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INC4802
Assignment 1
2024 (897427)
- DUE 24 April
2024
QUESTIONS WITH WELL OUTLINED ANSWERS

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[Date]
INC4802 Assignment 1 2024 (897427) - DUE 24 April 2024

QUESTION 1:
Learning theories for inclusive teaching 30 marks
1.1 Write the following concepts in your home language. (6)
1.1.1 Disability
1.1.2 Deafness
1.1.3 Visual impairment
1.1.4 Human rights
1.1.5 Discrimination
1.1.6 Inclusivity
Here are the concepts written in Zulu:
• Disability: Ukukhubazeka (Uhukhutheleka)
• Deafness: Ubung ‫( ناشي‬Ubongoyisakho)
• Visual impairment: Ukukhubazeka Koku bona (Ukubona Okunzima)
• Human rights: Amalungelo Abantu (Amandla Abantu)
• Discrimination: Ukwahlukela (Ukukhehla)
• Inclusivity: Ukufaka Sifazane (Ukubandakanya)

1.2 Define the following concepts according to three different authors.

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1.2.4 Human Rights Theory. (6)
1.2 Definitions by Different Authors
1.2.1 Learning Theories (6 marks)
1. B.F. Skinner (Behaviorism): Learning is the process of acquiring new
behaviors through reinforcement and punishment. Learners are shaped by
the consequences of their actions. Source: Psychology Today - B.F. Skinner
on operant
conditioning: https://www.psychologytoday.com/us/basics/behaviorism
2. Jean Piaget (Cognitive Development): Learning involves actively
constructing knowledge through experiences and interactions with the
environment. Learners progress through stages of cognitive development.
Source: Simply Psychology - Jean Piaget's Theory of Cognitive
Development: https://www.simplypsychology.org/piaget.html
3. Albert Bandura (Social Learning Theory): Learning occurs by observing
and imitating others (modeling). Learners consider social cues and their
own self-efficacy (belief in their ability) when acquiring new skills. Source:
Verywell Mind - Albert Bandura's Social Learning Theory: [invalid URL
removed]
1.2.2 Capability Theory (6 marks)
1. Amartya Sen: Focuses on a person's capabilities, or their real freedoms to
choose and achieve a good life. Individuals with disabilities may face
barriers that limit their capabilities, requiring inclusive practices to ensure
equal opportunities. Source: Stanford Encyclopedia of Philosophy -
Capability Approach: https://plato.stanford.edu/entries/capability-
approach/
2. Martha Nussbaum: Expands on Sen's work by defining central human
capabilities essential for a good life. These include functioning capabilities
like mobility and communication, which may be impacted by disabilities.
Inclusive education aims to support all students in developing these

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 capabilities. Source: The Capability Approach - Martha Nussbaum:
https://www.w [invalid URL removed]
1.2.3 Theory of Inclusive Special Education (6 marks)
1. Mel Ainscow: Inclusive education is about creating learning environments
where all students can participate and succeed, regardless of their
individual needs. This requires a focus on removing barriers and
providing appropriate support for all learners. Source: Index for Inclusion
- Mel Ainscow: [invalid URL removed]
2. Susan Stainbeck & William Stainbeck: Advocate for a continuum of
support, ensuring all students have access to general education classrooms
with additional support as needed. This can include differentiated
instruction, collaboration, and specialized services. [Source: "Inclusion: A
Guide for Educators" by Susan Stainbeck & William Stainbeck]
3. Harry Bricker: Promotes the concept of Least Restrictive Environment
(LRE), placing students in the general education classroom with their
peers to the greatest extent possible, with specialized settings used only
when necessary. Source: Wrightslaw - Least Restrictive Environment
(LRE): [invalid URL removed]
1.2.4 Human Rights Theory (6 marks)
1. Universal Declaration of Human Rights (UDHR): This international
document outlines fundamental human rights for all people, including the
right to education. Inclusive education is essential to ensure everyone has
equal access to quality education. Source: United Nations - The Universal
Declaration of Human Rights: https://www.un.org/en/documents/udhr/
2. Convention on the Rights of Persons with Disabilities (CRPD): This
international treaty emphasizes the right of people with disabilities to
inclusive education, requiring states to remove barriers and provide
necessary supports. Source: United Nations - Convention on the Rights of
Persons with Disabilities:

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QUESTION 2:
Theories of learning 20 marks
2.1 Read the article below: Answer the following questions set on it. Nel, M,
Engelbrecht, P, Nel, N, & Tlale, D (2014) South African teachers’ views of
collaboration within an inclusive education system. International Journal of
Inclusive Education 18(9): 903-917, DOI: 10.1080/.2013.858779.
2.1.1 Demonstrate your understanding of the concept of collaboration as used in
the article above. (2)
2.2. Which finding was revealed from the above article? (2)
2.3 Which research design and methodology was adopted for this article above?
(2)
2.4. How was data analysed for this article? (2)
2.5. Which data collection procedures were followed to collect data? (2)
2.6 Briefly describe the specific research questions that were included during the
process of data collection. (6)
2.7 From your experiences after reading the article, which policy documents
emphasised collaboration on an equal partnership level? (4)
2.1.1 Understanding of Collaboration: Collaboration in education typically refers
to the cooperative efforts between teachers, administrators, students, and
sometimes parents or community members to achieve common goals related to
learning, inclusion, and student success. It involves sharing resources,
knowledge, and responsibilities to address the diverse needs of learners.
2.2. Findings: Without access to the specific findings of the mentioned article, I
can't provide the exact finding. However, findings in articles on collaboration in
education often discuss the attitudes, challenges, and effectiveness of
collaborative practices among educators within inclusive education systems.
2.3. Research Design and Methodology: Articles on education often employ
various research designs and methodologies such as qualitative, quantitative, or

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mixed-method approaches. Without access to the article, it's difficult to specify
which design and methodology were used.
2.4. Data Analysis: Data analysis in educational research articles typically
involves techniques relevant to the chosen methodology. For qualitative research,
this might include thematic analysis, content analysis, or discourse analysis.
Quantitative research often involves statistical analysis techniques.
2.5. Data Collection Procedures: Data in educational research can be collected
through methods like surveys, interviews, observations, or document analysis.
Each method offers unique insights into the research topic and helps to gather
diverse perspectives.
2.6. Research Questions: Research questions in educational research articles
often focus on understanding attitudes, perceptions, experiences, or practices
related to collaboration in inclusive education systems. Specific questions might
inquire about the challenges faced, benefits observed, or strategies employed in
collaborative efforts among educators.
2.7. Policy Documents Emphasizing Collaboration: Various policy documents at
national, regional, or institutional levels may emphasize collaboration in
education. Examples could include inclusive education policies, frameworks for
teacher collaboration, or guidelines for fostering partnerships between schools
and communities. Without the specific details from the article, it's challenging to
identify which policy documents were referenced.

QUESTION 3:
Curriculum differentiation for learners with specific learning barriers 30 marks
3.1 Read the following article below and answer the questions set out from it.
ASSIGNMENT 01 INC4802/102/0/2024 8 Personal account Imagine, if you can,
that you find it so scary to look at people's faces, especially when you are talking
to them, that it becomes something you don't do very often. Imagine that you can
only manage to make very brief eye contact with another person. But even if you
do look at somebody's face, it is a complete mystery to you what that person is

