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INC3701 Assessment 4 - Assignment

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Table of Contents

3 Study Table 4 in study guide 002 and explain how you would use the values associated with

• 1 Define curriculum differentiation.
• 1 Outline the significance of curriculum differentiation in a classroom context.
• 1 Describe factors that determine differentiation of the curriculum.................................................................

1 1 Differentiation of the content.

1.4 differentiation of the process, 1.4 differentiation of the product., 1.4 differentiation of the learning environment., inclusive in their approach. 1. critically analyse the inherited exclusions from the past and indicate how best teachers can be, 2.1 present on a table how the international conventions impacts on inclusive education..

• Inclusive Education. 2.1 Present on a table how the South African and African Inclusive Education policies impact on

2.2 List five (5) similarities you can draw from the tables above

• 3 List four (4) characteristics of a rights driven, democratic classroom
• for all? Ubuntu in your classroom to promote a culture that is inclusive and seeks to provide quality education

Declaration form

1 Discuss the following elements of curriculum to be differentiated. (Mahlo, 2019, pp. 77 - 78)

When a subject or topic is presented to learners at different levels of complexity, it is referred to as differentiating the content. In this case, the instructor gives students the same course material, but at varied degrees of difficulty For instance, in Life Skills or Life orientation, students who perform well can record the kinds and numbers of automobiles that pass through a junction each hour, whereas students who perform poorly can create a picture of what they observed at an intersection. Another kind of content differentiation is when a teacher assigns students who are more capable to apply a concept, while students who find the curriculum content difficult may be assigned to define, contrast, or summarize the same concepts.

The term "process" refers to the methods or instructional tactics a teacher employs to provide information to students and how the student interprets the material (Tomlinson & Imbeau, 2010). Small-group instruction, cooperative learning, demonstrations, reading aloud to the learner by peers or adults, and the use of multisensory techniques are just a few of the techniques that fall under this category. For instance, in a history class, a student who is unable to read the textbook may still be able to absorb the material by seeing a video. Peer tutoring, in which students collaborate with one another to raise their performance, is another technique for differentiating the learning process, particularly when the subject matter is difficult. When the teacher offers extra help outside of scheduled class time, as well as providing individualized comments and encouragement on classroom performance, this is another method for differentiating the process. The instructor can divide the class once more into four ability groups or combine the groups so that students with different levels of experience can assist others with less experience.

In conclusion, the following techniques can be used to differentiate the process:

 Cooperative education  peer instruction  the demonstrations  a multisensory strategy

Permits the teacher to assess whether the learning objective has been met. Teachers differentiate their lessons by using a variety of evaluation methods that let students show what they've learned and employ their newly acquired knowledge and abilities.

Additionally differentiating the product:

 Encourages students to use a variety of methods to show what they have learned;  Permits different forms of labor arrangements, including working alone or in groups;  Encourages the preparation of the product using a variety of resources;  Permits the use of different assessment techniques;  Assigns products with changing levels of difficulty based on the students' readiness.

The teacher can employ techniques like using multiple-choice questions, gap filling, utilizing open- ended questions, and using open-book assessments to differentiate the output. The use of group assessment activities, allowing assessment tasks to be completed orally in addition to in writing, offering more time to complete the assessment assignment, and using aids and technology are other ways to differentiate the products.

The term "learning environment" refers to both the physical setting of the classroom and the emotional atmosphere in which learning takes place. For all learners, creating a positive learning environment is a crucial first step. For instance, teachers can arrange the teaching and learning environment by rearranging the furniture in the classroom so that teaching boards and other resources are easily accessible. Learners can move freely between groups and tables by modifying the learning environment. The following features are present in a differentiated learning environment:

 The teacher is receptive to the needs of all students across all subject areas.  All students experience a sense of physical and emotional safety.  The teacher gives each student the assistance they require.  Differentiations between people are encouraged and acknowledged.  Students acquire the ability to appreciate and assist one another as learners.  The teacher and the students jointly decide on daily procedures, management, and classroom operations.  The physical setup can be adjusted to fit the demands of individual learner.  Various materials are offered to aid in teaching and learning.

