Study Guide

Department of Humanities Education

Learning Support Education

JLD 401
1 Introduction
1.1 Welcome
The purpose of the Postgraduate Certificate in Education is to deliver competent quality beginner teachers who
can apply specialised content knowledge, focused teaching skills and professional values in varying contexts.

A warm welcome to the JLD 401 module. This module serves as an introduction to learning support in education.

1.2 Educational approach

An interactive, applicatory and evidence based informed framework will be followed in this module. Facilitation
of learning will be informed by both direct and collaborative teaching styles.

1.3 Responsibilities of the student

It is expected of students to prepare beforehand for each class. Additional reading material will be noted to
broaden their knowledge.
CORE CONCEPTS
• Learning support.
• Inclusion.
• Assets.
• Barriers.
• Holistic child.
• White Paper 6.
• Referral.

2 Administrative information
2.1 Contact details
Building and room Telephone Email Consulting
Name
number number address hours
Sarina.dejag
Dr S. de
Module coordinator Aldoel 3-61 012 420 5555 [email protected] By appointment
Jager
a
pgceassista
Lecturer Assistant Ms B. Ncube Aldoel 3-59 012 420 2904 [email protected] By appointment
m
Johan.wass
Prof J.
Head of Department Aldoel 1-116 012 420 5639 ermann@up By appointment
Wassermann
.ac.za
Zama.khum
Departmental Ms Z.
Aldoel 1-116 012 420 5639 [email protected] By appointment
administrator Khumalo
a
che.jude@y
Lecturer Mr C. Jude TBA NA By appointment
ahoo.com
To be
Class Rep
determined
 2.2 Timetable
Contact session Venue Day & Time
Wednesdays 11:30 – 12:20
Lecture 1 L4
(refer to PGCE timetable)

2.3 Grievance procedures

All grievances must be submitted in writing with specifics of the incident or the nature of the complaint. It
is imperative that you follow the procedure outlined below to resolve your issues:
1. Consult the lecturer concerned about your grievances/concerns.
If the matter has not been resolved,
2. consult the class representative (The primary function of the Class Representative is to serve
as a two-way communication channel between the class and the lecturer).
If the matter has not been resolved,
3. consult the module co-ordinator (large modules with multiple lecturers)
If the matter has not been resolved,
4. consult the Head of Department
If the matter has still not been resolved,
5. consult with the Dean of the Faculty

3 Study material and purchases

The prescribed book for this module is:

Landsberg, E.L., Krüger, D. & Nel, N. (2015). Addressing Barriers to Learning: A South
African Perspective. Pretoria: Van Schaik Publishers.

Additional electronic sources will be utilized and the web link to these sources will be provided to
students in class or on clickUP.

4 Rules, requirements and guidelines

4. PGCE PROGRAMME RULES
4.1 Course Conduct: We expect your respect and general good behaviour always when you attend
lectures or when you communicate with lecturers or the tutor/assistant via e-mail or the telephone. You
will be evaluated on general course behaviour throughout the year.

4.2 Practical work: We expect that you attend to all practical work in a diligent and professional
manner. It is expected that you familiarize yourself with all regulations in terms of practical work as
outlined in the 2016 guides.
4.3 Grievance procedures: Should you have any academic related or non-academic related issues
please follow the grievance procedure flow-diagram printed in the University booklet called General
Regulations and Information. This booklet is available at the Client Service Centre.
4.4 Academic dishonesty: Plagiarism refers to the appropriation of the work or ideas of others.
Plagiarism is both unethical and illegal and may be regarded as a criminal offence in terms of the
Copyright Act 98 of 1978. The University of Pretoria places a high premium on its academic standards
and subscribes to a value system that requires strong action against plagiarism. Being regarded as a
serious contravention of the University's rules, plagiarism can lead to expulsion from the University.
Please visit the University’s library website for more information and support regarding best practices.
4.5 Absence from scheduled or non-scheduled assessment activities: If for any reason you are
unable to attend or submit any assessment opportunity (this includes a test, and/or assignments and/or
teaching practice days), you have to provide a valid medical certificate (or any other official document
depending on the situation) to the lecturer WITHIN 3 (THREE) DAYS of the assessment opportunity. You
will NOT BE ALLOWED any kind of supplementary opportunity if you did not adhere to these regulations.
The lecturer and/or course coordinator reserves the right to validate the medical certificate or official
document handed in.
4.6 Students with special needs: Do you have a special need due to a physical or learning disability?
A student with special needs due to their learning and physical disabilities experience certain academic
and emotional challenges. The Unit for Students with Special Needs assists students by providing study
material in workable format, by liaising with Departments and Faculties and by addressing any other
problems and needs that students may experience. Contact them: Student Affairs Building 012 420 2582
or 012 420 4281 or 012 420 4002. It remains the responsibility of the student to report to the programme
coordinator and lecturer to obtain the necessary support in this regard.
4.7 Dress code: It is expected that you dress appropriately, professionally and inoffensively for all contact
sessions as well as when you are in contact with schools. Mentor lecturer(s) and/or the course coordinator
reserves the right to call you in for a meeting if your dress code is inappropriate, unprofessional or
offensive.
4.8 Class attendance: Class attendance in the PGCE is compulsory.

