INCLUSIVE EDUCATION IN FOUNDATION PHASE Haroldene Diergaardt , Student Number: 63320177 IFP3701 Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 Table of Contents QUESTION 1: ................................................................................................................................................. 2 QUESTION 2: ................................................................................................................................................. 3 QUESTION 3: ................................................................................................................................................. 5 Reference: ..................................................................................................................................................... 6 1 Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 QUESTION 1: 1.1 Name seven learning styles and explain each by giving examples. • Visual Spatial: Visual spatial are those who prefer learning by observing things. They notice and appreciate the details of life. For example: like pictures, images and special understanding. • Logical (Mathematical): Logical mathematical learners are those who likes reasoning, think critically, learners who likes numbers and experiment. For example: solving complex problems, using patterns learning tools and puzzles. • Aural (auditory): these leaners prefer using sound and music. For example: like to listen to music, sing, play music instruments, and rhythm and rhymes. • Kinaesthetic (physical): These learners are always on the move. For example: they like dancing, energetic, love physical activities, movements, construction and role playing. • Verbal (linguistic): these learners are talkative. For example: they like to read, write, talk, and listen. • Interpersonal (social): these learners are cooperative, good listeners and prefer to work in groups. For example: they like socializing, teaching, sharing and group interactions. • Intrapersonal (solitary): these learners prefer to work alone. For example: they like self-interactions and quite time. 1.1 Explain the role of the Foundation Phase teacher in identifying barriers to learning: • Learn about your learners and their diverse needs. • Understand the learning context (the school, classroom and home) as well as the whole range of potential barriers. • Meet with parents/caregivers to interview them and form a working relationship with them. • Understand the content and be able to make it accessible to all learners by accommodating the diversity of learning needs. • Open a learner profile for new admissions in Grade.R and update it annually. • Review the learner profile every year to identify learning hurdles and have a thorough grasp of each learner’s support needs. • Be dedicated to the principle of inclusion, and avoid labeling learners who require additional support, as this promotes discriminatory practices. Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 1.3 Describe the essential mathematics skills that are envisaged by the CAPS: • • • • • • Develop the correct use of the language of mathematics. Develop number vocabulary, number concept and calculation and application skills. Learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained. Learn to investigate, analyze represent and interpret information. Learn to pose and solve problems. Build on awareness of the important role that mathematics plays in real life situations including the personal development of the learner. QUESTION 2: 2.1 Name and discuss different strategies that are significant in identifying learners who experience barriers to learning or who are vulnerable. Observations: You can discover intrinsic impediments by carefully observing learners throughout teaching and learning, breaks, and extra-curricular activities. Observations can be planned or unplanned, official or casual, and they must be always part if the educational process. • • • • Formal: within the formal learning environment, for example, observing in the classroom while learners are working. Informal: Outside of the formal learning environment, for example, observing learners while they are talking and playing with their friends during break. Planned: You plan the observation in advance so you know who, what, how and where you will be observing. Unplanned: You notice something. The “story” (a record of an interesting incident can be just as useful as planned and formal observations. Teachers must always keep their eyes open and notice what is happening around them! Source: Adapted from DBE, 2015 Observation book and screening checklist: As you observe the learners, it is important that you use a checklist and an observation book to record all the aspects that need to be considered in order to plan for the most appropriate support strategies. Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 A good observer: • • • • • • • • Keeps a close eye on what is going on both inside and outside the classroom. Avoids making subjective judgments. Observe and record both the strengths and difficulties. Asks himself/herself a variety of questions and things about a wide range of reasons for current types of behavior. Makes no judgments or labels learners too quickly. Check to see if there are any patterns in particular types of activity. Discusses observations with others, such as speaking with other instructors. keeps track of useful and insightful insights. Gather information on learner’s background: • Gathering as much information as possible about the learner’s history/background, such as their developmental and family background. After you have done several observations, you can invite the parents to obtain more information about the learner after you have completed many observations. Also, talk to other teachers to learn more about a learner. Continuous assessment is also a useful method for detecting learning barriers. This can assist you in to plan for appropriate intervention strategy to reduce environmental factors that can cause more barriers to learn. 2.2 list any six general observable factors that could point to intrinsic barriers to attaining outcomes in mathematics: • • • • • • Memory deficit Slowness in grasping ideas. Dyscalculia. Giftedness (for example, when enhanced opportunities are withheld). Right-brain hemisphere dominance. Inadequate use of strategies for solving mathematics tasks. Source: Adapted from Engelbrecht, 2016 2.3 Name any three perceptual skills that could cause difficulty in learning mathematics and explain how each can cause barriers to learning mathematics: • Spatial orientation: In spatial development, learners must be able to position themselves in space (Paulsen, 2019). Before learners can sense items in connection to each other, they must first learn to perceive objects in a correct Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 • • relationship to themselves. Learners who struggle in this area are unable to comprehend concepts such as above/below, in front/behind, under/over, and besides, they are unable to designate first, middle, and last; they are unable to estimate time, depth, or distance in ball games and they often become disoriented. Visual discrimination: Young learners may have difficulty sorting and classification of objects, particularly according to color, shape, size, and kind. When it comes to pictures and patterns, there are occasions when differences and similarities cause issues. Some learners struggle to name and distinguish between different shapes, while others struggle to recognize shapes or objects that appear in different positions, size or colour than the ones they are familiar with. Laterality: This is not a learned talent, but rather an idea that learners must cultivate inside themselves. The sense of left and right side of the body emerges from the understanding of gravity’s action, and learners learn to adjust their bodies accordingly. Learners may have difficulty crossing their imaginary middle line and hence will not be able to cross their arms, for example, they should be able to cross their arms over their chest and place their left hand on their right foot. QUESTION 3: 3.1 List ten ways in which mathematical problems may manifest in Foundation Phase: • • • • • • • • • • An inability to estimate quantities An inability to count forward and/or backwards Difficulties to understand the concepts of digits-tens and units Unable to complete patterns Not understanding the use of the number line Difficulties in measurements Cannot read the time on an analogue clock Not understanding the concept 0 Not understanding positional values Problems counting in multiples of twos, threes, and so forth Source: Inclusive education in foundation Phase study guide, pg.44 Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 3.2 Lesson planning for multilevel teaching: subject Grade Topic Duration Outcomes of the lesson Resources Procedure: Demonstrate how to measure the length of something in the classroom using non-standard measurement units. Group 1: discuss the measurement tools Group 2: takes the measuring tape to take the length of each other’s height. Whole class concluding activities: Learners return to their own seats and a discussion will follows on the different measuring tools that were presented. mathematics 2 measurement 1 hour • Students will be able to estimate and measure length. • Describe the units of measure. • Explain purpose of measurement. • Classroom objects to measure • Cubes • Paperclips • Tape measures • Counting cubes Assessment: Shared participation in discussion Correct measuring. Shared participation in discussion Ability to give own view and opinions ……………………………………………………………………………………………………… Reference: All right reserved Printed and published by the University of South Africa Muckleneuk, Pretoria IFP3701/1/2020-2022 Study.com (Sharon Linde: Instructor) Haroldene Diergaardt Student number: 63320177 IFP3701 Unique number: 708255 Declaration: RESULTS Total = 89 / 100 (89%) COMMENTS 1 Dear student, Please note that 1 tick equals 1 mark. In the case where maximum marks are exceeded a stamp will be used to acknowledge the information given.
