Question 1

1.1

Socio Medical Deficit

Says that deficiency is a difference, trust as
the persons gender, age or race
Says that having a disability is neutral, it is
part of who you are
Says that disability exists in the interaction
between the individual and society
Says that the remedy is a
Says that disability is a deficiency or
abnormality
Says that having a disability is negative
Says that the disability is in you it is your
problem
Tries to

1.2 Special education is a legal definition and it refers to children with learning problems of disability
that make it hard for them to learn that most children in the same age, while barriers to learning
is anything is anything that stands in the way of a child being able to learn effectively (iie 2021).
The implied understand is that we cannot view inclusive education in south Africa as being only
about those learners with special educational needs, but that we must recognise that in many
fails learners and therefore barriers to learning that we intrinsic to the learner and also those
that are extrinsic (iie 2020)

1.3

1.4 Firstly extrinsic barriers are those factors that arise outside the learner, but impact on their
learning they may arise from the family and its cultural, social and parental involvement in
education and family problems like a divorce death or violence
 Lack of parental involvement
This barrier is one of the extrinsic barriers to learning. When there Is no parental
involvement in the Childs life, the children normally don’t learn about social factors from
their parents, if parents are not involved in their child’s education, they will begin to learn
that their education isn’t that important and start to drop because they do not take the
power of education seriously. They’ll have a mind-set that if it was important, then surely
their parents would take an active role.
 Over protective parents
Students who are pressurized by parents to achieve become unfriendly and very negative
towards school, not all of them but most of them. Overprotective parents deny their
children the freedom to become independent hence, their decisions are made for them by
their parents resulting in them not taking responsibility for their work (Chae, 2019).
Overprotective parenting has been linked to risk appetite, parental dependency, and a
higher likelihood of psychological problems, lack of effective coping strategies and panic
disorder, which makes logical understanding (Chae, zaa). Research also shows that kids with
overprotective parents have the tendency to engage in little or lots of risk taking behaviours,
this I can confirm from my own personal experiences as I too have overprotective parents,
and that have affected my self-esteem levels. It causes fear of failure leading on to feel a lot
of academic pressure to succeed in order to make parents proud.
 poverty
Children from poor backgrounds face many obstacles to accessing an effective education,
even when educational resources are in place, children living in poverty usually do not have
 their basic needs met, such as food, water, clothing. Some kids go to school on an empty
stomach we all know that one cannot concentrate when their hungry. This will lead to poor
concentration skills in the learner and result in failure or poor performance. Some kids don’t
have the funds to buy uniform that they end up not coming to school because their schools
permits its student to wear their full uniform correctly, some kids don’t get enough sleep
because they have to be up early because the school distance is too far, hence their lack of
availability of transport is a barrier, the can even end up sleeping in class because they are
tired. If the child’s basic needs are not met the child may struggle to learn.
 ADHB
ADHB which abbreviated as Attention Deficit and Hyperactivity Disorder can affect the
student’s ability to focus, pay attention, listen or put effort into schoolwork, it can also make
students fidgety, restless, talk too much or disrupt the class (iie, 2021). Kids with ADHB are
different, some need help paying attention and managing distractions while others need
help staying organized. The best way the kids with this barrier can improve is to be included.

Question 2

2.1 The departments key support function in inclusive education is the white paper 6. The
education white paper 6 suggests structural and programme changes to education
infrastructure of South Africa so that different learners can be embraced by the mainstream,
it also outlines an inclusionary educational system which all learners have equal access to
quality educational opportunities, recognises the importance of developing learners
strengths and or empowering and enabling learners to participate actively and critically in
the learning process (iie, 2021). The principles of this policy are formed by the constitution
of South Africa with a focus on human rights and social justice for all learners, equal access
for all learners to a single, inclusive education system and access of all learners to the
curriculum so they can engage meaningfully with teaching and learning process.

According to the WP 6 (DOE, 2021: 16) Inclusive education and training are about
acknowledging that all children and youth can learn and that all children need support and
are accepting and respecting the fact that all learners are different in some way and have
different learning needs which are equally valued and ordinary part of our human
experience etc. WP6reflects a commitment to the development of an education and training
system which will promote education for all and foster the development of inclusive and
supportive centres of learning that would enable learners to participate actively in the
education process so that they could develop and extend their potential and participate as
equal members of society (DOE, 2021:5).

2.2 ‘’ District Based Support Teams (DBST)’’ are groups of departmental professionals whose
Responsibility is to promote inclusive education. Through training, curriculum delivery,
distribution of resources, identifying, assessing and addressing barriers to learning,
leadership and general management (iie, 2021).

