Unit2-3

Question 1

intrinsic barriers

Answer 1

within learner (born / acquire problem later)(physical / physiological impairment)

• sensory (visual, auditory)
• physical (cp, sb, quadriplegia, polio + amputation)
• intellectual / mental ( downs syndrome)
• chronic disease / physiological impairment (hiv/aids, tb, diabetes, malnutrition, ashma, allergies)
• epilepsy
• autism
• learning problems

Question 2

extrinsic barriers

Answer 2

outside learner (not born, other factors affect ability-learn)

-socio-economic / environmental ( poverty, drug, gangster)
-factors in education: home such as parent involvement , unqualified teachers, lang diff, culture diff
-school factors: school environment / organisation,
lang + learning, crowded classrooms,
-emotionl problems (anxiety / depression)
-behavioural

Question 3

inclusive education

Answer 3

• accept ordinary people
• increase participation
• children-learn+need support
• minimize barriers
• change attitudes, behaviour, teaching methods, curriculum + environment
• meet needs-children
• diversity learners
• included home, community outside school

Question 4

diff mainstream + inclusion

Answer 4

mainstream:

• getting learner ‘fit in’ / integrate into existing system
• extra support ‘fit in’ ‘normal class’
• learners assessed-specialists
• focused=change needed- ‘fit in’ (focus on learner)

inclusion:

• constantly evolving
• diversity learners + build similarities
• support learners, educators + system- learning needs=met
• development- good teaching strategies
• overcoming barriers-system
• focus=adaptations + supp systems available in classrooms

Question 5

what are barriers to learning?

Answer 5

• anything stands way-learn effectively
• requires support- reach full potential
• occur anytime during learning process if not support

Question 6

impairments

Answer 6

identified @ early stage + treated- methods / processes

Question 7

adaptations / support to remove barriers

Answer 7

• classroom + school (assistive aids / changes-classroom-easy access)
• learner (find out ? affects learners learning)
• school subject (range-subjects + levels)
• teaching strategies ( suite learners needs)
• participation of other school activities (ensure active participation)
• tests, exams + assessment (assess accurately)

Question 8

parent attitude-child with impairment

Answer 8

• gender child (less concerned-daughters)
• size (larger families, less distressed)
• cultural background (some cultures accept more readily)
• religion (see child as ‘special gift’)
• family socioeconomic status (SES) (income, level education, social status)
• geographic location (feel isolated-no other families-similar issues-area)
• degree +type impairment (more serious impairment, more impact-family)
• personal life-parents (parents ill themselves, difficult cope learner)

Question 9

patterns-parent attitudes (reaction)

Answer 9

• grief
• guilt
• anxiety
• resentment
• denial
• anger
• overprotection
• compensation
• feeling rejected
• acceptance

Question 10

types behaviour parents

Answer 10

1. articulate, assertive, educated parents (calm, self confidence, launch own supp system)
2. angry parents(angry teachers, concerned own child)
3. submissive parents (accept everything, kee feelings to self)
4. uncaring parents (place responsibility- teachers, low priority-education)
5. uniformed parents ( similar-angry parents,knowledge-problem limited, believe always right)
6. quarrelsome parents (confront, accuse teacher, overlook child problem)
7. parents who barriers themselves (struggle express thoughts, cant speak lang, frustrated)

Question 11

autism + characteristics

Answer 11

• lifelong, complex, developmental impairment
• disturbance in brain development + functioning
• 4 times more in boys as girls
• more learning difficulties
• affected by triad of impairment

characteristics: 
little / no eye contact
poor learning skills
senses hightened
bizarre eating patterns
high pain threshold
cry / laugh no reason

Question 12

triad of impairment

Answer 12

• repeating patterns of activities + resisting change in things
• affected by :

*social development-
little aware others feelings
poor social contact
dislikes being held
difficulty forming r.ships
play alone

*language + communication-
delay speech + lang
act deaf
repeat words / q's
unusual speech
fascinated with words
difficult take part conversation

*behavior + imagination-
imitate activities from tv
complex play
inappropriate use toys
unusual habits (rocking, fiddlying, tapping)
tantrums
changes routine
limited interest in activities

Question 13

invisible curriculum

Answer 13

• good working habits
• team work
• determination
• honesty

( organisation, structure, planning + school attendence)