NAME & SURNAME: SIBONGILE ZINZI MFUMBATHA

STUDENT NUMBER: 65932099

ASSIGNMENT NUMBER: 03
UNIQUE NUMBER: 799435
MODULE CODE: INC7301
Question 1
1.1
❖ Leaner’s strengths, talents, abilities, and interests should be assessed.
❖ Teachers should build on strengths and use them to overcome challenges.
❖ Learners who experience barriers to learning are viewed as part of the natural
human variation of all human brains.
❖ The goal of education is to develop human potential.
❖ Learners are guided to maximise their strengths and minimise their weaknesses.
1.2

Howard Gardner’s Eight Intelligences

Type of Children’s skills include Career options

intelligence

Logical Problem solving, Analyse Engineers, scientist, economists,

mathematical problems, Detect patterns, accountants, detectives, bankers, or
Mathematical calculations, computer programmers.
Scientific reasoning, and
deduction.

Linguistic Writing, interacting through Writers, journalists, poets, orators,

words and language. and comedians, teachers, or lawyers.

Spatial-Visual Visual and spatial imagination, Engineers, architects, artist,

visual images. sculptors, sailors, photographers, or
strategic people.

Bodily- Use body skilfully, accurate Actors, dancers, surgeons, athletes,

kinaesthetic movements, dancing, acting, anthropologists, biologists,
and using the skill for solving geologists, physical education,
problems. physical therapist, or sign-language
interpreters.

Musical Compose and play music, Musician, sound engineer, acoustic

Awareness, appreciation and
use of sound, Recognition of
tonal and rhythmic patterns,
understands relationship
between sound and feeling.
engineer, composer, DJ’s,
entertainers, environment and noise
analysts, music producers, musical
instrument repair specialists, musical
performers or singers.
 Naturalistic Recognize and categorize
plants, animals, and other
objects in nature.
Agriculture, horticulture,
archaeology, volcanology,
ornithology, oceanography, geology,
botany, biology, ecology, astronomy,
zoology, palaeontology,
meteorology, or forensic science.

Existential Sensitivity and capacity to Psychologists, social workers,

tackle deep questions about motivational speakers, human
human existence e.g. What is resources workers, independent
the meaning of life? business, ministry, philosopher,
theoretical scientist, or psychiatrist.

Interpersonal and Detect and respond Advertising professionals, coaches

Intrapersonal appropriately to the moods, and mentor, counsellors, educators,
motivations, and desires of HR professionals or mediators.
others; Self-aware and in tune
with feelings, values, beliefs
and thinking processes.

1.3
❖ Makes the curriculum more understandable to learners.
❖ Motivates learners to learn more effectively.
❖ Enhances learner’s connection with what they are learning.
❖ Encourages learners and teachers to enjoy a more active learning approach.
1.4
 • Fast talkers • Slow speakers
• Impatient • Natural listeners
• Use words and phrases that • Linear thinkers
evoke visual images • Prefer explanation
• See and visualise than text
Visual Aural • Listen and verbalise

SEE! HEAR!

Read/ Kinest
• Prefer writen text Write hetic
•Slowest talkers
•Slow to decide
• Emphasize text based input
and output READ/WRITE! •Use all senses to engage in
DO!
learning
• Enjoy reading and writing
•Do and solve
•Prefer hands-on approaches
•Learn through trial and error

1.5
Flexibility
❖ The developmental milestones are universally applicable. Meaning, they provide a
guideline to the knowledge and skills that all learners across the world are expected
to know and be able to do at specific ages or stages of development. Since there are
many factors influence learning, including nutrition, family background, or exposure
to learning opportunities, teachers should always apply the developmental
milestone in a flexible manner.
Repeated assessment
❖ Teachers should assess their learners repeatedly to ensure that their findings are
reliable and valid. A single assessment is not reliable as the learner may be strongly
influenced by the specific conditions under which the assessment occurred, e.g. the
time of day, state of health and well-being or context of the assessment.
Anti-bias approach
❖ This approach recognises the importance of cultural and linguistic fairness, when
conducting assessment. Kinds of cultural norms and practices influence learning. For
instance, while some cultures value and actively promote assertive skills, others
regard assertive skills in young children as inappropriate and disrespectful towards
authority. While some cultures encourage questioning, others do not. It is therefore,
essential that teachers understand how cultural norms influence learning.
1.6
❖ Use the learner’s special interest when planning activities. This will enhance the
learner’s motivation to actively participate in and complete the activities.
❖ Create a rich learning environment that fosters learning through active participation,
inclusion, and achievement for all. Remember that a well-planned learning
environment allows learners to explore as they interact with one another and
growth towards independence.
❖ Consider learner’s developmental levels and ensure that every learner experiences
success at the end of each activity.
❖ Recognize achievements and praise the learner. Such positive reinforcement will
motivate further learning and enhance the learner’s confidence and self-esteem.
❖ Encourage the learner to demonstrate and even teach his or her skills to others. By
actively encouraging learners to share their skills with their peers, teachers support a
diversity of learning approaches.
❖ Gradually increase the complexity of assessment task.
❖ Allow learners to solve their own problems and do not intervene too early if they
experience challenges.
❖ Use play and games as a medium for learning. It is vital that learners should enjoy
their learning experiences.
❖ Provide sufficient time for learners to explore, manipulate, experiments and master
skills.
❖ Make your expectations clear and be consistent. It is essential for learners to know
exactly what you expect from them. Staff should be consistent by setting common
goals for each learner and reinforcing them consistently.
❖ Allow learners to take risks within limits and let them feel that it is safe to make
mistakes. All learners learn most effectively from their own experiences. Let learners
know that it is inevitable that they will sometimes make mistakes and that these
constitute learning opportunities if they deal with them positively.
❖ Provide feedback on all learning and encourage learners to take pride in their
accomplishments.

