Long Q's Flashcards
**INCLUSIVE EDUCATION JUSTIFIABLE ? (yes / no + examples)(10)
- yes SIMILAR QUESTION →**Factors that led to the move towards inclusive education
SIMILAR QUESTION →
**FIVE REASONS FOR MOVEMENT TOWARDS INCLUSIVE EDU (10):
SIMILAR QUESTION TO→
**FINDINGS OF NCSNET AND NCESS (IN WHITE PAPER 6) (10) :
- special education (learners difficulties / disabilities learning) known as learners with special needs
- support services provided special classes / special schools for small number of learners
- this provided on racial basis (best resources going to the white learners)
- learners with disabilities not always in schools / attended schools. Few in schools- unable to meet their needs
- education system failed respond to varied need-learners
- caused large number learners drop our of school, pushed out / fail
- some attention was given to special needs but ECD neglected
- GREAT MOVE BECAUSE: builds respect 1 another, combats exclusion, equal learning opportunities, equity +equality, human right, promotes acceptance + diversity, promotes right to learn + live together
**REASONS WHY PARENT EMPOWERMENT IS IMPORTANT (10) + HOW INVOLVE PARENT OF LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING:
SIMILAR TO → *****HOW A PARENT CAN BECOME A RESOURCE (5-10):
WHY:
- know more about their child
- provide past history of child
- interventions used at home can be mentioned
- gives info of strength + weakeness of child
- serve as partners (parent doctor-medical support, pastor-counsel learners)
HOW:
- feedback / comments assist the teacher in finding barrier-learner
- contribute both in formally +informal meetings
- making records for learner profile available when the need arise
- provide info regarding; developmental history, health, home behaviour, emotional state, personality
- monitor progress-learners at home
- reporting progress-learners at home
- be available for parent meetings
- one-on-one interviews with educator
- organise, assist / manage activities / functions for school
- involved in school committees
***TEACHER IS KEY IN CREATING INCLUSIVE ENVIRONMENT (5). GIVE EXAMPLES:
- group tasks / activities every once in a while e.g open /close windows / handout workbooks
- participate in discussions e.g class debate
- confident teacher e.g professional, set rules, follow plans + stick to it
- don’t discriminate e.g treat everyone equal
- include parent e.g update parent on learner progress
- positive attitude e.g accept all learners, avoid labeling
**IF U WERE A TEACHER WITH LEARNING DIFFICULTIES IN CLASS (20)/ HOW ADDRESS CHALLENGE + EXAMPLE:
- patience + acceptance learners
- sympathy + empathy
- ignore neg behaviour + attitude –learner
- positive attitude to children, create positvie atmosphere for learners / teachers
- good organisation-classroom + lesson
- plan assistance programmes, adjust methods / content=suite needs
- observe, listen, question
- keep portfolio
- interview with stakeholders
*TEACHERS / ADULTS CAN BECOME BARRIERS, HOW WOULD YOU MOTIVATE +ENCOURAGE TEACHERS / ADULTS TO ACCOMMODATE LEARNERS WHO ARE EXPERIENCING BARRIERS TO LEARNING? (10):
SAME?????*You are a teacher - how would you change perceptions and attitude TEACHERS + ADULTS to accommodate learners who are experiencing barriers to learning? (5)
SAME???***You are a teacher - how would you change negative attitude of TEACHERS + ADULTS / PRINCIPALS to learners who are experiencing barriers to learning? (10)]
- teachers=resource=achieve goal- inclusive edu (white paper 6)
- …require support (staff training, in-service training, collaborate- other schools/staff
- attitude of all in school=NB+need be explored, challenged + rethought
- teachers = engage critically+u.stand implications for practive for change to=reality
- attitude change follow when change in behaviour
- encourage learners to think aloud / questions
- allow opportunities for discovery (smaller chunk work, revision, feedback)
- promote equal participation ( extracurricular activiites, socialization, teamwork, leadership skills + fitness)
- acceptance-1 another + acknowledgement-differences (no discrimination, treat all equal, learn one another)
- no labelling (SEN learners ‘label’ ‘stupid’- crushes self esteem)
- positive attitude / thinking (solutions WILL + CAN be found + implemented, pleasant rship each other)
- respect (yourself + others, communicate civilised way, good manners)
*IMPLICATIONS OF INCLUSIVE EDUCATION AND CHALLENGES (10):
- aware that all learners can learn +need support.
