Support Services Flashcards
1
Q
Core Functions of ILST (5)
A
- To manage all learner, educator, curriculum & institution support for development in institution. Includes connecting itself to other school-based management structures & processes or integrating them for better coordination.
- To identify needs of institution. Specifically learning barriers that concern learner, educator, curriculum & institutional levels.
- To develop strategies to address needs & learning barriers that predominantly focus on educator development, parent consultation & support.
- To get resources from inside & outside institution to address these challenges
- To monitor & evaluate work of team within ‘action-reflection’ framework.
2
Q
Core Functions of DBST (6)
A
- To help develop teaching & learning to become more effective by identifying & addressing learning barriers at all levels of the system.
2.To help develop and give support to local ILST in schools, colleges etc.
o This is done by supporting capacity building.
o Identifying & prioritising learning needs & barriers.
o Identifying support needed to address these challenges.
o Doing all of this in a well-planned, well managed way.
- To continuously monitor & evaluate all these processes.
- To connect institutions to formal & informal support systems in locality so that needs & barriers can be addressed.
- To help learners indirectly by acting as consultant to educators & institutions by helping develop curriculum & institution to accommodate to full range of diverse needs of learners.
- To help learners directly when necessary for example when ILST is unable to accommodate needs of learners.
3
Q
Special School as a Resource Centre (10)
A
- To act as consultants to other neighbouring schools.
- To act as mentors for full service schools.
- To continuously provide specialised knowledge, support, services & equipment to learners with special needs
- To ensure that learning programs focus on individual needs of learners & help develop skills, knowledge, values & attitudes needed for work.
- To make use of all resources in community to develop & support education by collaborating with community.
- To get staff from specials schools with specialised skills to create learning material to help learners with barriers & disabilities.
- To get special school professional staff to help other schools by creating learning materials for learners with barriers & disabilities in mainstream (normal) schools.
- To offer specialised professional help to full service schools & other neighbourhood schools by integrating special school representatives in DBST.
- To get specialist staff to help community, visit schools & offer teaching resources.
- To support full service schools & other neighbourhood schools by helping with identifying, assessing & enrolling learners.
4
Q
Special schools can become a great resource to the neighbouring schools. Discuss this idea of Education White Paper 6. Give examples (6)
A
- Special schools are great resource to full-service schools (inclusive) and other schools as they provide these schools with resources such as assistive devices.
- Help full-service schools to develop teaching methods to become more inclusive.
- Help full-service schools to use suitable teaching methods for learners with learning barriers.
- Act as a consultant to neighbouring schools
- Act as a mentor for full service schools
- Continue to provide specialised knowledge, support, services & equipment to learners with special needs.
5
Q
Full-Service School as Inclusive school (10)
A
- Normal school changed into inclusive school
- Should be able to support wide range of learners’ needs
- Should know that barriers are not only intrinsic (impairment) but also extrinsic (environment)
- Should aim to be inclusive by how it is organized in terms of physical layout, school policies, practices, way of educating & culture of diversity
- Should provide extra support programmes for teaching & learning
- Should be aware of practices that exclude learners & see to it that they are removed or at least reduce them so that learning & development can take place for all.
- Should make learning accessible to all learners so they can reach full potential.
- Should be a place where learners & educators feel safe & supported
- Should be a place where educators’ work is motivated & supported & learners feel a sense of belonging & are engaged in learning process.
- Service should be brought about through collaboration