Description
EDS4804 Assignment 6 Memo | Due 28 May 2025. All questions fully answered. QUESTION 1: Principles of Advocacy for Disability [20] 1.1 Mokgadi and Lerumo have fallen behind in their readings and don’t feel they will be able to submit an assignment on time. Their Letter of Accommodation (LOA) indicates they may need to request extensions on assignments. How should Mokgadi and Lerumo proceed? (5) 6 1.2 David, who is on the varsity hockey team, has sustained a concussion. He has been advised by the doctor that he should not be attending class for the following 10 days and should avoid doing any activity that requires a computer screen. David knows there is a Phys Ed midterm in 5 days but will not, due to his disability, be able to write this test. Romeo has been experiencing an increase in disability-related symptoms and has been dealing with the effects of new medication. As such, Romeo hasn’t been sleeping or been able to focus on studying for her upcoming Math midterm. Both these students have options available. What steps should be taken to assist the two learners? (5) 1.3 Does advocacy always involve confrontation? (5) 1.4 Why and when would you choose advocacy? (5) QUESTION 2: Design and maintenance of a conducive environment [40] 2.1 How can schools sustainably integrate school climate improvement efforts into their ongoing practices and initiatives? (10) 2.2 What role do students play in shaping and improving school climate, and how can schools empower student voices in this process? (10) 2.3 How can schools foster positive relationships and partnerships with families and community members to support school climate improvement efforts? (4) 2.4 Demonstrate your understanding of the creation of a conducive environment for learning and discuss four elements of a school’s climate that students experience personally. (16) 7 QUESTION 3: Designing advocacy plans for people with disabilities. [30] 3.1 Arranging advocacy where the person themselves is unable to do so “It is crucial to address the challenges people who are unable to access advocacy despite being entitled to do so experience. People who are unable to ask for an advocate often miss out on advocacy services. So, to address this matter, health and social care practitioners can arrange advocacy where the person themself is unable to ask for an advocate. In the committee’s experience, this should be happening consistently; however, health and social care professionals frequently do not make this referral.” 3.1 Considering the above statement, demonstrate your understanding of advocacy plans for people with disabilities and discuss steps to be followed when planning an awareness campaign. (15) 3.2 Discuss the importance of ensuring access to advocacy for individuals who are unable to request it themselves. In your answer, explain the role of health and social care practitioners in facilitating this access and evaluate the consequences of failing to make appropriate advocacy referrals. (15) [30] QUESTION 4: Design a learning programme in which an adapted curriculum is implemented for learners with different disabilities [10] 4.1 Different educationalists define curriculum in different ways. One of the famous definitions is by Cunningham. According to him, “Curriculum is a tool in the hands of an artist to mold his materials in accordance with his ideal in his studio.” 8 In the light of the above statement, demonstrate your understanding of curriculum differentiation and discuss the following concepts below: 4.1.1 Curriculum adaptation. (5) 4.1.2 Curriculum modification. (5) Internal Examiners: Dr Maite E. Maebana (Primary Lecturer) © Unisa 2025
Reviews
There are no reviews yet.