ITANA LOVIS

Inclusive education 3a
ASSIGNMENT 1
STUDENT NO:
201846033
0815532592

QUESTION 1
1.1
Is the practice of educating children with disabilities or special needs.It is designed to
prevent, eliminate and overcome barriers that can keep a child with special needs
from learning and from participating fully in school and society.
1.2
I would advocate for inclusive education because it is based on the right of every
child to receive an education. It recognises that every child is different and has
unique needs, but does not see these differences as problems but rather as
opportunities to learn. Therefore through inclusive education we can ensure that all
children are given the opportunity to learn and develop to their full potential.
1.3
a) An impairment in specific aspects of reading, writing and mathematical notation,
that are not caused by below average intelligence or ability, impairments in sight or
hearing, emotional factors or any extraneous circumstances.
b)
Dyslexia
Children with dyslexia have problems with the learning process related to reading,
writing and speaking, but they do not have an intellectual impairment or below
average intelligence.
Dyscalculia
Primarily affects the learning process in relation to mathematics. When it comes to
mathematics children with dyscalculia either perform below their general cognitive
ability and developmental level with no obvious explanation.
Dysgraphia
Struggle to write coherently, regardless of their ability to read. The condition can be
caused by poor fine-motor skills, poor dexterity or poor muscle tone. Generally the
hand writing of children with dysgraphia is difficult or impossible to read. They use a
mixture of upper/lower case letters, irregular letter sizes and shapes.

1.4
 Dyslexia
 Dyspraxia
 Deformed limb
 Physical disabilities
 Attention deficit hyperactivity disorder
 Poor vision

1.5
The biopsychosocial (interactional) model
 Discourage exclusion
 Acknowledges the complex relationship
  Recognise the potential limiting factors of a child’s impairment
 Maximise the child’s learning and participation
 Entails thoughts and emotions

QUESTION 2
2.1
 Universal access to learning
 A focus on equity
 Emphasis on learning outcomes
 Strengthening partnerships
2.2
 Goal 1: Expand early childhood care and education
 Goal 2: Provide free and compulsory primary education for all
 Goal 3: Promote learning and life skills for young and adults
 Goal 4: Increase adult literacy by 50 percent
 Goal 5: Achieve gender parity by 2005, gender equality by 2015
 Goal 6: Improve the quality of education.
2.3
 Baseline assessment- used to establish what learners know and can do.
 Diagnostic assessment- used to determine barriers to learning, strengths,
learning difficulties and gaps in learning.
 Differentiated assessment- a continuous process whereby the teacher
adjusts the traditional assessment to be applicable to all learners.
2.4
 Braille reading and writing system
 Mathematics
 Natural sciences
 Social sciences
 Arts
2.5
 Equitable access
 Teacher quality, education and support
 HIV and AIDS
 Improved physical facilities

QUESTION 3
3.1
 Slanting eyes
 Short neck
 Abnormal teeth
3.2
 Repetitive movements, such as hand flapping, body rocking or spinning
 Compulsive behaviour which seems to follow rules, for example arranging
objects in stacks or lines
 Resistance to change, for example insisting that the furniture may not be
moved
 Unchanging pattern of daily activities, such as the same food every day or an
unvarying dressing ritual.
 Restricted behaviour with limited focus, interest or activity, for example
preoccupation with a single toy or topic.
3.3
 Routine and structure: in order to help with foetal alcohol syndrome cope, it is
essential to have a consistent, predictable schedule of activities and structure
in the play room.
 Repetition: it is essential to repeat information and remind them often of tasks
they are expected to perform.
 Be concrete: to help them overcome this problem, explain abstract concepts
such as time and money using concrete items like a clock, watch and money
and incorporate visual and everyday aids such as fruits and balls into
activities.
 Simplicity: give short and simple instruction. Divide your instruction into steps,
give one at a time and ask the child to repeat each step aloud.
 Consistency: you should be as consistent as possible in imposing
consequences. Make consequences as immediate as possible and remind
the child what consequences are.
 Be specific: do not say “please tidy the classroom” but be detailed and rather
say, please pick up the blocks.
 Supervision: children must be carefully supervised, to prevent them from
hurting themselves. Foetal alcohol syndrome are overly friendly. Strangers
can approach them to easily.
3.4
 Poor organisation
 Slower cognitive processing
 Poor problem-solving skills

QUESTION 4
4.1
 Cataracts
  Albinism
 Optic nerve damage
 Macular degeneration
 Retinitis pigmentosa
4.2
 Give them the opportunity to understand an activity by taking them through
the various steps one by one, for example you can say “find and take the
brush, paint pot and paper
 Encourage them to develop self-help skills, such as addressing and feeding
themselves, by offering support but not always doing everything for them.
4.3
 Conductive hearing loss: can be corrected with medications or surgery.
 Sensorineural hearing loss: can be treated with hearing aids
 Auditory neuropathy spectrum disorder: can improve with the help of medical
devices, therapy and visual communication techniques.
 Auditory processing disorder: can be treated with proper speech therapy and
making sure that the child is listening and learning in a quiet environment.
4.4
 Providing opportunities for play: it is difficult for children with cerebral palsy to
participate in structured play. They move awkwardly and slowly and bump
pieces off a board game. Give them opportunities for unstructured play during
which they can move at their own pace.
 Giving instructions: cerebral palsy children have difficulty focusing. When you
give instruction or ask questions, repeat them several times and use voice,
hands and pictures to get the message across.
 Providing structure and routine: children with cerebral palsy benefit from
structure routine so be sure to indicate exactly when an activity ends and
which activity starts next.
 Dealing with muscles stiffness: the child may experience muscle stiffness, so
encourage him/her to stretch and move around as much as possible.
However, as a result of muscle fatigue, the child might become tired easily
and you should allow him/her to rest when needed.
 Helping children cope socially: children are different other children might stay
away from them, might not want to play with them. You should explain the
condition and consequences to the other children. In order for them to an
idea of the challenges the child with cerebral palsy faces.

References
NAMCOL Module 19 Inclusive Education