4.8.1 No student will be allowed to continue with a teaching practice 1 placement if the student does not
have at least 75% class attendance during quarter 1.

4.8.2 Teaching practice 2 placement depends on 75% class attendance during lecture weeks 9 and 10.

4.8.3 Mid-year examination entrance depends on 75% class attendance during teaching weeks 1 – 10.
4.8.4 Final examination entrance depends on 75% class attendance during teaching weeks 11 – 14.
4.9 Subject content shortages: in cases where content shortages have been identified, students need
to prove knowledge of content by sitting for content tests until a certain achievement level (determined
by the lecturer) is reached before school placement will be finalized.

4.10 Teaching practice placement requirements per modules: Teaching practice placement is
compulsory.
4.10.1 All students need to obtain a progress mark of at least 50% in all core and elective modules at
the end of quarter 1 to be placed at a school for teaching practice 1;

4.10.2 All students need to obtain at least 50% at the end of quarter 2 in all core and elective modules
to be placed at a school for teaching practice 2.

4.10.3 All students need to obtain a specified achievement with regards to school-related subject
content assessment.
4.11 Examination entrance rules:
4.11.1 For entrance to mid-year examinations: at least 75% class attendance (weeks 1 – 10) + at least
50% progress mark in all core and elective modules + teaching practice 1 successfully completed.

4.11.2 For entrance to final examinations: at least 75% class attendance (weeks 11 – 14) + at least
50% final mark in all core and elective modules + teaching practice 2 successfully completed.
ADDITIONAL MODULE SPECIFIC RULES
Late assignments will only be accepted following prior arrangement with the lecturer. The lecturer
reserves the right to request a valid medical certificate or official reason (including documentation) for
late submissions. If no arrangements were made or the lecturer finds the reason for late submission to
be invalid 5% of the total of the assignment will be deducted for each calendar day the assignment is
late.
You are more than welcome to utilize either APA or Harvard referencing technique in all assignments.
However, use your chosen technique in a consistent and accurate manner.
Even though I encourage an interactive approach to learning, I ask that all students please respect one
another by refraining from talking amongst one another about module unrelated topics during lecture
time. Please also ensure that you are in class on time.

5 Student support
The University of Pretoria supports you in various ways free of charge. For academic support contact the
tutors allocated to the module (see section 2.1), and/or the Faculty Student Advisor (see section 2.1).
 Academic support
Individual consultations and
Goal setting & motivation
Faculty workshops about
Adjustment to university life
student - time management
Test/Exam preparation
advisors - study methods
Stress management
Career exploration
● Think carefully before dropping modules
(after the closing date for amendments
FLY@UP: or cancellation of modules). www.up.ac.za/fly@up
The Finish ● Make responsible choices with your
Line is Yours time and work consistently. email: [email protected]
● Aim for a good semester mark. Don’t
rely on the examination to pass.