QUESTION 2
2.1
❖ The importance of assessment for inclusivity cannot be underestimated as no further
form of intervention or support can be possible for the learner. This is a most
important starting point, as it constitutes the process by which the process by which
we develop an understanding of the individual, his abilities and learning needs.
Without understanding what is important to a person, and what his problems are,
there can be no meaningful intervention. Again, the importance of assessing learners
is to prevent further difficulties that can be experienced by learners at a later stage
in their academic careers. The earlier a child with barriers is identified the sooner
 intervention strategies that suit the learner can be implemented. In South Africa,
one of the policies that support Inclusive Education is the Screening, Identification,
Assessment, and Support (SIAS) (2014). This policy aims to respond to diverse needs
of learners in schools.
2.2.1
❖ The assessment in this section does not refer to assessment of learners’ scholastic
achievement, but to determine barriers to learning, level of functioning to determine
the type and level of support required by the learners. Educators, parents, and
learners need to be centrally involved in the process. Assessment procedures need
to be guided by the principles of respect for all concerned. The purpose should be
clear and open. It needs to be appropriate and relevant to the realities and context
of the person or institution concerned. It should be fair, bias-free, and sensitive to
gender, race, cultural background, and disabilities. It needs to identify barriers to
learning with the purpose of improving the teaching and learning process. It needs
to be a continuous process built into the teaching and learning process. It needs to
be multidimensional or systemic in nature, located within the framework of barriers
at the individual (learner and educator), curriculum, institution, and family,
community, and social contextual levels.
❖ The different levels of the system that are involved in the assessment process, for
example Institutional level support team or school-based support team (SBST)s and
district-based support team (DBST)s, need to cooperate closely to ensure that
assessment processes are carried out smoothly. Assessment practices should be
manageable and timewise. These practices need to be flexible enough to include
various approaches and to draw from various perspectives. Assessment results
should be clearly, accurately, and regularly documented and communicated to those
affected.
2.2.2
(SAIS) policy in South Africa was designed to provide the framework for the
standardization of the procedures to identify, assess and provide programmes for all
learners who require additional support to enhance their participation and inclusion
in schools. The aim of this policy is to ensure that teachers and schools understand
and respond appropriately to the needs of diverse learners. They also provide the
framework for a standardised approach to screening, identifying, assessing, and
supporting learners who require additional support, to enable them to perform to
their potential in school. It also assists teachers, School-based Support Teams, and
District-Based support teams in their efforts to meet the needs of all learners and to
provide quality teaching and learning.
The SIAS policy grew from an identified need to provide practical ways for schools to
follow around inclusive education, following Education White Paper 6. It also draws
on the UN Convention on the rights of Persons with disabilities and is a rights-based
policy that places the onus on the education system to work to remove barriers to
learning and participation. Its view of support is that it needs to be holistic,
considering learner’s individual circumstances and taking a multi-agency approach,
bringing in specialist from different areas as needed. It acknowledges that barriers to
learning and participation are multiple and various, as are suitable support
strategies. It categorises these support strategies into three levels namely:

Low: Generally met within the school’s usual provision, proactive and preventative,
Moderate: over and above the school’s usual provision, usually short term and of
moderate intensity, High: more specialised, of higher intensity and frequency.

The organising principle for support within SIAS is that every learner has the right to
receive quality basic education within their local community. This means that, as far
as practically possible and affordable, the support must be brought to the learner
with little or no movement from their local community and home. In every type of
school-ordinary, full service and special is expected to offer and inclusive community
that provides quality education, care and support for its learner.

2.2.3
Stage 1: The initial screening guided by the learner profile The teacher must
screen all children at admission as well as in the beginning of each phase and
record their findings in the Learner Profile (LP) included in this Policy. This
Learner Profile will replace all learner profile forms currently being used by
Provincial Education Departments and will be captured in the Learner Unit
Record Individual Tracking (LURITS) System. The following documents and
reports could be used to gather applicable information: ● Admission form ●
Road to Health Booklet (especially for Grade R and Foundation Phase levels)
● Integrated School Health Programme reports ● Year-end school reports
(included in the Learner Profile) ● Reports from parents, professionals and
other relevant stakeholders ● The report(s) of the teacher(s) currently
involved with the learner. Areas in the Learner Profile marked with an
asterisk will indicate when the teacher should complete the Support Needs
Assessment 1 form (SNA1).

