DPP1501/102/0/2024

Assignment 03

Diversity, Pedagogy and Practice

Module code: DPP1501

Year module

Department of Inclusive Education

This tutorial letter contains important information about the module.

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Contents

1. Introduction ………………………………………………………………………………. 3
1.1 Submission of Assignment 03 …………………………………………………….. 3
1.2 Compulsory reading ………………………………………………………………... 3
2. Outcomes of the module ……………...................................................................... 4
3. Assessment plan and submission dates …………………………………………….. 4
4. Assignment 03 ……………….................................................................................. 5

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1. Introduction

This tutorial letter should be read together with Tutorial Letter 101, which has already
been provided on the myUnisa, under Official Study Material. This tutorial letter
contains Assignment 03 for the DPP1501 module (Diversity, Pedagogy and Practice).
It includes information about the due dates for all your assignments, information about
compulsory reading, and learning outcomes of the module. Read the instructions
carefully, before you attempt to answer the questions.

1.1 Submission of Assignment 03

Assignment 03 is a written assignment and must be completed and submitted online.

PLEASE DO NOT ZOOM (do not enlarge) your assignment script when you submit
online. This makes it difficult for markers to mark your assignment.

Always make sure that your assignment script is in PDF when you submit online.
Documents in MS Word will not be marked.

Assignments that are sent to the lecturer’s e-mail address WILL NOT BE ACCEPTED.

Please read the instructions carefully, before answering the questions.

1.2 Compulsory reading

Please read learning units 1, 2, 3 and 4 in your study guide to be able to answer the
questions in this assignment. You are however, not encouraged to copy and paste the
contents of your study guide. The study guide is meant only to guide you. You are
expected to read the recommended readings listed in your Tutorial Letter 101 for
DPP1501. You can also search for information on the internet (do research) so that
you will be able to answer the questions.

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2. Outcomes of the module

The successful completion of this module will enable you to do the following:

No. Outcomes

1 Explain the pedagogical relevance of knowledge of disabilities.

2 Discuss policy and legislation to demonstrate an understanding of the issues

of inclusivity.

3 Discuss the types of schools and phases to identify how different barriers to
learning can be accommodated in collaboration with accompanying support
structures.

4 Understand how the curriculum can be modified to cater for all learners.

3. Assessment plan and submission dates

The assessment plan and details below are for your attention:

Assignment Option Weight Opening Time Due date Time

number date
1 MCQ/Quiz 25% 2024-02-26 08:00 2024-04-22 19:00
1: Mandatory

2 Assignment 25% 2024-05-10 08:00 2024-06-10 19:00

2: Elective

3 Assignment 25% 2024-07-01 08:00 2024-07-29 19:00

3: Elective

4 Assignment 25% 2024-08-16 08:00 2024-09-03 19:00

4: Elective

5 Assignment 25% 2024-09-09 08:00 2024-09-25 19:00

5: Elective

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DPP1501

Assignment 03
Unique assignment number: 843761
Closing date: 29 July 2024

DECLARATION OF HONESTY

I (full names): ………………………………………………………………………………………

Student number: …………………… Module code: …………………

declare that …
1. I understand what plagiarism entails and that I am aware of the University’s policy in
this regard.
2. I declare that this assignment is my own, original work. Where I have used someone
else’s work, whether a printed source, the internet or any other source, I have given
the proper acknowledgement and I have included a complete reference list.
3. I have not used another current or previous student’s work, to submit it as my own.
4. I have not allowed and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature: ………………………… Date: ………………………….

This assignment constitutes 25% of the formative assessment for the module.

