Inc4802

Oct/nov EXAMINATION 2022

Student number :

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DECLARATION FORM

Name and Surname:

I declare that this portfolio is my own original work. Where secondary material has been

used (either from a printed source or from the internet), this has been carefully

acknowledged and referenced in accordance with departmental requirements. I

understand what plagiarism is and am aware of the department’s policy in this regard. I

have not allowed anyone else to borrow or copy my work.

Signature: :

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QUESTION 1.1

Theory of inclusive special education

Hornby (2015) introduced theory for the education of learners with special educational
needs and disabilities. My understanding is that the theory was inspired by the fact that
“inclusive education and special education are different. The theory of inclusive
education aims to guide the development of policies, procedures as well as teaching
strategies that are appropriate for all learners with special educational needs and
disabilities to be part of the teaching and process. For example doing a one on one
remedial lesson with English Fal learners who fail to read and comprehend a story

QUESTION 1.2

To apply the theory I would have to initially ensure that I treat all learners equally and
not discriminate any. I may have to use assessments like class tests, homework or even
a checklist to identify learner’s abilities. I might have to come up with different learner
abilities .Then I would have to create work for example for gifted and less gifted learners
so that all are included in the teaching and learning process. For instance less gifted
grade one learners who fail to solve Mathematical problems through adding might
need to be given a remedial class were they do a numbers and additions game. Gifted
learners might need to be given additional work to write a test. This way all learners are
catered for.

QUESTION 2.1

Curriculum differentiation entails modifying or adapting the curriculum according to the

diverse laeraners whio include thise with visual impairement, those with hearing
cahjllenges ,those with Autism,in the classroom.This meansd athat it is a strategy that
teachers can use with a view to providing meaningful learning experiences for all learners for
insatn e after identifying tahe some Afrikaans Fal laerners have reading barriers and others
have comprehension challenges. Curriculum differentiation can include having different
content, processes ,leraning outcomes fopr different learners .The main aim is that allows

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learners to earn in their own ways, at their own pace. By differentiating the classroom, the
educator tailor makes each student's experience to ensure they learn in the best way they can.

QUESTION 2.2

Educators should bear in mind the following:

 Gifted laeraners may be knowledgeable in a wind number of areas therefore they

may be stimukated to be given a additional tasks ,fopr instance even if the rest
of the class could be doing an oral class presentation ,gifted laerners can e
given additional woprk through a test .
 Gifted learners can be stimulated by real-life experiences for instance Science
gifted learners can solving problems through experiment of testing for start in
plant .
 Like any other learner gifted learners still need guidance and support from the
educator.
 Educator has to create a variety of activities like resrach ,calss presentattions to
accommodate giofted leraners so tahat they go through the curriculum.

QUESTION 2.3

The benefits of of curriculum differentiation are :

 By differentiating the classroom, the educator tailor makes each student's experience to
be unique to ensure that they learn in the best way they can. For example giving
Mathematics gifted learners an additional test and less gifted learners be given a one on
one session on a concept they are having a challenge in.
 It allows rhe educator to teach children of mixed abilities in one class by catering for
their strengths and weaknesses.
 It motivates all laernerrs because it aims to lift the performance of all students, including
those who are falling behind and those ahead of year level expectations.
 It assists in deklivery quality leraning experiences to diverse laeraners and allows
the educator to paln effectively.

QUESTION 3.1
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 The following cana be implemented to cater fpr leaners with autism:
 Firstly, because the leaerners thend to use communication to control another
person’s behaviour, to ask for something, to protest or to satisfy physical needs it
would be essential to ensure athat the educator creates mor opportunities fpr
them to communicate ,through art ,singing,role play and palying games.
 Wopuld ensure tahat laerners are also guven supportive technical devices to
help them communicate for instance touch screen ebooks ,audios and sensory
tools.
 Support Routines and Transitions athat are consistyent can be developed because most
children with autism are sensitive to abrupt changes in routine and will learn best in
routine situations.

 The eduicatyor would endeavor to avoid sensory overload. Students with autism
can be distracted by unexpected things in their environment, such as bright
lights, smells, and sounds.

QUESTION 3.2
Laerners with low vision maybe accommodate through:
 Use of large sized reading amaterial because they might have s difficulties when it
comes to traditional reading and writing activities.

 Such laerners might need top seat in positions where there are able tp read fpr
instanve cseatring in the front of the caklss if reading at a distance is chjallenge.
 The educator can make make use of Audiotaped, Brailled, or electronically formatted
lecture notes, handouts, and texts.This helps klaeraners assimilate content.

 Verbal descriptions of visual aids or written can enhance learner appreciation of

content.
 Computer with optical character reader, voice output, Braille screen display and printer
output can be used

QUESTION 4

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The response aims at demonstrating an understanding of the purpose of an Individual
Educational Plan (IEP) by comprehensively discussing the steps one would follow to
develop an IEP for a learner with a hearing impairment in your classroom.

This is an individual educational plan which is a written statement of the educational programme.It
outlines the various activities tahta wopuld be implemented to meet every learner's individual needs
following international best practice .The learnetr’s Nief should have the following :

- the learner’s present levels of academic achievement and functional performance

-year learner’s goals , for example what parents and the school team think the leaerner can
reasonably achieve in a year.

-Information on learner performance ioj national assessments.

-Hiow progress would be measured.

steps one would follow to develop an IEP for a learner with a hearing impairment in your
classroom

Hearing impairment implies tahta hearing loss if they are not able to hear as well as
someone with normal hearing. It can be mild, moderate, moderately severe, severe or
profound, and can affect one or both ears.

he special education and related services to be provided to the learner, including supplementary aids
and services (such as a communication device) and changes to the programme or supports for school
personnel ● how (and if) the learner is to participate in national assessments, including what
modifications to tests the learner needs ● when services and modifications will begin, how often they
will be provided, where they will be provided, and how long they will last ● how the school personnel
will measure the learner’s progress toward the annual goals.

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Each learner’s IEP must contain specific information including (but not limited to): ● the learner’s
present levels of academic achievement and functional performance, describing how he or she is
currently doing in school and how the learner’s disability affects his or her involvement and progress in
the general curriculum ● annual goals for the learner, meaning what parents and the school team think
he or she can reasonably accomplish in a year

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