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IEG2601 Assignment 3 (Portfolio) Memo | Due 18 July 2025. All questions fully answered. QUESTION 1: (30) According to Nel and Hugo (2017), inclusion emphasises that everyone in any community is respected, accommodated, and valued. This means accepting each learner for who they are, despite their different needs, appearances, ways of living, and cultures. 1.1 Explain TWO (2) key characteristics that define an inclusive and effective Grade R teaching and learning space. [2×3] (6) 1.2 Discuss the significance of creating inclusive and effective Grade R teaching and learning spaces to enhance teaching and learning. (3) 1.3 Identify and substantiate TWO (2) influences that the policy ‘Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System’ has on Grade R. [2×4] (8) 1.4 Provide and justify TWO (2) approaches you will use to ensure that every learner is respected, accommodated, and valued in your Grade R classroom. [2×4] (8) 1.5 Examine and assess the implications of the medical model for supporting learners with diverse learning needs. (5) 8 QUESTION 2: (25) Read the scenario and answer the questions. Cindy is a Grade R learner in Mrs. Hall’s class. Cindy is usually restless and uncooperative in the mornings. She constantly looks at the door and waits anxiously for lunchtime, when she can enjoy the school lunch. After lunch, she seems relaxed and becomes more cooperative. Cindy often takes other learners’ belongings and hides them. There have been several complaints against Cindy that Mrs. Hall had to sort out. Today, Thabo hands over a letter to Mrs. Hall from his father. The letter states that Thabo did not come home with his lunch box the previous day, and he would appreciate it if Mrs. Hall looked into the matter. Mrs. Hall asks the class, but no one seems to know anything about Thabo’s lunch box. Later that day, Cindy’s neighbour arrives with a lunch box, apologises to Mrs. Hall, and says Cindy’s mother said that she came home with a lunch box that does not belong to her. Mrs. Hall thanks the neighbour and returns the lunch box to Thabo, who is overjoyed. Mrs. Hall asks the neighbour to inform Cindy’s mother to come to school to see her. The neighbour informs Mrs. Hall that Cindy’s father is deceased and that her mother has a terminal illness; therefore, she came to school on Cindy’s mother’s behalf. 2.1 Evaluate Cindy’s situation and explain how it may affect her emotional well-being and present potential barriers to her learning and development. (7) 2.2 Identify TWO (2) factors that might contribute to Cindy’s restlessness and lack of cooperation in the mornings. [2×2] (4) 2.3 “After lunch, she seems relaxed and becomes more cooperative.” Suggest TWO (2) reasons for Cindy’s change in behaviour. [2×2] (4) 2.4 Suggest TWO (2) ways in which Mrs Hall can adapt her teaching strategies to support Cindy’s learning needs. [2×2] (4) 2.5 Provide TWO (2) ways in which home-school collaboration can happen and justify the significance of its impact on learner success. [2X3] (6) QUESTION 3: (25) Visual figure-ground perception refers to the ability to focus on a specific piece of information against a busy background. Difficulties with figure-ground perception involve an inability to focus on a single object or visual aspect of the field while understanding its relation to the surrounding area (Nel et al., 2016). 3.1 Explain TWO (2) ways in which strong visual figure-ground perception benefits Grade R learners in their academic tasks and everyday activities. [2×2] (4) IEG2601/ASSESSMENT 3/0/2025 9 3.2 Identify and discuss TWO (2) challenges that Grade R learners with difficulties in figure-ground perception may experience. [2×3] (6) 3.3 Design TWO (2) activities to support learners experiencing the challenges you identified in 3.2. Keep your activity ideas as original as possible. [2×3] (6) 3.4 Explain how you will use each activity you designed in 3.3 to address the challenges you identified in 3.2. [2×3] (6) 3.5 Explain the impact of an underqualified teacher in supporting Grade R learners with difficulties in visual figure-ground perception. (3)
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