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Question 1

1.1 Read the information in the case study below to answer the questions that follow.

Case study: Empowering learners with disabilities in Africa

Introduction: In many African countries, learners with disabilities face various

challenges in accessing education. This case study explores the perspectives and
experiences of learners with disabilities in an African context. The focus is on a
fictitious country named Shangura, where efforts are being made to improve the
inclusivity of the education system. Although Shangura has its own cultural beliefs,
the country is growing in its recognition of the rights of learners with disabilities.
Community awareness campaigns and education programmes provide insight into
traditional practices that hinder inclusion. Parental involvement is encouraged
through regular communication, parent-teacher meetings, and workshops on
supporting learners at home. Community-based initiatives include support groups
and advocacy programmes to empower parents and caregivers.
Case study scenario: Shangura is a diverse country in Africa with a rich cultural
tapestry. The government has recently recognised the need to look into the
educational disparities faced by learners with disabilities. The education ministry has
implemented inclusive policies and is working to create an environment that
accommodates diverse learning needs, for instance by building accessible
infrastructure and providing assistive devices to ensure equal access to education
for all learners, including those with disabilities. Classrooms are adapted through
flexible seating arrangements, assistive technology, and additional learning
materials. Teacher training programmes include modules on inclusive education,
and ongoing support is provided through mentoring and workshops. Continuous
professional development is essential, and feedback mechanisms are in place to
deal with specific challenges faced by teachers. Teachers in mainstream schools
have been trained to identify learners with disabilities through a combination of
teacher observations, parent reports, and formal assessments. Strategies to
promote interaction and collaboration among all students include peer support

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systems, group activities, and teacher collaboration to create an inclusive learning

environment. Assessment methods include standardised tests, observation tools,
and collaboration with special education professionals to determine specific needs.
Although the government faces challenges that include funding limitations,
measures are in place to ensure partnerships with non-governmental organisations
(NGOs) – and international organisations help mitigate these issues.

Questions:

1.1.1 How are learners with disabilities identified in Shangura's education system?
(2)
1.1.2 What assessment methods and tools are used to determine the specific
needs of each learner? (2)
1.1.3 What initiatives has the government of Shangura taken to ensure that
learners with disabilities have equal access to quality education? (2)
1.1.4 Are there any challenges in implementing these initiatives, and if so, how
are the challenges being addressed? (3)
1.1.5 How do cultural beliefs and attitudes in Shangura influence the perception of
learners with disabilities? (2)
1.1.6 Are there any traditional practices that either support or hinder the inclusion
of learners with disabilities in mainstream education? Please explain. (2)
1.1.7 What training programmes are available for teachers in Shangura to equip
them with the skills needed to support learners with disabilities? (2)
1.1.8 Why is there a need for ongoing professional development and support for
teachers in this context? (2)
1.1.9 How are classrooms adapted to accommodate learners with disabilities in
Shangura? (2)
1.1.10 What strategies are in place to promote interaction and collaboration among
all students, including those with disabilities? (2)
1.1.11 To what extent are parents of learners with disabilities involved in the
educational process in Shangura? (2)
1.1.12 Which community-based initiatives are put in place to support the inclusion
of learners with disabilities? (2)
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Question 2

2.1 Discuss each of the following questions in two paragraphs:

2.1.1 How do inclusive education policies contribute to the overall development

of an inclusive society? 5 marks x 2 = (10)
2.1.2 How can legislation support the effective implementation of inclusive
education policies, and what challenges might arise in this process?
5 marks x 2 = (10)

2.1.3 The normalisation movement supports the ideals of inclusion by striving

to create a society where individuals with disabilities are treated equitably,
integrated into various aspects of life, and where their diverse contributions
are valued and appreciated.
Discuss the normalisation movement in the context of inclusion of persons with
disabilities under the following themes: Please write one paragraph under each
theme. 5 marks x 5 = (25)

2.1.3.1 Equal opportunities

2.1.3.2 Reducing stigma
2.1.3.3 Social integration
2.1.3.4 Diverse perspectives
2.1.3.5 Legal frameworks
[45]

Question 3

3.1 Watch the following video: Tips for an Inclusive Classroom.

Click on the link below, or read the transcripts that are provided to enable you to
answer the questions.
Link to the video: https://youtu.be/-kZIeQM6vG0
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(Video produced by: Alumnae Engagement Innovation Fund, 2017)