The physical factors include things like whether the classroom is comfortable and organized, whether the furniture is placed well, whether the noise level is controlled, whether the class size has been planned for, whether the classroom displays are appealing and visible, whether the resources are adequate and concrete, etc.

can be inclusive in their approach. (20)

All students have the right to a learning environment that respects diversity, encourages participation, lowers obstacles, and accounts for a range of learning needs and preferences. Inclusive learning and teaching acknowledge this right. Nevertheless, it is important to create and implement teaching, learning, and assessment strategies that enable all students to fully engage with the curriculum. The Imperial staff and student community will benefit from inclusive learning since it is a social and ethical obligation that will boost the growth and support of all of its members. The learning and teaching strategy at Imperial, which was introduced in June 2017, is likewise centered on it. It's a wonderful opportunity to learn from many global views because students at Imperial come from over 131 different nations to study there. Here are some additional tactics to use to encourage inclusion in schools. Make sure the teachers have the knowledge, adaptability, and resources necessary to teach kids with various needs and learning preferences. Additionally, educators need to develop and use better teaching strategies.

Limited educational funding for black students; black students' tuition was paid for by taxes; white students' tuition was covered by the government's General Revenue account.

Inadequate facilities, including laboratories, textbooks, and libraries; a lack of classrooms and teachers; and shortages of resources in schools for black students, particularly in rural areas.

Overcrowding, high student-to-teacher ratios, and inadequate teacher preparation, all of which had a negative impact on the effectiveness of instruction and learning.

Opening private schools to educate students from wealthy or religious backgrounds.

Distinct educational opportunities organized according to gender: for instance, girls received training in home science, history, and typing, whilst guys received training in woodworking, physics, and chemistry.

Additionally, children with special needs or impairments were stigmatized, isolated, stereotyped, and given a lower quality education. When compared to their white peers, who were marginalized but nonetheless had access to more resources, those in the Bantu Education System fared much worse. Often attending "special schools," white students with disabilities got financial aid through a distinct educational system. On the other hand, no resources or support were given to black kids with disabilities. The majority of black communities therefore resorted to sending their students with disabilities to regular schools where they received no assistance.

Two systems—special education and remedial education—were used to provide education for students with special needs. Students were categorised inflexibly, for instance as having mild particular learning difficulties, moderate specific disabilities, or severe learning disabilities. The discrimination and segregation were made worse by the labels. (Anon., 2019)

Numerous children and adolescents are still not allowed to attend school, even after 1994, because they cannot obtain an education in their native tongue or because they are not given the necessary support to overcome the obstacles preventing them from realizing their full potential.

Economic disparity, access to high-quality education barriers, the difficulties of living in areas where drug use and crime are pervasive, and sexist, racist, homophobic, and xenophobic school cultures all contribute to learners' continued marginalization. Low expectations brought on by labeling, along with the associated cultural presumptions and stereotypes, further hinder many learners.

In light of social inequality and educational marginalization, inclusive education must be understood. For this reason, the significance of teachers in creating an inclusive educational system is regularly recognized in education policies and laws. They urge educators to support social justice, human rights, and diversity.

As a teacher, you are expected to place special emphasis on the wellbeing of your students as well as on instructional strategies and pedagogies that vehemently and unequivocally oppose exclusion as well as all other types of oppression and discrimination. You must become a change agent in order to accomplish this successfully. 4. The notion of teachers as "change agents," who may lessen educational disparities, is connected to research demonstrating that teachers are the most important in-school factor impacting student achievement. (Anon., 2019)

2 Study the international conventions on Inclusive Education as well as the South African and African Inclusive Education policy and answer the questions that follow:

(Anon., 2019, pp. 14, 15) (15)

Convention Impact Human Rights Declaration of the United Nations (Article 26)

A right is to an education. The first grade should be free. We should educate ourselves on the UN and social skills. What we learn can be chosen by our parents. There should be no discrimination towards children. The child's viewpoint and best interests should be taken into account. United Nations Convention to End All Forms of Racial Discrimination

Imposes obligations on nations to "prevent, outlaw, and abolish" apartheid and racial segregation throughout all of their territories. fights against racism and promotes mutual respect and tolerance between various racial, ethnic, and national groups World Programme of Action for People with Disabilities

Improved approach to fair opportunity, disability prevention, and rehabilitation. Refers to the full inclusion of people with disabilities in society and the development of the country. The need of approaching disability from a human rights viewpoint is emphasized. UN Convention on the Rights of the Child

Safeguards children's rights in all facets of their lives. Governments must:

• Agree to evaluate their child-related laws;
• Take all necessary steps to ensure that children's rights are respected, protected, and realized. Demands that governments evaluate the amounts of financing for their legal, health, education, and social service systems. World Education Forum: Jomtien Conference Education for All (EFA)

Is a significant turning point in the global conversation on the role of education in human development policy. prioritizes education and broadens the conversation about it from its previous, restrictive focus on access to basic school Standard Rules on the Equalisation of Opportunities for Persons with Disabilities: UN General Assembly

Governments are emphasized as having a great moral and political obligation to intervene to achieve equity for people with disabilities. Document continues to serve as a foundation for international collaboration and policymaking.