The education WP6 (DOE,2001) States that the purposes and functions of the district based
support teams are to support all learners, teachers and the system as a whole so that the full
range of learning needs can be met, develop good teaching strategies and adapt support
systems available in the classroom, assist teachers in creating greater flexibility in their
 teaching methods and the assessment of learning, build a good school, early childhood and
adult basic education and training centres colleges and higher education address severe
learning difficulties and to accommodate a range of learning needs and lastly to serve as
consultant mentors to school management teams, educators and school governing bodies.

2.3 A special school resource centre is a special school providing specialised education to the
enrolled learners. Special schools admit learners whose support needs can be
accommodated under the schools area of specialisation (iie,2021) SSRCs are linked to
district based support teams so that they can provide specialised professional support in
curriculum, assessment and instruction to designated full service and others neighbouring
schools. These special schools. These special schools are there to provide educational
support, therefore special schools should only admit learners with barriers to learning.
(iie,2021) they are also able to provide support to a cluster consisting of ordinary schools
and a full service school (DOE,2001)

Question 3

Teachers who work inclusively develop a range of pedagogical strategies that offer rich
learning Opportunities for all equally in learning (iie, 2021) they also develop and maintain a
community that supports the well-being of module reader (2021) developing inclusive pedagogy
requires teachers not only to draw upon their independent knowledge but also to engage with
ideas with the multidimensional realities of their own classrooms and schools, for example; the
cultural frameworks of expectations values and beliefs about what constitutes good teaching
and learning. It also requires an inclusive mind-set that celebrates differences in what all
teachers do through their everyday pedagogy to increase the learning and participation of all
children (iie, 2021). Teachers need to be flexible and often to change for them to adopt an
inclusive pedagogy, they also need to be equitable ensuring consistency and accessibility for all
they also should embrace diversity and create opportunities to develop awareness of diversity
and global issues (Florian, zas)

3.1 Teachers who work inclusively develop a range of pedagogical strategies that offer rich
learning Opportunities for all equally in learning (iie, 2021) they also develop and maintain a
community that supports the well-being of module reader (2021) developing inclusive pedagogy
requires teachers not only to draw upon their independent knowledge but also to engage with
ideas with the multidimensional realities of their own classrooms and schools, for example; the
cultural frameworks of expectations values and beliefs about what constitutes good teaching
and learning. It also requires an inclusive mind-set that celebrates differences in what all
teachers do through their everyday pedagogy to increase the learning and participation of all
children (iie, 2021). Teachers need to be flexible and often to change for them to adopt an
inclusive pedagogy, they also need to be equitable ensuring consistency and accessibility for all
they also should embrace diversity and create opportunities to develop awareness of diversity
and global issues (Florian, zas)

3.2 If you’ve learnt to ride a bike, you will remember that someone probably helped you at first, by
holding on to the bike and then letting go as you became more confident. Scaffolding in teaching
is similar to this and to the scaffolding used in building construction. Instructional scaffolds are
temporary support structures teachers put in place to help learners in mastering new tasks and
 concepts they can’t master on their own. The teacher builds support based on what learners
already know, as new skills or concepts are introduced. As they work on tasks, learners become
less dependent on these support structures, which can be removed gradually. The
responsibility for learning shifts from the teacher to the learner. The scaffolding process helps
guide the learners through their zone of proximal development, one of the main benefits of
scaffold instruction is that it provides for a supportive learning environment. Because the
learning tasks are clear and manageable, as well as related to learner’s experiences, they
interest learners and enable them to get involved with the learning. Using scaffolds for concepts
or skills that learners have had difficulty with, or new material that is potentially difficult or
abstract, will help increase learners confidence as well as reducing their frustration and anxiety
levels. More complex content might require a number of scaffolds given at different times to
help learners master the content. Scaffolding is not about giving learners answers at all times the
focus is on learners finding solutions themselves. Using scaffolding as a welcoming and
supportive learning environment, the student will feel free to ask questions and support one
another through style allows the students to take a more active role in their own learning. (iie,
2021).

3.3
 I would build on prior knowledge and learners experience , I would ask the students to
share their own experience, hunches and ideas about the content or concept of study
and have them relate and connect it to their own lives
 Give them time to talk (iie, 2021) all learners need time to process new ideas and
information, also we all know structured discussions really work best with children
regardless of their level of maturation.
 Provide cue cards as reminders of key information that learners need to teach the
learning outcomes, including vocabulary, sentence starters and questions for discussions
(iie, 2021)
 I would pre teach vocabulary, this doesn’t mean pulling a lot of words from the chapter
and having my students look up the definitions, instead I would introduce the words to
kids in photos or in context with things that they know (iie, 2021)
 Give them time to practise chucks of learning before moving on to new chucks (iie, 2021)
 Encourage the use of first language in discussion or thinking processes to increase
understanding (iie, 2021)
 Use visual aids, like graphic organizer, pictures, and charts these all serve as scaffolding
tools and will keep the students interested.