Video transcripts:
Welcome to a teaching online channel for rural EFL teachers.
During today’s video, you will be introduced to tips for creating an inclusive
classroom. If it is difficult for you to include a variety of teaching strategies in your
classroom, you will probably not be able to meet all of your students’ needs. For a
teacher it is sometimes difficult to accommodate different students with diverse
learning requirements, mostly because the lack of time does not allow for
personalised instruction to all learners. So, how can we create an inclusive
classroom for everybody?
Let’s take a look at some useful information. An inclusive classroom does not
provide an equal experience for all students; it provides an equitable education for
all of them. This means that it offers diversity of strategies for a diversity of students.
This way, everyone has an opportunity to learn successfully. Sometimes an
inclusive classroom only involves moving special educational practices into a regular
classroom.
An inclusive classroom is mainly characterised by a collaborative and
communicative plan to support all students. Adapt your instruction to the individual
needs of your learners. Don’t be afraid to ask your students how they learn. When
you are familiarised with how they learn, it will be easier for you to include that in
your lesson because considering those preferences for learning will help you attract
more students. You may find that some of your students learn better when you use
videos, so take advantage of that.
Group activities: Research in this field has shown that when students learn
collaboratively with their peers, those with special educational needs can achieve
more with these skills and their peers without challenges benefit from those activities
too.
Co-plan and co-teach your lesson: Working with an expert in differentiation will lead
to great improvements in your class. If you don’t have a chance to work with another
person, ask yourself what strategies could have worked for them and you will see
how valuable the information can be for you. As we said before, when students work

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in groups, learning is more meaningful. So, that is an activity in which collaboration

is key.
The activity for today’s video is, learning about my classmate. As students do this
activity, they will be able to ask for personal information about a classmate. For this
activity, students will be working with a partner. You will have the pairs already
arranged so those students who struggle with English can get extra help if needed.
Students will ask each other good questions related to personal information. For
example, what’s your favourite subject? After that, students will write down their
responses. With a chat like this, you can provide more or less information than in
the example shown in the video. Students with special educational needs will do
better when they are given options. So, this chat (displayed in the video) has various
options for each question. After they have completed the information from the
previous chat, they will be provided with the classmate profile where they will need
to write and draw the classmate’s suggestions. If writing is too difficult for some of
your students, you can provide them with a magnifying glass so they will look for
some activities there. After that they get all the information and finally they learn from
their classmates’ profiles. You can also try some of these activities (displayed in the
video): (a) “Simon says”, (b) Presenting about an interesting topic, or (c) Realia for
concrete learning.
Can we create an inclusive classroom? Of course we can. We just need to
remember some tips: Equal is not the same as equitable – everybody has the
opportunity to learn. Use different grouping techniques in your classroom. Ask your
students about their learning differences and consider them in your planning.

Answer the following questions about the video that you have watched or the video
transcripts that you have read.

3.1.1 From the video recording and transcripts, identify five tips for an inclusive
classroom. 2 marks x 5 = (10)

3.1.2 Why is it important for students to learn about their classmates? (2)

3.1.3 When students work with partners or in pairs, it is called “paired learning”.

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Identify four important aspects of paired learning according to the video

recording.
2 marks x 4 = (8)

3.1.4 Describe the importance of the following teaching strategies:

(a) Group activities 2 marks x 2 = (4)

(b) Co-planning and co-teaching 2 marks x 2 = (4)

3.1.5 In your own words, explain what you understand by the statement:
“Equal is not the same as equitable.” (2)

[30]

TOTAL MARKS = 100

End of Assignment 03 – 2024__________________________________

Lecturers:
1. Dr MK Malahlela
2. Dr M Chauke

©
Unisa 2024

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