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Short Course
on
Learner Support in the Inclusive Education Classroom
Since South Africa is following the policy of inclusive education, a need exist for teachers to have a sound critical and theoretical knowledge and understanding regarding the place of inclusive education in the day to day classroom context. Lecturers of the NWU in Inclusive education / Learner Support has a passion and expertise to equip teachers to gain practical pedagogical knowledge, and appropriate values regarding the screening, identification assessment and support (SIAS) of various barriers to learning within the inclusive education. The NWU will further enable the teacher to understand diversity in the South African context and enable teachers to teach in a manner that will include all learners. The NWU further encourage teachers to display a positive work ethic and appropriate values system to inclusive education in the South African context.

Purpose of the course:

To prepare teachers to embrace the principles of life long-long learning in inclusive education and to demonstrate a critical understanding of the theoretical underpinnings of inclusive education and learner support. The course will further strive to train and assist teachers to attain a high level of theoretical engagement, applicable in the classroom, with intellectual independence regarding inclusive education and learner support. The course further aims to consolidate and deepen the teacher’s expertise on inclusive education and learner support.

Admission requirements:

Admission requirements: 
Attendees must be practising teachers
Learning assumed to be in place: 
None

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

Learner support in the Inclusive Education Classroom

(AAAA 6 80)

After completion of this course, participants will:

  • Demonstrate an understanding of the inclusive education policy (Education White Paper 6).
  • To have a broad knowledge and understanding of the diverse learning needs (barriers to learning, learning disabilities and physical disabilities) in a variety of contexts (school, classroom, home, community) which may require learner support, in terms of learning, emotional, social, and contextual support;
  • Apply knowledge and skills to analyse and critically evaluate the various learning support approaches, theories and techniques regarding learners’ diverse needs in a variety of contexts;
  • Obtain high level of competences to apply the various support approaches and techniques in a variety of contexts;
  • Gained knowledge of the different phases in the learner support process and its application to the planning of support for learners who experiences barriers to learning;
  • Implement appropriate principles and attitudes towards equity and social justice relating to inclusive education theoretical perspectives.
  • Apply school-based support to learners experiencing barriers to learning by means of an integrated team approach; and
  • Understanding and apply curriculum differentiation and assessment strategies in an inclusive classroom.

Demonstrate an understanding of socio-economic barriers to learning and understand the role of the educator, the school, the family, and the community in supporting learners experiencing these and other barriers to learning.

Participant will be assessed on the following criteria:

  • Discuss the paradigm shift in education towards inclusive education;
  • Discuss the inclusion of learners with disabilities in the classroom and explain support to the learners;
  • Analyse and critically evaluate the various learning support approaches and techniques regarding learners’ diverse needs in a variety of contexts;
  • Illustrate a high level of competence in applying various support approaches and techniques in a variety of contexts, through case studies and portfolios;
  • Apply different phases in the learner support process to the planning of support for learners who experience barriers to learning;
  • Display skills to analyse and evaluate knowledge critically with regard to different inclusive education theoretical perspectives;
  • Apply different inclusive education theoretical perspectives in a variety of contexts such as school organization, classroom management as well as curriculum and assessment modification.
  • Analyse and critically evaluate the concepts of health promotion in schools; and

Identify the key components of the health promoting school.

     

 

Assessment: 
Formative and summative assessment
Method of assessment: 
Continuous self-assessment: • Every study unit has self-assessment activities or questions to test the student’s knowledge. Informal assessments: • Guide students, during contact sessions, on preliminary work done on the assignment. Formal assessment: • Assignment of 100 marks to be submitted by the student according to the date agreed with students. An examination of three hours and 150 marks after completion of the course Pass requirements is 75%

Additional information

V08-100-1
Mode of delivery: 
Mixed
Target group: 
Practicing teachers who want to gain practical and lifelong learning in inclusive education and learner support
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821