- Accept learners as they are
- Include previously disadvantaged learners
- diverse learning needs can be addressed by overcoming barriers in system
- Address causes of learning barriers +development
Challenges:
- embracing diversity
- Addressing barriers of all learners
- Accepting people who are different +have learning barriers
- Putting a stop to discrimination
- Identifying + assessing learning barriers
- **FACTORS AT EDUCATION SYSTEM CAN CAUSE BARRIERS (20) SIMILAR QUESTION →
- BARRIERS OUTSIDE THE LEARNER MAY MANIFEST (20): FACTORS:
- ADMIN (materials X available)
- political (discrimination)
- inappropriateness ( exlusion learners who = barriers, by educators)
- environmental ( unsuitable classrooms)
- governmental (facilities don’t meet basic requirements)
- social barriers ( no empowerment / neg attitude)
- personal (neg attitude)
- economic (rich / poor)
- drugs, Satanism, violence, abuse, bullying
**INADEQUATE AND INAPPROPRIATE TRAINED EDUCATION + ITS BARRIER TO THE IMPLEMENTATION OF INCLUSIVE EDUCATION (10)
- if inappropriate trained= diff to implement inclus edu
- principal (leader)=key=implement this
Barriers would be opposite of (principal is key)
•ORIGIN / DEVELOPMENT OF WHITE PAPER :
- national commissions review in 1997
- oct 1996 Ministry of Edu decided-determine how old departments of edu managed + accommodate needs of learners with learning diff + disabilities
- 2 teams set up to do this + improve all aspects of special needs + support services
- Teams were: National Comission on Special Needs in Edu + Training AND National Committee on edu support services
- they presented draft report-minister of edu in Nov 1997
- final report published by department of edu in Feb 1998
- public was invited read + give feedback on report
- department took report + recommendations + initiated a new policy in July 2001
- policy= Edu White paper 6 on special needs education: building an inclusive edu + training system
- policy provides guidelines to ensure all learners have equal opportunities in edu
- stressed that all learners with special / diverse needs SHOULD BE accommodated in mainstream classrooms
- policy commits itself to promote edu for all + develop inclusive + support centres to enable all learners participate actively to develop their potential.
•GUIDING PRINCIPLES FOR NEW EDUCATION AND TRAINING SYSTEM:
- protecting rights all people
- making sure all learners treated fairly
- make sure all participate fully + equally in edu + society
- make sure all equal acess to single, inclusive edu system
- make sure all can u.stand
- participate meaningfully with teaching + learning processes in schools
- addressing + correcting inequalitites-past in edu
- make sure community involvement in changing edu system
- make sure edu affordable for most
**LOW VISION (HOW SUPPORT + ACCOMMODATE THESE LEARNERS) (10):
- BE AWARE- VARIOUS BEHAVIOURS, COMPLAINTS + APPEARANCES OF EYE (IDENTIFY CHILD WITH LOW VISION)
- REFER THEM TO OPTOMETRIST
- CONSULT WITH SCHOOL-BASED SUPPORT TEAM (HOW SUPPORT CHILD)
- CONSULT RELEVANT POLIcy DOCUMENTS (ASSIST LEARNER)
- REQUEST SUPPORT FRom DISTRICT (ASKING ASSIST WITH LEARNER)
- PLAN CURRICULUM ADAPTATION (SUPPORT CHILD IN CLASS)
- REQUEST SUPPOrt NEIGHBOURING SPECIAL SCHOOLS
- ENSURE BUILDINGS EASY ACCESSIBLE
- WELL TRAINED + HAVE RELEVANT STUDY MATERIAL (BRAILLE IF NEED BE)
- PARTNERSHIP WITH STAKEHOLDERS (SOCIAL WORKERS, NURSES ETC.)
