines
visual aids like pictures
and textbooks to cater
and videos. for a visual learner.
Narrated videos and Teachers can play
sound recordings are documentaries and
some of the aids that sound recordings in class
appeal to this kind of to appeal to an auditory
learner. learner.
Such aids that will Geography teachers
appeal to a tactile could bring in soil rock
learner are things like samples to class in order
sand and rock samples. to demonstrate different
rock formations or soil
erosion.
A kinaesthetic learner To appeal to a
would learn better with kinaesthetic learner,
aids like, Measuring teachers can bring
tapes to physically physical instruments for
measure distance, and them to interact with
scales to measure and perform tasks
weight. physically.
1.5

Flexibility
Although learners at a certain age or grade are expected to have certain knowledge and be able
to perform certain tasks, teachers must apply developmental milestones in a flexible manner
because these are many factors that may affect learning, (INC3701, 001: 50).

Repeated Assessment
Hunger, illness, and the loss of a parents can influence the performance of a learner during a
specific task. That is why teachers must assess learners continuously throughout the year in
order to obtain valid and reliable findings, because one assessment won’t be enough to
properly evaluate a learner’s progress if that task was performed under the influence of
negative forces. (INC3701, 001: 50).

Anti-bias Approach
There are certain cultural practices that influence how learners learn and respond to teaching.
For example, many African cultures regard looking an adult in the eyes is disrespectful, yet
during activities, teachers expect learners to make eye contact. Teachers must take an anti-bias
approach when it comes to assessing learners, always taking cultural influences on the
performance of learners into mind. (INC3701, 001: 51).

1.6 Strategies to develop strengths

1. Use the learner’s special interests when planning activities, (INC3701, 001: 52).

2. Create a rich learning environment that fosters learning through active participation,
inclusion and achievement for all, (INC3701, 001: 52).

3. Consider learners’ developmental levels and ensure that every learner experiences success
at the end of each activity, (INC3701, 001: 52).

4. Recognize achievements and praise the learner. Such positive reinforcement will
motivate further learning and enhance the learner’s confidence and self-esteem, (INC3701,
001: 52).

5. Encourage the learner to demonstrate and even teach his or her skill to others, (INC3701,
001: 52).

6. Gradually increase the complexity of assessment tasks, (INC3701, 001: 52).

7. Allow learners to solve their own problems and do not intervene too early if they
experience challenges, (INC3701, 001: 52).
8. Use play and games as a medium for learning. It is vital that learners should enjoy their
learning experiences, (INC3701, 001: 52).

9. Provide sufficient time for learners to explore, manipulate, experiments and master skills,
(INC3701, 001: 52).

10. Make expectations clear and be consistent, (INC3701, 001: 53).

11. Allow learners to take risks within limits, and let them feel that it is safe to make mistakes,
(INC3701, 001: 53).

12. Provide feedback on all learning and encourage learners to take pride in their
accomplishments, (INC3701, 001: 53).
QUESTION 2
2.1
• Assessment for inclusivity is the process of identifying a learner’s strength and
weaknesses, (DoE, 2014, as cited in INC3701, 001: 63).

• It is a very important part of inclusive education because without it, there is no way of
determining a learners needs academically, (INC3701, 001: 62).

• Assessment for inclusivity also makes it possible to figure out the kind of support that
the school and teachers must provide to the learner so that the assessed learner can
thrive in the classroom and school environment, (INC3701, 001: 62).

• If teachers and schools fail to perform assessments for inclusivity, affected learners will
continue to be excluded academically, (INC3701, 001: 62).

• Assessment for inclusivity opens doors for affected learners because teachers will also
have the knowledge that they need to guide affected learners in making career choices
that will serve their strengths in the best way possible, (INC3701, 001: 62).

• In South Africa uses the Screening, Identification, Assessment and Support Policy to
perform Assessment for Inclusivity in all schools, (DoE, 2014), (INC3701, 001: 63).

2.2

2.2.1 Principles of assessment in an inclusive context

o SIAS Policy is about assessing the learners ‘to determine barriers to learning, level of
functioning and participation to determine support needs’, it is not about assessing
learner academic performances, (SIAS, 2014: 15).

o Close family, teachers and other learners must form a central part of the process of
assessment, (SIAS, 2014: 15).

o There must be no cultural bias present in the assessment process, (SIAS, 2014: 15).

o It must vary and evidently draw from numerous perspectives, (SIAS, 2014: 15).

o The assessment must take place within the context of the learner’s experienced barrier,
(SIAS, 2014: 15).

o The process should be explicit and transparent, (SIAS, 2014: 15).

o It must also take time into consideration and it must be manageable, (SIAS, 2014: 15).
 o The assessment should take the realities of the school and the affected learner into
consideration, (SIAS, 2014: 15).

o Respect needs to be the central value that guides the process of assessment, (SIAS,
2014: 15).

o The result obtained from the assessment must be clearly, ‘accurately and timeously
documented and communicated to those affected’, (SIAS, 2014: 15).