For e-learning support

● Report a problem you experience to the Student Help Desk.
● Approach the assistants at the help desks (adjacent to the Student Computer Laboratories in IT
Building, NW2, CBT, etc).
● Visit the open labs in the Informatorium Building to report problems at the offices of the Student
Help Desk.
● Call 012 420 3837.
● Email [email protected]
Safety in the evening: Green Route
● From 18:00 till 06:00 Security Officers are available to escort you (on foot) to and from your
residence or campus anywhere east of the Hatfield campus through to the LC de Villiers terrain.
● Departure point is at the ABSA ATM next to the Merensky Library.
● Phone the Operational Management Centre if you need a Security Officer to accompany you
from your residence to campus.
For more support services see Addendum A

6 Module information
6.1 Purpose of the module
The purpose of this module is to facilitate knowledge and understanding of inclusion and insight into the
causes of barriers to learning. The module focuses on the basic identification of learning difficulties,
elementary diagnostic assessment to determine the underlying causes thereof, as well as intervention
strategies to successfully address learning barriers across phases using the School-based Support system
and curriculum differentiation. Students will learn how to adapt the curriculum for learners experiencing
problems (including learners with disabilities or special needs) and how to support these learners in building
a positive self-esteem by providing opportunities for learning success and in doing so enabling the learners
to believe in their own abilities.

6.2 Module outcomes

• Demonstrate competence in identifying learning difficulties, diagnostic assessment to the learning

difficulties and successfully address the barriers by identifying appropriate intervention strategies
and or referrals;
• Demonstrate competence in adapting curriculum and providing support mechanisms to create a
supportive and empowering environment for learners; and
• Demonstrate sound knowledge base of the support systems available and ability to refer learners.

6.3 Articulation with other modules in the programme

GPE 401 FOE 401 JNH 454 Fundamental
Social and global Foundations of Practical advice on professional conduct knowledge
issues in Education Education at schools
LNT 401 ICT 401 / ICT 410 PEL 410 JLD 402 Core skills
Learning theories and Using computers Law and Ethics in Learning Support
assessment in and software in Education in Education
Education Education based
on existing and
proven
competence
Methodology and/or Research project PRO 410 PRO 420 Authentic
Teaching elective (s) based on selection Teaching practice Teaching practice
Research project based on development of placement 1 placement 2
learning
reflective practice
FCL 401 PPF 401 Reflective
Academic reading and writing Professional development
Teaching strategies & presentation Teacher identity & community of practice
learning
Discovering a personal teaching/facilitation Developing a resilient/unique teacher
approach persona

JDL 401 forms part of core skills to be obtained as part of the PGCE course, insofar as students obtain
knowledge about learning support and the importance thereof. The content of this module relates to the
learning outcomes of teaching practice related subjects, the understanding of learning and assessment
(LNT 401) and the implementation or facilitation thereof (FCL 401). Simply stated, students should be
enabled to grasp the influence of diversity on learning and how to react proactively to enhance learning.
 6.4 Module structure
Theme: Sub-themes: Date of completion: Prescribed material: Learning outcomes:
An Ecosystemic approach to 06/02 • Obtaining an
learning understanding of different
facets of individuals
The holistic learner A Biopsychosocial and asset- 13/02 • Chapter 3 in prescribed • Understanding and
based approach to learning acknowledging systemic
book
influences on learning
• Additional sources

Assets and barriers for 27/02 • Chapter 1 prescribed • Obtaining knowledge

implementation and referral book regarding the legislative
structures • White paper 6 implications of the White
Legislation with specific 06/03 paper 6
• Chapter 4 prescribed
reference to the white paper 6 • Understanding the role of
book an educator in learning
Inclusive education • Additional sources support
• Acquiring knowledge
regarding effective referral
strategies
• Understanding the
importance of inclusive
education

Emotional barriers 13/03 • Chapter 6 prescribed • Obtaining a basic

text book understanding of the
Applicatory / special themes • Slides diagnostic features
(symptomatic
presentation) of barriers
• Additional sources
• Having knowledge on how
Behavioural barriers 20/03
barriers effect learning
• Chapter 20 in prescribed
textbook
 • Additional sources • Knowing how to support
• Slides learners with barriers in a
ADHD/ ADD and learning 04/04 • Chapter 12 and 16 in classroom through
disorders prescribed textbook instruction and
• Additional sources assessment
• Slides • Obtain adaptive skills to
support learners (know
Physical disability and health 10/04 • Section F textbook who to refer to)
challenges • Additional sources
• Slides
Contextual difficulties 17/04 • Additional sources
• Slides
 6.5 Learning presumed to be in place
It is expected that students in this module, since having completed a first degree in an area of
specialization, will have sufficient content knowledge of that area and will be able to draw inferences in
terms of the learning process and diversity in learning.

