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ETH306W Assignment 2 PDF

This document contains an assignment for a course on Special Educational Needs. It includes 4 questions addressing topics like inclusive education policies, barriers to learning, strategies to support learners with disabilities, and the emotional needs of young people. For each question, it lists sub-questions and the number of marks allotted to answering each sub-question. It also provides resources to reference when completing the assignment, including a study guide, tutorial letter, and educational white paper.

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Wilna Roos
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478 views

ETH306W Assignment 2 PDF

This document contains an assignment for a course on Special Educational Needs. It includes 4 questions addressing topics like inclusive education policies, barriers to learning, strategies to support learners with disabilities, and the emotional needs of young people. For each question, it lists sub-questions and the number of marks allotted to answering each sub-question. It also provides resources to reference when completing the assignment, including a study guide, tutorial letter, and educational white paper.

Uploaded by

Wilna Roos
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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ETH306W

Special Educational Needs


1 Semester
Assignment 2
855964
W.C Scholtz 55987648
Intermediate & Senior Phase
Table of content
Question 1
1.1 Five reasons why the policy on inclusive education was
accepted. /5
1.2 Discuss extrinsic factors that can cause barriers to
learning. /10
Question 2
2.1 Describe the 5 strategies to provide support to learners
to develop their writing skills. /10
2.2 List five way in which mathematical problems may
manifest. /5
2.3 List five strategies that can be used to support learners
who experience difficulties in mathematics. /5
Questions 3
3.1 Providing support to learners with:
3.1 auditory impairments /5
3.2 visual impairments /5
3.3 physical disability /5
Question 4
4.1 Describe how young learners quality of development
with regard to behaviour and imagination, as part of the so
called “triad of impairments,” can give a teacher an
indication of a learner with autism. /10
4.2 Discuss any three of the emotional needs of young
people as describe by Howells, Mitchell, Pringle, Raths,
Thompons and Poppen. Describe how each of this needs
manifest at home and at school. Indicate what a teacher can
do to meet the emotional needs of learners with reference
to each of the five emotional needs, /30

Resources:
 Study Guide ETH306W
 Tut letter 102
 Educational White paper 6
Question 1

1.1

 It is a human right for learners with special needs to learn in an environment suitable
for them.
 It promotes other people to accept diversity.
 Promotes the right to learn.
 It makes good social sense.
 It removes discrimination.

1.2

 Education – Crowed classroom, the teacher doesn’t have enough time to help
learner more and needs to go on to the next work. Learner does not complete the
work in the time frame given. Teacher is unqualified to teach the learner.
 Language – Learner is enrolling in an English school but homework is done with
parents in their home language. Does not understand the teacher’s instruction. The
teacher cannot speak English properly and makes teaching difficult for learners.
 Environment – Learner struggles to get to school. Parents cannot afford school fees
or stationary. Parents are abusive. Send to school without breakfast or lunchbox.
 Culture – Need to accommodate different cultures.
 Emotional problems – The leaner may experience tension, anxiety, depression and
may discourage to pay attention or do the work.
 Behavioural problems – The learner show inappropriate behaviour or are disruptive
in class.

Question 2

2.1

 Indicate for the learners where the correct place is to start a word and in which
directions the letters should be formed.
 Use measurements between words for learners who struggle with spacing.
 Encourage learners to place letters so that they almost touch each other.
 Handwriting should be practised through repeated writing movements. Movements
should be made in a fluid and relaxed motion.
 Provide guidelines for learners to write inside when letter formation is uneven.
2.2

2.2.1

 Confuse the four main calculations.


 Do not understand carrying over.
 Have problems with money, capacity, dimension, weight and so on.
 Unable to read numbers greater than 100.
 Make careless mistake in basic calculations.

2.2.2

 Use direct methods of instructions to begin with (direct teaching)


 Show empathy and patience
 Go from concrete to the abstract
 Use group work
 Help learners to monitor their own work

Question 3
3.

3.1

Auditory impairments –

 Use visual signal to gain the learners attention


 Speak clearly and in a normal tone and at a moderated pace
 Use an overhead projector to present material
 Repeat and summarise important information
 Give test directions, assignments and lecture outlines in writing

Visual impairments –

 Let visual impaired learners sit in front of the class


 Ensure that printed material is clear at all times
 Repeat (verbally) what is written on the board
 Keep a magnifying class nearby for books with small print
 Print mats in large letters with good spacing
Physical impairments –

 Make classroom accessible for learner so that they can move freely
 Build up learners self-esteem
 If the learner struggles with their handwriting let them type on type writer
 Make sure learner is comfortable with their orthopaedic aid
 Improvise lessons so that learner is encourage to participate

Question 4

4.1

 Lack of imagination when playing


 Will focus on one small thing in the environment
 Change in routine may cause distress
 Have tantrum fits for no reason
 They will hold on to an object for the whole day

4.2

 The need for love and security


o Relationship between parents and siblings
o Attachment
o Basis of all relationships

 The need to belong


o Belong to family and peer group
o Feel they belong in the classroom
o Not to be left out in group work or activities

 The need for responsibilities


o Need positive adult role model
o Chores at home or in charge of classroom activities/responsibilities
o Make good and responsible choices
o Take responsibility for their actions

Teachers can be a safe place for a learner to talk to about anything that is bothering the
learner and to listen without judgement or bad remarks. Teachers should not favour any
children in their class and should include all learners when doing activities. Teacher should
give every learner in the class to be responsible of class activities. Teachers should actively
be in contact with parents and to include parents. Teachers should be good role model to
learners and to respect towards other learners.

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