2.2.2 Purpose of the SIAS policy.

o To provide a policy framework for the standardisation of the procedures to identify,

assess and provide programmes for all learners, (SIAS, 2014: 10).

o to manage and support teaching and learning processes for learners who experience
barriers to learning within the framework of the National Curriculum Statement Grades
R –12, (SIAS, 2014: 10).

o To establish a seamless system of early identification and effective intervention to

minimise learning breakdown and potential dropout, (SIAS, 2014: 10).

o To direct systems on how to plan, budget and programme support as all levels, (SIAS,
2014: 10).

o The policy provides clear guidelines on enrolling learners in special schools and settings
which also acknowledge the central role plays by parents and teachers (Education White
Paper 6, p.7), (SIAS, 2014: 10).

o To provide the protocol, as well as a set of official forms to be used by teachers, School-
Based Support Teams and District-Based Support Teams in the process of screening,
identifying and assessing barriers experienced by learners with a view to planning
support provision according to programmes and monitoring by the District-Based
Support Team, (SIAS, 2014: 10).

o To outline the role functions of staff appointed in district as well as school structures
responsible for planning and providing support, (SIAS, 2014: 10).
 o To regulate the composition and operations of the key coordinating structures required
for the implementation of an inclusive education system, (SIAS, 2014: 10).

2.2.3 Stages of the SIAS protocol.

Stage 1: The initial screening guided by the learner profile

o At this stage, teachers assess all learners when they are admitted into the school using
the forms made available through the SIAS Policy, (SIAS, 2014: 27).
o After screening the learners, the teacher will record his or her findings carefully as the
latest version of the Learner’s profile, (SIAS, 2014: 27).
o This Learner’s profile will replace old profiles that are currently being used in reference
to the learner by the Department of Education and other Provincial Departments, (SIAS,
2014: 27).
o During this stage of the Assessment, the teacher can use various documents and reports
to gather information on the learner. For example, Admission forms, reports from
parents and Integrated School Health Programme Reports, (SIAS, 2014: 27).
o Areas in the Learner profile marked with an asterisk, will indicate when the completion
of the SNA1 should be started, (SIAS, 2014: 27).

Stage 2: Identifying and addressing barriers to learning and development at school level

o Once the learner has been identified through the completion of Stage 1 of the
assessment process, the teacher will assume the role of a ‘case manager’ who will
coordinate the support process, (SIAS, 2014: 27).
o At this stage, the affected learner and his/her parents or guardian must take part in the
decision making process, (SIAS, 2014: 27).
o The teacher will firstly fill in the Support Needs Analysis 1 (SNA1) form with the parent
or guardian of the learner. This form will capture the areas of concern, the learner’s
strengths and needs, and an individual support plan for the learner, (SIAS, 2014: 27).
o If the intervention provided by the teacher is not enough, he/she will approach the
School-Based Support Team (SBST) for further discussions, (SIAS, 2014: 27).
o When a learner is referred to the SBST, the Support Needs Assessment (SNA2) form will
guide the process, where the teacher’s initial evaluation of the learner’s barriers will be
reviewed. A new support plan is derived and captured, which may include higher levels
of support that must be given to the learner. (SIAS, 2014: 28).
Stage 3: Identifying and addressing barriers to learning and development at District level

o At this level, the SNA3 form will guide the District-Based Support Team (DBST) in their
strategy to review support plans put in motion by the SBST, (SIAS, 2014: 28).
o The DBST will spell out a new plan on how further support is to be provided to the
learner. This new plan will include a suitable support package which will include the
following:
o Planning and budgeting for additional support programmes determined in the SNA3
form;
o Resource and support-service allocation to the school and learner;
o Training, counselling and mentoring of teachers and parents or guardians; and
o Monitoring support provision, (SIAS, 2014: 28).

2.2.4 Role of the District Based Support Team

• ‘To coordinate and promote inclusive education through: training; curriculum delivery;
distribution of resources; infrastructure development; identification, assessment and
addressing of barriers to learning,’ (SIAS, 2014: 7).
• The DBST ‘must provide leadership and general management to ensure that schools
within the district are inclusive centres of learning, care and support,’ (SIAS, 2014: 7).
• To provide leadership for the teams to provide support, (SIAS, 2014: 7).

2.2.5 Role of the School Based Support Team

• To provide support to affected learners and guidance for teachers on a school level,
(SIAS, 2014: 31).
• To provide the District Based Support Team with evidence of support provided at the
school level, (SIAS, 2014: 31).
• To inform parents of decisions make to provide support for their child, (SIAS, 2014: 31).
• To work hand in hand with the DBST to provide support to learners where necessary,
(SIAS, 2014: 31).

2.2.6 What are the roles of parents and caregivers in assessment? (3)

• To contact teachers with regards to their child’s needs, (SIAS, 2014: 35).
• To make sure that they are fully informed about all options to make informed choices,
(SIAS, 2014: 35).
• To remain full participants of the SIAS process of Assessment and support programme,
(SIAS, 2014: 36).
2.2.7

High level of support

o This is support that is ‘over and above provisions covered by programme policy, line
budgets and norms and standards for public ordinary schools support,’ (SIAS, 2014: 8).
o High level support is specialised, and it needs schools and classrooms that are
specialised, facilities and personnel which are available on a high-frequency and high-
intensity basis, (SIAS, 2014: 8).

Low level of support

o Is preventative and proactive in that this kind of support provision in in with

departmental programmes, policies, line budgets and norms and standards for public
schools, (SIAS, 2014: 8).

Moderate level of support

o Moderate support provision, cover support provisions that are over and above
provisions covered by programmes, policies, line budgets and norms and standards for
ordinary public schools, (SIAS, 2014: 8).
o Physical and technology devices are loaned to the school by a Teaching and Assistive
Device Resource Centre that services all full-service designated schools in the area,
(SIAS, 2014: 9).
BIBLIOGRAPGY

1. INC3701, 001 Study Guide, UNISA, 2020.

2. National Strategy on Screening, Identification, Assessment and Support Policy (SIAS),

Department of Education (DoE), 2014.