6.6 Credit map and notional hours

Scheduled class Tutorials Integrated Independent work
contact sessions (not scheduled) Assessment (total)
12 sessions 10 hours 20 hours Click UP Class prep
12 10 20 8 10
60 hours = 6
credits

6.7 Units
Please be referred to the module structure in 6.3 above.

7 Assessment
In this section of the study guide it is important to share with the students the titles and the exact
descriptions of all assessment tasks in the module.

7.1 Assessment plan

7.1.1 Calculation of final mark
Assessment Marks or
Assessment type Assessment task About Due date
tool weight
Assignment 01:
Submit on ClickUP See rubric 1 Monday 04 March 35
Individual
Assignment 02:
Submit on ClickUP Monday 10 April 65
Individual
Total/100

7.2 Assessment criteria

Assignment 1
• Due date 5 March 2018
• In groups of 2- 3 members
• Total length of assignment – maximum 3 pages (one sided printing), excluding bibliography
• APA or Harvard referencing style
• Submit rubric (appendix A) with assignment
• Each assignment cover page should contain names, surnames and student numbers

Description:
Read the following hypothetical case study and address the following aspects

Derrick is an 18-year-old boy living in a rural community with poor infrastructure. He is currently in
grade 11. His teachers are concerned about his academic achievement levels as well as his behaviour
in classroom (he is disruptive). Derrick’s school performance dropped with 40% in the last six months.
He seems uninterested in all schoolwork but loves soccer. He was hospitalized five times in the last
three months due persistent vomiting.
He is currently living with his mother (that loves him) and three siblings. His father recently passed
away from TB. Other community members frequently judge individuals who are diagnosed with TB and
his friends have started to avoid him. His girlfriend and siblings are however supportive towards him.
The church community also started group counselling sessions for young people who are experiencing
personal loss.
1. Discuss Derrick’s interpersonal learning context considering Bronfrenbrenner’s
Ecosystemic approach (not limited to aspects mentioned in the case study).

2. Discuss his intrapersonal features according to the Biopsychosocial model (not limited to
aspects mentioned in the case study).

3. Create a quadrant map containing his assets and barriers (not limited to aspects mentioned
in the case study).

4. Discuss how you would mobilize his assets to address his barriers.

7.2.3 Assignment 2
• Due date 11 June 2018
• In groups of 5 – 8 members
• Total length of assignment – between 7 and 10 pages (one sided printing), excluding bibliography
• APA or Harvard referencing style
• Submit rubric (appendix B) with assignment
• Each assignment cover page should contain names, surnames and student numbers
• This assignment should in no way be based on any existing human being, please do not
approach any learner in any school.

Description:

1. As a group, select one of the following barriers:

 Second language Any physical barrier Autism ADHD/ ADD
education
Behavioural difficulties Eating disorders Any chronic or acute Depression
(any) illness

Anxiety disorders Any learning disorder Self-harming behaviour Cognitive impairment

2. Provide an overview of one of these barriers including:

a. Causes
b. Exacerbating/ Risk factors
c. Protective factors

3. Discuss the symptoms or diagnostic features of this barrier

a. What is the official diagnostic criteria or symptoms that other professional individuals would
use to describe the barrier

b. Which other professionals would consult with a learner who displays this barrier and what is
the role of the educator
4. What is the implication/s of inclusive education (with specific reference to White Paper 6) for this
barrier? Differently said, how do the regulations as outlined in White Paper 6 assist educators to help
learners that have this barrier.
5. Discuss the role of an educator in addressing this barrier in the classroom by referring to the
following:
a. Adapting the curriculum to facilitate learning

