ETH306W /201/2020

Tutorial Letter 201/1/2020

Inclusive Education B
(Educational Themes 306)

ETH306W
Semester 1
Department of Inclusive Education

IMPORTANT INFORMATION

This tutorial letter contains important information about your

module.
Dear Student

This tutorial letter provides you with feedback for Assignment 02 and essential
information to assist you in your preparation for your October/November
examination 2020. It is not a memorandum but a guide to appropriate responses.
The information in this Tutorial Letter is structured as follows:
Section A: Assignment 01
Section B: Feedback on Assignment 02
Sections C: Information on the October/November examination 2020

Since the information provided in this tutorial letter is not a

memorandum, you must consult your study guide for ETH306W,
Tutorial Letter 102 and the recommended material which is listed in
Tutorial Letter 101 of this module. In addition, your lectures are always
willing to support you, just send an email.

Section A: Assignment 01

Assignment 01 consisted of multiple-choice questions. The performance of most

students in this assignment was good. Unfortunately, those who failed to submit on
time could not be granted admission to the examination.
An error was identified in in the responses for assignment one, question 4. Due to
this error, all students were compensated with one mark before the release of the
results for May/June examinations 2020.

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Section B: Feedback on Assignment 02
The purpose of this assignment was to ascertain whether you understand
the theoretical content of this module. In order to give support learners who
have barriers to learning, you should have basic knowledge of the barrier.
You have to acquaint yourself with new developments in the field of inclusive
education, including intrinsic and extrinsic barriers to learning and
development. This should guide you as to how to develop forms support
programmes for learners with barriers to learning.

Due the online submission complications as a result of Covid 19, the due
date for the submission of assignment two was rescheduled from the
09/09/2020 to the 25/09/20. Despite rescheduling, many of our students still
could not submit by the 25/09/20 but were given an option to submit directly
to the lecturers.
Assessment criteria: You will show your understanding of the various
concepts and that you can do a practical application of the theory by
formulating an explanation of the support that you can render in the
classroom.

Question 1
Having a child with impairment affects various parents in different ways.
Discuss this statement by referring to three patterns of parental attitudes
before there is acceptance of the child with impairment.

For question 1.1 students were expected to select any three patterns of
parental attitudes that they (parents) depict before they accept that their child
has a disability, and discuss how parents are affected referring to each
pattern. This question was well answered and the information on the parental
attitudes could be found from page 37 to page 45 of the ETH306W study
guide.

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1.2 You are a teacher in the foundation phase or intermediate phase or senior and
FET phase. You notice that there are two learners in your classroom, one with
auditory impairment and the other with physical disability.

1.2.1 List five characteristics of auditory impairment as it may manifest in the

classroom. (5)

This question was well answered by most students, as it is a low order question
which required the recall of facts. There was no need to explain or discuss the facts
but simply list or name them. Students could find relevant information on auditory
impairments in Appendix B.

1.2.2 Discuss how you would support learners with physical disabilities in
the classroom.

For this question students were required to discuss (list and elaborate on)
what support strategies they would use to support learners with physical
disabilities in the classroom. There were no major problems regarding the
way students responded to this question. The key word words in this
question were ‘discuss’ and ‘classroom support’ so, students had to avoid
discussing general support strategies. Examples of points that could form
the basis of the classroom support discussions included the following:
 Store apparatus and position activities in places where the learners
will be able to reach them.
 Arrange the furniture in the playroom in such a way that the cerebral
palsied learners can move about freely. Also make sure that the
washbasin and the toilet are easily accessible.
 Organise floor and table games which the cerebral palsied learners
can manage to play with and which will encourage participation.
 Provide aids where necessary so that the learners can learn to help
themselves. Students could find more information in Appendix D

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QUESTION 2

2.1 A young learner with Down’s syndrome may have the following characteristics
as far as motor skills are concerned. Discuss the implications of this for teaching the
learner and describe the strategies that you could employ to support the learner in
the class.
2.1.1 hypotonia (low muscle tone) in arms, hands, back
2.1.2 shorter limbs and digits.
2.1.3 reduced stamina

This question required students to discuss how the listed characteristics of a learner
with Downs syndrome affected both the educator’s teaching and the learner’s
learning, and also describe the support strategies for learner/learners with Down
syndrome in class so that they could realise their full potential. Students’ responses
varied from poor to very good. The students who did badly were those who did not
focus their discussions on the three given characteristics and/or did not base their
support strategies in the classroom. Information on Downs syndrome and autism
can be found in Tutorial letter 102.