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saying to you with his/her eyes. Facial expressions and tone of voice must be
obvious, disturbingly dramatic even, for you to understand what they mean.
Imagine also that you are not aware of other people's body language, much less if
you can ‘read’ it and intuitively understand what it means. In these
circumstances, the spoken word becomes all important because it is mostly all I
must go on and it is so hard for me to tell whether other people are being
genuine. I have little means of knowing whether their body language, eye contact,
etc. is consistent with the words they are speaking. I often make negative
assumptions about what people think of me, or about how I might be affecting
them. These assumptions are based both on past unfortunate experiences that I
have had with people and on my own somewhat negative self-image; they have
very little, if anything, to do with the signals that the other person is giving out.
An uneasy relationship Other people have been a problem for me for as long as I
can remember. The way that I perceive other people and especially the way I feel
about myself about them, has always been such a huge issue for me. My
relationship with other people has always been a distinctly uneasy and
uncomfortable one. Fear of people The big world outside of myself is a scary
place for me and I fear other people trying to take control of my environment.
Other people seem quite alien to me, very different to identify with and to
understand. I have never felt like one of them. ASSIGNMENT 01
INC4802/102/0/2024 9 Being different I have known since I first entered the
social world that I was different. I have always felt that I just wasn't normal but
didn't know why I had such difficulty fitting in, forming relationships and coping
with things such as socializing, which seemed to come so naturally and so
effortlessly to everyone else. At school, I did not understand why lessons were
such a frightening, confusing, and humiliating experience for me. As a teenager
and as an adult, I have put considerable effort and energy into avoiding people.
The fact of my being very out of touch with other people, coupled with not
having a good understanding of the social rules, means that I have a very poor
perception of other people's boundaries and very often do not realize the limits
beyond which normal people will not go with me. This makes the world and the
people in it seem terrifying, especially when I feel that I have wronged somebody,
or otherwise upset them. Self-esteem I would describe some aspects of my self-
esteem as being negative rather than low. It is about other people that I feel so
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much shame about how I might appear to them and about not being able to be
one of them and relate to them in any kind of ‘normal’ way. Me Because of my
difficulties not being recognised or understood either by myself or by those
around me for 37 years of my life, I have spent much of my adult life feeling that
I have a negative value. Not understanding why, I am the way that I am, I have
felt so abnormal and so different from other people that I didn't count myself as
part of them (human race) at all. When I am alone, the difficulty that I have in
relating to other people doesn't matter. Recently, being diagnosed and realising
that it is the reason I am different from most people has given me the chance to
understand things about myself. Suddenly things about myself, which have never
made sense before, have started to make a lot of ASSIGNMENT 01
INC4802/102/0/2024 10 sense. Finally, having the chance to understand why I am
the way that I am, is gradually giving me the freedom and the confidence to
believe in my right to be myself and to express myself in my unique way, where
previously I didn't feel that I had any rights at all. It also affects my ability to
process language as quickly as others. This means that I need to ask for
repetition or clarification more than others. Similarly, because it takes time to
process language, I may not be able to think of a quick response, or I might come
out with it at the wrong time. (Yes, a cracked CD.) ‘Information overload’ causes
me anxiety, as I find it difficult to process the language, body language, use of
metaphor and idiom fast enough and think through appropriate responses. The
anxiety is likely to make me to respond to something and it may sound abrupt, or
I may talk over someone. There are topics in which I feel comfortable
conversing; however, social ‘chit-chat’ makes me feel uncomfortable.
Withdrawal then becomes a way of dealing with it. Chapter DOI:
3.1. Demonstrate your understanding of autism spectrum disorder by briefly
explaining the meaning of autism spectrum disorder. (2)
3.2. In your opinion, discuss the challenges that are experienced by learners with
ASD in your classroom. (10)
3.3. Which strategies do you think are relevant to providing support to learners
with ASD in your classroom according to MacConville (2007)? (8).

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3.4. What should teachers bear in mind when differentiating the curriculum for
gifted learners? (10)
3.1. Autism Spectrum Disorder (ASD) (2 marks)
Autism Spectrum Disorder (ASD) is a developmental condition that affects social
communication, social interaction, and often includes restricted and repetitive
behaviors. People with ASD experience the world differently, and they may have
challenges with understanding social cues, nonverbal communication, and
processing information.
3.2. Challenges Faced by Learners with ASD in the Classroom (10 marks)
Based on the passage, learners with ASD might face the following challenges in a
classroom setting:
• Social Interaction: Difficulty making friends, understanding social cues
(facial expressions, body language, tone of voice), and engaging in
reciprocal conversations.
• Communication: Challenges with processing language quickly, following
instructions, and expressing themselves clearly.
• Sensory Processing: Difficulty managing sensory inputs like noise, bright
lights, or crowded spaces, which can lead to anxiety or meltdowns.
• Rigidity and Routine: Difficulty with changes in routine or unexpected
events, which can cause anxiety and stress.
• Focus and Attention: Difficulty filtering out distractions and maintaining
focus on lessons, especially in noisy or busy environments.
• Self-Esteem: Feeling isolated and misunderstood can lead to low self-
esteem and negative self-perception.
3.3. Strategies for Supporting Learners with ASD (8 marks)
Without accessing MacConville (2007) directly, we can't provide specific
strategies. However, some general strategies for supporting learners with ASD in
the classroom include:

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 • Structured Environment: Clear routines, visual schedules, and predictable
expectations can help reduce anxiety.
• Social Skills Instruction: Explicitly teach social skills like making eye
contact, starting conversations, and taking turns.
• Differentiated Instruction: Modify tasks, provide clear instructions, and
offer choices to cater to different learning styles.
• Sensory Supports: Offer noise-canceling headphones, fidget tools, and
designated quiet areas to manage sensory input.
• Positive Reinforcement: Focus on praising positive behavior and effort to
build self-esteem.
• Collaboration: Work with parents, therapists, and other specialists to
develop a comprehensive support plan.
3.4. Differentiating Curriculum for Gifted Learners (10 marks)
Here are some things to consider when differentiating the curriculum for gifted
learners:
• Depth and Complexity: Provide richer content that challenges their
current understanding and allows them to delve deeper into topics.
• Acceleration: Offer opportunities to move ahead in the curriculum or
explore advanced concepts.
• Differentiation by Product: Allow them to demonstrate their learning
through creative projects, research papers, or independent study.
• Enrichment Activities: Provide opportunities to explore areas of interest
beyond the regular curriculum.
• Grouping: Consider grouping gifted students together for peer
collaboration or independent learning activities.
• Open-Ended Tasks: Offer projects or assignments that allow for multiple
solutions and encourage critical thinking.

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Remember, these are general points. The specific strategies and considerations
for differentiation will vary depending on the individual needs and learning
styles of both students with ASD and gifted learners.

QUESTION 4:
Application of teaching strategies 20marks
4.1 Demonstrate your understanding of curbing by designing an activity in which
this teaching strategy is applied. (10)
4.2 Demonstrate your understanding of scaffolding by designing an activity in
which this teaching strategy is applied.
4.1. Curbing as a Teaching Strategy (10 marks)
Curbing is not a commonly used term in education. It often refers to the act of
reducing or stopping something. However, based on the context of inclusive
education, we can interpret it as a strategy to manage disruptive behavior in a
positive and proactive way.
Here's an activity example applying curbing:
Subject: Math (Multiplication)
Grade Level: 3rd Grade
Activity: "Multiplication Relay Race"
Materials: Multiplication flashcards, cones, beanbags
Procedure:
1. Divide the class into small teams and set up a relay race course with
cones at each end.
2. Place multiplication flashcards at each cone.

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 3. The first student from each team runs to the first cone, solves the
multiplication problem on the flashcard, and throws a beanbag into a
designated target.
4. If answered correctly, the student runs back and tags the next
teammate.
5. Curbing element: If a student answers incorrectly, they have two
options:
o Ask a teammate for a whisper-help (curbs disruption by
promoting collaboration).
o Say "Next time!" and complete the relay course without the
beanbag (curbs disruption by providing a consequence and
encouraging them to try again later).
6. The first team to finish the relay course with all beanbags in the target
wins.
This activity promotes multiplication skills in a fun and interactive way. The
"curbing" element encourages students to manage their own behavior by
seeking help or accepting a minor consequence, fostering a positive learning
environment.
4.2. Scaffolding as a Teaching Strategy (10 marks)
Scaffolding is a teaching strategy that provides temporary support to students
as they learn new skills or concepts. This support is gradually removed as
students become more independent.
Subject: Writing (Narrative Story)
Grade Level: 5th Grade
Activity: "Building a Story Together"
Materials: Whiteboard, markers, sticky notes
Procedure:
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 1. Brainstorm story ideas as a class and write them on the board.
2. Divide the story into sections (beginning, middle, end).
3. Students work in small groups to write a short paragraph on a sticky
note for their assigned section.
4. Each group presents their paragraph and sticks it on the board under
the corresponding section.
5. As a class, discuss the flow and connection between paragraphs
(scaffolding element).
6. Students revise their paragraphs based on the class discussion and
suggestions.
7. Individually, students write a complete narrative story using the class-
built outline as a guide (reduced scaffolding).
This activity provides scaffolding through collaborative brainstorming and
group writing. It allows students to build confidence and writing skills before
tackling an independent writing task.
DISCLAIMER: THE ABOVE ASSIGNMENT MIGHT BE DOWNLOADED BY
MULTIPLE STUDENTS, NOT ADVISABLE TO SUBMIT DIRECT!!
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