Salamanca Statement and Framework for Action on Special Needs Education: 92 countries, 25 international organisations

Need extensive educational change. Acknowledges the urgent need to provide education for all kids, teens, and adults "inside the regular school system." The best method to combat discrimination, foster welcoming communities, forge an inclusive society, and realize "Education for All" is for children with "special educational needs" to have access to ordinary schools.

World Education Forum: Dakar Framework

Culmination of a significant evaluation of the situation of education from 1990 to 2000. Produced a list of priorities with a gender-specific focus that aimed to address equitable access to high-quality education. establishing Education for All, etc. UN Millennium Development Goals 2000 – 15

Outlines eight worldwide goals, including ensuring universal primary education, reducing the prevalence of extreme poverty by half, and preventing the spread of HIV and AIDS.

2.1 Present on a table how the South African and African Inclusive Education policies impact on Inclusive Education. (Anon., 2019, pp. 17, 18) (10)

Policy Impact African Union: African Charter on the Rights and Welfare of the Child

Emphasizes the importance of taking into account African cultural values and experiences while discussing children's rights, as these realities are unique to Africa. Any activity that is against children's rights is discouraged, whether it is a custom, tradition, cultural, or religious one. The South African Constitution and Bill of Rights

Supports the rights to a safe environment, a basic education, and acting in the best interests of children.

The South African Schools Act

Explains the duties and obligations of public schools. Eliminated the system of racialized separate education and established a one system for all students. All students have the legal right to equal access to a fundamentally good education without facing any form of discrimination. No learner may be excluded from a regular school for any reason. The first step towards South Africa having a single, inclusive education system. Critically and actively in the educational process. DoE: Education White Paper 6: Special Needs Education: building an inclusive education and training system

Proposes structural and program adjustments to the South African educational system in order to integrate different learners into regular classrooms. Outlines a system of education that is inclusive and gives all students access to high-quality educational opportunities. Acknowledges the value of empowering and enabling students to participate actively and critically in the learning process, as well as the necessity of developing students' strengths. The South African Children’s Act

Ensures that children's rights are upheld so that they can develop and thrive in safety. If they have been mistreated or ignored, recovery will be assisted. Children are permitted to express their opinions and take part in decisions that have an impact on their life. Respects and safeguards families. Provide suitable and secure child and youth care facilities, crèches, drop-in centers, and after-care. DHET: Revised Policy on Minimum Requirements for Teacher Education Qualifications

Understanding the requirements for implementing inclusive education practices is a requirement for all teachers.

DBE: Policy on Screening Identification, Assessment and Support (SIAS)

Framework of processes for locating, evaluating, and offering programs to all students who require extra help to increase their involvement and inclusion in the classroom. African Union: Agenda 2063 —Africa’s Agenda for Children

A strategic blueprint for the continent's socioeconomic change. Focuses on the significance of education and the civil and political rights of children as the cornerstones of long-term, rights-based development.

DHET: Standards for Inclusive Teaching

Outlines requirements for the development of inclusive teachers in five key areas: appreciating and understanding learner diversity; acting as an agent for social justice and inclusion; working with others to enable inclusive teaching and learning; growing professionally as an inclusive teacher; and utilizing classroom strategies that support learning for all. DBE: Guidelines for Responding to Learner Diversity in the Classroom

Methods for differentiating instruction and learning to fit the diverse requirements of students

 All learners has right to education even those who are disabled.  Education should be for all children.  Learners are entitled to get extra help (intervention)  Safe environment (medical treatment)  No discrimination

Anon., 2019. Inclusive teaching and learning for South Africa. In: s.:British council.

Mahlo, P. F., 2019. Inclusive Education. In: Pretoria: s.

I, Nieleen Smit

(Name and surname)

Student number 66037484

Module code: INC

Hereby declare the following: I understand Unisa's policy on plagiarism. This assignment is original work that I produced by myself. I have duly acknowledged all other people's work (both electronic and print) through the proper reference techniques as stipulated in this module. I have not copied the work of others and handed it in as my own. I have also not made my work available to any fellow students to submit as their own.

• Multiple Choice

Course : Inclusive teaching and learning in South Africa (INC3701)

University : university of south africa.

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