QUESTION 3

Learners who experience barriers in mathematics usually have difficulty right from
the outset, although it is possible that the problem will manifest later.
3.1 Describe five methods that you might use to help learners who experience
problems with mathematics in the foundation phase, intermediate phase, senior or
FET phase. Provide examples where applicable.

Most students did well in this question where they were expected to describe
(list/name and explain) methods to use to support learners with mathematics
barriers. It was also expected that students would provide practical examples where
possible. This question allowed students to focus on mathematics problems that are
specific to their area of specialisation, that is, foundation phase, intermediate, or
senior phase (s). In as far as giving examples was concerned, students were not

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restricted to only those used in the study guide, they could provide their own
relevant examples as well. Information on the nature of mathematics problems as
well as methods for support is found in Appendix M.

3.2 Writing is an essential skill at school. When learners struggle to write, teachers
get frustrated. However, there are specific guidelines that may assist learners in
mastering the skills of written language.

3.2.1 In light of this statement, discuss strategies to provide support to

learners to develop their writing skills.

For this question, students were expected to discuss (list/name and expatiate
on) the strategies that they could use to help learners develop their writing
skills in the class. There were no major challenges for most students with
regards to responding to this question. The key word was ‘discuss’, not just
name, give or list. Students could find information related to writing on
Appendix K (page 281-283).

Section C: Information on the 2020 October/November examination

1. Language of writing

All students must use English when writing the examination.

2. Preparing for October/November examination 2020

ETH306W students will be writing an online take-home examination. Many

students encountered challenges regarding the non-venue (online) examinations
during May/June examinations, and we as the lecturers as well as the University
are aware of that. In or to support you during the October/November 2020
examinations, the following measures have been taken:

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 The Duration for exam is 6hrs. Make sure you download your exam
question paper 15 minutes before the exam commence.
 Read All the Exam guidelines that were posted on myUnisa
(announcement) on how to download the question paper, how to upload
your exam script, how to scan and convert your script to a pdf
document.
 Please ensure that you Do Not upload a read-only file, as our online
marking application cannot mark read-only documents.
 Remember to read and accept the Declaration of Honesty when you upload.
 Please ensure that you DO NOT upload a read-only file, as our online
marking application cannot mark read-only documents.
 Ensure that you upload within the prescribed six (6) hours timeframe.
 Answer all questions in English.
 Ensure that your number your answers correctly, as indicated in the
examination paper.
 If you type your answers, type in Arial 12 pt.
 If you write your answers, please write neatly and legible.
 Handwritten paper-based answer sheets must be scanned and converted
into a single PDF formatted document. Ensure that you scan all the pages in
the correct order.
 Ensure that you save your PDF as: module number, Exam and Student
number

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For the scope of the examination, we are guided by the statement below:

DEMARCATION OR SCOPING OF EXAMINATIONS AND ASSESSMENT

Please note that the College decision has been made that lecturers are not
to demarcate specific work for examination purposes, but that examination
questions should be based on the entire content covering the notional
hours of the modules. Lecturers should encourage students to study
everything.

Where other competencies or skills are assessed differently during the

tuition period, the various assessments will be spelt out clearly by the
lecturer in Tutorial Letter 201. According to Assessment Procedure Manual
2013 (point
4.5.2 (e)), the examination memoranda (guidelines, rubrics, and so forth) shall
not be made available to students.

However, the outcomes and assessment criteria of the module provide all the
guidelines of what is expected from a student enrolled for this module. In addition,
in Tutorial Letter 101 (pages 20-21), demarcation of the modules should assist you
in preparing to be inclusive teachers as well as making preparation for the
forthcoming examination.

4. Post examination – Once you have written your examination, marking will be
done by the system similar to the May/June examinations. The release of the
examination results is the responsibility of the examination section and NOT
lecturers. Information about staff members to contact about any examination-related
matters is available on Unisa website. However, below are some of the contacts
that you can use:

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We wish you every success in the examination!

Best regards
Your lecturers

Dr JMC Motitswe
Tel: 012 481 1121
E-mail: [email protected]
Address: UNISA Sunnyside Campus, Building No. 10
Office 00-096, Pretoria 0003

Lindokuhle Mkhuma

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Tel: 012 481 1034
E-mail: [email protected]
Address: UNISA Sunnyside Campus, Building No. 10
Office 00-091, Pretoria 0003

Sifiso Mbelu
Tel: 012 481 2933
E-mail address: [email protected]
Address: UNISA Sunnyside Campus, Building No. 10
Office 00-084, Pretoria 000
©
Unisa 2020

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