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

school level When a learner has been identified through the initial screening
or at risk (as pointed out in the Learner Profile) it is the responsibility of the
teacher to assume the role of a case manager, driving and coordinating the
support process. The parent/caregiver and the learner (from the age of 12 as
far as possible) must be involved throughout in the decision-making process
of the SIAS. The teacher will be guided by the SIAS forms, starting with the
completion of the SNA1. The teacher captures the following information in
the SNA1 in collaboration with the parent/caregiver: ● The areas of concern
● An inventory of the strengths and needs of the learners across a broad
spectrum of areas is put together ● On the basis of the information
gathered, an individual support plan is formulated to support the learner,
 and a review date is set. Such plans should be reviewed at least once a term
● If the support given by the teacher proves to be ineffective, he/she will
involve the SBST by making an appointment and presenting the needs of the
learner to the team for discussion The SNA 2 form guides the school-Based
Support Team when a learner is referred to them: ● A review is done of the
teacher’s identification of barriers and the interventions applied. ● A plan of
action through which the teacher/school could strengthen the support (with
the help of in-house specialists and/or teachers who have a wide range of
experience) is formulated. ● The support plan is captured and put into
action. It must have a review date on which progress (or lack of progress) will
be discussed. On the review date, the plan is adjusted and the SBST may
decide that a higher level of support is needed in which case the district-
based Support Team (DBST) is asked to assist. Such plans should be reviewed
at least once a term. In some cases where direct referral is required to
ensure the safety of a learner who is vulnerable to abuse, deviation from the
standard procedure is permitted.

Stage 3: Identifying and addressing barriers to learning at a district level The

SNA3 form guides the DBST in their intervention strategy to: ● review the
action plan of the teacher and SBST and use the Guidelines for Support, the
Table to rate the level of support needed and the Check list to help
determine the decision on how support is to be provided to the learner. The
DBST puts a further plan of action together for the learner and/or school,
based on the information available. The plan will spell out a suitable support
package and include: – Planning and budgeting for additional support
programmes determined in SNA 3 – Resource and support-service allocation
to school and learner – Training, counselling and mentoring of teachers and
parents/legal caregivers – Monitoring support provision – Using the various
tools attached as Annexures to the SIAS to help carry out their decisions (see
the appendixes at the end of this module).

2.2.4
❖ The DBST forms a key component in the successful implementation of an inclusive
education support system. This policy gives an overview of the role functions of DBST
with regards to the management of the Screening, Identification, Assessment and
Support Process as a measure to establish such a support system.
❖ The policy is for all support staff in the DBST, including curriculum and school
managers, human resources planning and development coordinators, social workers,
therapists, psychologists, and other health professionals working within the school
system.
❖ The policy is binding in terms of decision-making around any form of support-
provisioning to learners, schools and teachers.
2.2.5
❖ Where high-level support at school level cannot be organised in any practical and
cost-effective way, the DBST is the next level to provide additional support.
❖ The SBST should provide the DBST with evidence of support provided to the learner
at school level.
❖ The SBST should always involve the parent in and inform the parent about decisions
taken to support the learner.
❖ The DBST should establish what kind of support is needed by the SBST in order to
support the learner and what the strength of the SBST is and explore ways in which
additional support can be obtained, assist the SBST to recognise further community-
based support and facilitate collaboration through the CSTL framework.

2.2.6
❖ Parents/caregivers should also be free to initiate contact with teachers regarding the
child’s progress. When choice must be made about the learner’s enrolment into a
site where additional support is available, parents/caregivers need to have full
information about all options so that they can make informed choices.
❖ The unwillingness or inability of the system to support the learner in the current site
should never be a primary motivation to move a learner, especially if it necessary for
the child to attend school far from home.
❖ The financial situation of the family and their capacity to pay for the choice of school
should be taken into account.

2.2.7
High level of support is Access to a range of support specialist (specialists teachers,
Occupational therapists, Speech Therapists, Audiologists, physiotherapists, Mobility and
Orientation instructors, Psychologists, Nurses, Class assistants) is required on daily or weekly
basis and to be available full-time.
Low level of support is Provision of any specialist intervention from other teacher/specialists
within the school or surrounding schools, SBST, or DBST, or from the school’s network of
stakeholders.
Moderate level of support: Transversal team based at circuit or district level monitor and
support the implementation of inclusive education through support-group meetings,
feedback reports, telephonic consultations and site visits. They provide therapeutic or
specialist services that are not available to the school or within the district.

REFERENCES:
https://www3.unisa.ac.za/studymaterial/material/6c5c2c1a78a94225098309ab9df4cb3c/6
2e28d64/INC3701/sg/001_2020_4_b.pdf
SIAS 2014