Factors that cause barrier to learning at the various levels in the education system are as follows:
National level:
lack of advocacy and information programme in support of inclusion model
ignoring the rights of learners policy
if they don’t collaborate with other government department
if they don’t give support or guidelines to the province
unclear policy
lack of funds
lack job description
Therefore its important that on a national / government level legislation implementation is accurate and up to date, policies followed and adhered to and better collaboration is essential.
Provincial level:
no special schools available
no full-service schools available
no special schools functioning as resource centres
Therefore its important that at the provincial level, they see that actual policy is implemented in the province, that all services in the provinces are properly coordinated, that they coordinate different projects and that money received from central government for education is judiciously spend
District:
no district team available
lack of collaboration with team
no teacher training / parent training
no funds
no collaboration with special schools / parents
no human resources available
lack of resources and equipment e.g assistive devices
lack of guidelines to support learners with barriers to learning
Therefore its important that at a district level, ther are guidelines to support learners with barriers to learning, there should be partnerships with other agencies in the vicinity and training, monitoring and support must be implemented.
School:
teachers lack knowledge, training, skills, have negative attitude and no discipline lack of planning support programmes
no effective omplementation of learning support programs
poor facilities
over crowded classrooms
no funds available
drugs
no co-operation of teachers
lack of district, provisional / national involvement peer pressure
Therefore it is important that the extrincsic causes (barriers) as mentioned in the education white paper 6 such as the issues mentioned regarding the teachers, learners, lack of language and communication, cultural differences and lack of parental involvement & empowerment, be looked at, adapted and implemented appropriately.
Bronfenbrenner’s model
suggests that there are layers / levels of interacting systems resulting in change growth and development, such as physical, biological, psychological, social and cultural. Basically implying that what occurs in one system affects and is affected by others.
Bio ecological model (systems)
The Microsystems:( Family, peers and school)
The microsystem is a pattern of activities, roles and interpersonal relations between an individual and their family, school or peer group. It is the immediate environment. (Physically, socially, and psychologically). It is the environment where children learn about the world. This system should support the individual’s feelings, love and support them and be a source of protection. It can become a risk factor in cases like unsupported households, violence in schools or family homes, drug abuse or homelessness
The Mesosystem: (Between family and school or peers)
The ecosystem is the relationships that develop between two or more microsystems. Examples of mesosystems is relations between family and the child’s school or peer group. Experiences in one microsystem, such as teacher-child relations in the classroom may influence activities between family or peer groups. Example: Learners from an unsupportive household may not receive the emotional support they need and places them at risk for possible learning barriers.
The Exosystem: (Local Community: Extended family, neighbours other parents)
Environments the individual is not directly involved with, but which may be influenced by what happens in situations and relationships that influence the learner. Examples: The education system, health services, the media or any local community organisation. (When a parent gets fired).
The Macrosystem: (Economics, social values, politics, Health)
The Macrosystem is the dominant social and economic structures aswell as the values, beliefs, attitudes and ideologies in the systems of some society or culture. Example of values and beliefs: discrimination, democracy and social justice.
***PRINCIPAL IS KEY IN CREATING INCLUSIVE ENVIRONMENT (5):
- if inappropriate trained= diff to implement inclus edu
- principal (leader)=key=implement this
- overall concept inclusion means (education for all)
- create inclusive ethos of school
- arrange for teachers be trained on diversity +teaching learners-visual impairment
- positive attitude to learners with barriers
- sensitive to diverse learners needs (learners use diff styles + require diff devices)
- able to respond to wide range of learner needs
- ensuring access, active participation + success-everyone regardless of diff.
- X refuse admission-learners with disability
- provide teachers training
- provide support / resource when need (braille for blind)
- create values classroom atmosphere
- create harmony
- encourage interaction b/ween learner + teachers
- vary teaching methods / strategies
- material, notes + info=flexible + available
- feedback on regular basis
- assess learners