b. Aspects to consider when engaged in classroom management

c. The Educator’s collaborative role

d. Creating opportunities for the development of a positive self-esteem

e. Creating support structures

7.3 Assessment policy

Final pass requirements: A sub-minimum of 50% is required for all core and elective modules. This
means that all students who did not obtain a minimum pass mark of 50% will therefore fail the
module.
Special requirements (sub-minima and promotion requirements): A student who obtains a final mark
(average of progress mark + examination mark or as stated in study guide) of 40–47% in a
module qualifies for a supplementary examination. If a final mark of 50% and above has been
 obtained in the module and results, but the required sub-minimum of 40% has not been obtained
in the examination, the student will have to write a supplementary examination.
PGCE Cum laude: 1. 75% and more for FCL 401, PPF 401, all methodologies and or research
project respectively; 2. 70% and above for all core and fundamental modules; 3. 75% and
above as average for all core and fundamental modules excluding FCL 401, PPF 401 and
methodologies and/or research project.
Language policy: Currently all study guides are available in English. Should a student
request these to be translated to Afrikaans such requests should be made formally in writing to
the course coordinator. Where possible classes are conducted in English and Afrikaans. Where
possible study material is available in English and sometimes Afrikaans. Students may respond
to assessment tasks in either Afrikaans or English.
For all other requirements please consult the Faculty of Education: Regulations and
Syllabi online.

7.4 Plagiarism

Plagiarism is a serious form of academic misconduct. It involves both appropriating someone else’s work
and passing it off as one’s own work afterwards. Thus, you commit plagiarism when you present
someone else's written or creative work (words, images, ideas, opinions, discoveries, artwork, music,
recordings, computer-generated work, etc.) as your own. Only hand in your own original work. Indicate
precisely and accurately when you have used information provided by someone else. Referencing must
be done in accordance with a recognised system. Indicate whether you have downloaded information
from the Internet. For more details visit the following websites: https://www.up.ac.za/en/about-
up/article/2013215/why-learn-about-plagiarism. Please download a QR code reader on your cellphone.
To download a QR code reader open your mobile app store (App Store, Google Play or Windows
Marketplace) and search for QR code readers.

Why learn about How do I avoid

What is plagiarism? Overstepping the mark
plagiarism? plagiarism?

8 References
Xxxx
9 Addendum A: Support services
Please download a QR code reader on your cell phone. To download a QR code reader open your mobile
app store (App Store, Google Play or Windows Marketplace) and search for QR code readers.

Student Provides counselling and therapeutic

012 420 2333
Counselling Unit support to students.

Student Health Promotes and assists students with 012 420 5233
Services health and wellness. 012 420 3423

Provides support for UP students and

The Careers [email protected]
graduates as they prepare for their
Office 012 420 2315
careers.

012 420-2310
24-hour Operational Management Centre
Department of 012 420-2760
Security
24-hour Operational Manager cell
Services 083 654 0476
Crisis Line
0800 006 428

Enquiries concerning studies, 012 420 2371/4001

Department of
accommodation, food, funds, social Roosmaryn Building, Hatfield
Student Affairs
activities and personal problems. campus

Centre for
Sexualities, Identifies and provides training of student
012 420 4391
AIDS and peer counsellors.
Gender

Ensure an integrated and inclusive

Disability Unit learning experience for students with 012 420 2064
disabilities.

