ETH302S Assignment 2 Unique No. 702898 Student No. 55135455 Question 1 1.1. Extrinsic barriers to learning: These are barriers that exist outside the learner. These include the family context (e.g. child-rearing style and disintegration of the family) and socio-economic factors like poverty, disease and crime. 1.2. Assistive devices: These are methods and systems in place which help teachers and students overcome learning barriers. These include school and district based support teams. 1.3. Inclusive education: It is the inclusion of all students in all education systems, regardless of physical or learning disabilities as well as marginalised language groups. 1.4. Curriculum differentiation: It is a key principle of inclusive education that considers the uniqueness of each student's learning styles and abilities. It is the adaptation or modification of the curriculum to ensure that no students are excluded from learning or participation due to varying learning styles or abilities. 1.5. A high level of support: The standard in quality of support required by students. This includes support from teachers, families and the community to assist students in overcoming learning barriers. 1.6. Peer tutoring: This is a peer mediated strategy which involves students acting as tutors and tutees. Usually, it is a higher performing student who tutors a lower performing student. --
Question 2 2.1. According to NCSNET and NCESS, the systems of education which separates the "special and general" need to be integrated to provide one holistic system which is able to recognise and respond to the diverse needs of the learner population. This involves the inclusion of all learners (with and without disabilities) in a heterogeneous classroom environment. This is a massive step in the right direction considering the impact of the education system prior to 1994. The apartheid educational practice was one of segregation based on ethnicity, socio-economics and disabilities, among other criteria. Traditionally "white" schools took priority with regards to funding, including those "white" school which catered to learning barriers (physical and mental disabilities), while marginalised and disadvantaged groups attended, if they could, schools which did not receive the same benefits. As a result, a large portion of the learner population in South Africa did not receive the same standard in quality of education as their white counterparts. Even after the abolishment of apartheid, and schools became racially integrated, learners with physical and mental learning barriers were still separated to specialised schools which were usually underfunded and lacking resources It was with these factors in mind that lead to NCSNET and NCESS becoming the drivers for inclusive education in South Africa. It is their belief that all students, regardless of whether they possess learning barriers or not, are capable of succeeding in "mainstream" schools. Through the establishment of specialised resource centres and training programmes, communities and educators will become equipped to facilitate integrated learning in "general" or "normal" schools. 2.2. The NCSNET and NCESS emphasized the need to identify and address barriers to learning and participation. In order to achieve this the following provisions were set forth. The first is