ETH302S Inclusive Education A Exam Prep 2022. EXAM PAPERS 2022
Special schools can become a great resource to the neighbouring schools. Discuss this idea as first expressed in
Education White Paper #6. Give examples.
Special School as a great resource to neighbouring schools.
• Other schools,...
Special schools can become a great resource to the neighbouring schools. Discuss this idea as first expressed in
Education White Paper #6. Give examples.
Special School as a great resource to neighbouring schools.
• Other schools, e.g. full-service schools, get resources from the special school e.g assistive devices etc.
• Special schools assist full-service schools to develop inclusive pedagogy.
• They assist full-service schools to adopt appropriate method of teaching learners who experience barriers to
learning.
• The special school serves as consultants to other neighbouring schools
• Special schools support the neighbouring schools by providing resources.
• Serves as a mentor for the full service schools
• It provides assistive technology resources
Curriculum adaption has many advantages in a classroom. Discuss this concept. Give
examples.
Advantages of Curriculum adaptation
• It is a learner centred approach.
• It is in accordance with the learner ability.
• It is based on learner pace.
• It allows for flexibility or adjustment to suit the learner.
• It is responsive to the learner needs.
• It accommodates diversity.
• It helps the teacher to differentiate and accommodate the ability of learners.
• It allows for small chunks of work according to learner needs.
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,Discuss the factors that led and influenced the move towards inclusive education. Please
discuss ten. One fact per paragraph.
Move towards inclusive education
Under the apartheid education system education for learners who experienced learning difficulties and learners with
disabilities, was marginalized under-resourced and segregated. It was known as special education. These learners
were known as learners with special education needs.
2.1 Special education and support services had been provided mainly for a small number of learners with special
education needs, in special classes in ordinary schools or in special schools.
2.3 Special education and support services were provided on a racial basis with the best resources going to
the white learners.
2.4 Most learners with disabilities were either not in special schools or had never attended school. A few
were in ordinary schools unable to adequately meet their needs.
2.5 In general, the curriculum and the education system had failed to respond to the varied needs of
learners. This caused large numbers of learners to drop out of school, or be pushed out of school, or fail
at school.
2.6 While some attention had been given to special needs and support in schools, other levels of education
(for example, ECD) had been seriously neglected.
Discuss the core function of the District Based Support teams (DBST) Please
discuss ten facts. One fact per paragraph.
The core functions of the District Based Support Teams (DBST)
• To assist teachers in institutions in creating greater flexibility in their teaching methods and the assessment of
learning. They will also provide illustrative learning programmes, learning support materials and assessment
instruments.
• To evaluate programmes, diagnose their effectiveness and suggest modifications.
• Through supporting teaching, learning and management, they will build the capacity of schools, early childhood
and adult basic education and training centres, colleges and higher education institutions to recognise and
address severe learning difficulties and to accommodate a range of learning needs
• To provide direct interventionist programmes to learners in a range of settings,
• and/or, serve as ‘consultant-mentors’ to school management teams, classroom teachers and school governing
bodies.
• To foster the development of effective teaching and learning, primarily through identifying and addressing barriers
to learning at all levels of the system.
• To develop an on-going support of local institutional-level support teams in schools, colleges, early childhood and
adult learning centres.
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, • To support the capacity building of schools/education institutions; identifying and prioritising learning needs and
barriers to learning in their local contexts.
• To identify the support needed to address these challenges, and pursuing these within a strategic planning and
management framework.
• To provide indirect support to learners through supporting teachers and school management, with a particular
focus on curriculum and institutional development.
• To ensure that the teaching and learning framework and environment is responsive to the full range of learning
needs.
• To provide direct learning support to learners where necessary and possible, where institutional-level support
teams are unable to respond to particular learning needs.
You have learners with low vision in your class. Discuss how you would address the
challenges of visual barrier experienced by this learner. Give examoples. (10)
Children with a visual impairment impose many challenges for teachers in the classroom, which is why is it so
important that learners with low vision be identified as soon as possible. Blind children are easily identified, even at
birth. It is not however, as easy to identify a child who is visually impaired and not blind. It is not always possible to
identify children who have partial vision from the appearance of their eyes as their eyes may look normal. What
should be taken into consideration is their behaviour and complaints. There are various behaviours, complaints and
appearances of the eye that a teacher should be aware of in order to help identify a child with low vision. If any child
frequently exhibits any of these behaviours or complaints over a period of time, they should be referred to an
optometrist or ophthalmologist who will test the sharpness of the child’s vision using a Snellen chart, for those who
cannot read a Snellen-E chart is used. If a child’s visual acuity is between 6/24 and 6/60, they are regarded as
partially sighted. These children will need to make use of spectacles and other optical devices. A child is regarded as
blind when they have a visual acuity of less than 6/60. Once the child’s vision has been tested by a professional, the
following steps should be taken:
The teacher will need to consult with the school-based support team and figure out how they are all going to
support the child with the vision impairment.
The school will also need to consult the relevant policy documents from the Department, for example the
Education White Paper.
The school will then request support from the district asking to assist them with teaching a learner with low vision.
The teacher will need to plan curriculum adaptation in order to support the child within the classroom
environment.
The school should also request support from the neighbouring special school.
The school and staff need to ensure that buildings are easily accessible to a learner with low vision.
The teacher and school need to ensure that there is proper and effective consultation with the district.
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