Fees and http://www.up.ac.za/enquiry

012 420 3111
funding www.up.ac.za/fees-and-funding

012 420 3051

IT Helpdesk For student IT related queries [email protected]
APPENDIX A
(Rubric assignment 1)
DID NOT FULFIL EXPECTATIONS PARTIALLY FULFILLED AVERAGE PERFORMANCE ABOVE AVERAGE LEVEL OF PERFORMANCE EXCEEDED EXPECTATIONS
(0 MARK) EXPECTATION (5-6 MARKS) (7-8 MARKS) (9-10 MARKS)
(1 -4 MARK)
ECOSYSTEMIC DISCUSSION Incorrect identification sub A partially correct An adequate identification An above average level of identification An excellent discussion of all of
systems with incorrect identification of some of the of all different sub systems of all of different sub systems with different sub systems with
accompanying features different sub systems with with accompanying accompanying features. Also including a accompanying identifying features.
accompanying features features discussion of additional features and Also including a discussion of
systemic interactions additional features and systemic
interaction with personal reference
to subject
BIOPSYCHOSOCIAL APPROACH An incorrect identification and A partially correct An adequate identification An above average identification and An excellent identification and
discussion of biological, identification and and discussion of all discussion of all biological, discussion of all biological,
psychological and social features discussion of some biological, psychological psychological and social features, psychological and social features,
biological, psychological and social features including those not mentioned in the including those not mentioned in
and social features case study. the case study with specific
personal reference to subject.
ASSET BASED APPROACH An incorrect presentation of a A partially correct An adequate presentation An above average presentation of a An excellent presentation of a
quadrant map of the subject with presentation of a quadrant of a quadrant map of the quadrant map of the subject including all quadrant map of the subject
incorrect information map of the subject, subject of the mentioned detail and additional including all of the mentioned detail
excluding some information probable detail and additional probable detail, with
personal reference to subject.
INTEGRATION An incorrect discussion of how A partially correct An adequate discussion of An above average discussion of how An excellent discussion of how
some assets may be mobilized. discussion of how some how assets may be assets may be mobilized, creatively, assets may be mobilized,
Referring to assets not assets may be mobilized. mobilized taking all systems into consideration and creatively, taking all systems into
mentioned before Referring to assets not not forgetting about barriers consideration and not forgetting
mentioned before about barriers.
TECHNICAL PRESENTATION Technical presentation is Partially successful in An adequate level of Above average level of technical Exceeding expectations
unacceptable technical presentation technical presentation presentation

/50
APPENDIX B
DID NOT FULFIL PARTIALLY FULFILLED AVERAGE ABOVE AVERAGE LEVEL OF PERFORMANCE EXCEEDED EXPECTATIONS
EXPECTATIONS EXPECTATION PERFORMANCE

OVERVIEW (POSSIBLE Incorrect discussion of An inadequate discussion of An adequate discussion of An above average level discussion of An excellent discussion of causes,
10 MARKS) causes, exacerbating and causes, exacerbating and causes, exacerbating and causes, exacerbating and protective exacerbating and protective factors.
protective factors protective factors, not protective factors factors. Discussion is indicative of an in- Discussion is indicative of an in-depth
(0 marks) displaying depth in information. (5-6 marks) depth literature review literature review. Group adequately
(1 – 4 marks) (7-8 marks) displays the importance of having
knowledge of the barrier for effective
teaching.
(9-10 marks)
DIAGNOSIS (POSSIBLE Incorrect discussion of An inadequate discussion of An adequate discussion of An above average discussion of An excellent discussion of diagnostic
15 MARKS) diagnostic features and diagnostic features and referral diagnostic features and diagnostic features and referral features and referral procedures,
referral processes procedures, lacking in depth referral procedures procedures, indicating an in-depth indicating an in-depth literature review,
(0 marks) (1-8 marks) (8-10 marks) literature review, displaying displaying collaborative or multi-
collaborative or multi-disciplinary insight. disciplinary insight.
(11-13 marks) (14-15 marks)
INCLUSION (POSSIBLE An incorrect representation of An inadequate discussion of An adequate discussion of An above average discussion of An excellent presentation of inclusion in
15 MARKS) how inclusion may address inclusion in light of chosen inclusion in light of chosen inclusion in light of chosen barrier, light of chosen barrier, including all
the barrier barrier, missing important barrier including all important applications important applications and providing a
(0 marks) applications (8-10 marks) (11-13 marks) critical review of how schools (schools in
(1-8 marks) general) implement inclusive practices.
(14-15 marks)
EDUCATOR APPLICATION An incorrect discussion of A partially correct discussion or An adequate discussion of all An above average discussion of all An excellent discussion of all education
(POSSIBLE 30 MARKS) education applications lacking in creativity or depth education applications education applications, indicating depth, applications, indicating depth, creativity
(0 marks) (1- 16 marks) (16-20 marks) creativity and feasibility of and feasibility of implementation,
implementation providing excellent examples
(21-25 marks) (25-30 marks)
TECHNICAL Technical presentation is Partially successful in technical An adequate level of Above average level of technical Exceeding expectations
PRESENTATION unacceptable presentation technical presentation presentation (5 marks)
(POSSIBLE 5 MARKS) (0 marks) (1-2 marks) (3 marks) (4 marks)
/75