Research Report - final with changes
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Research Report - final with changes
A thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changespervisor: Dr Zaytoon AmodA research report submitted ill partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology in the faculty of Humanities, University of the Witwatersrand. Johannesburg. 2018.1DECLARATIONI. Nasreen Seedat hereby declare that this res Research Report - final with changesearch report is my own, unaided work. It is being submitted for the degree of Masters of Education in Educational Psychology al the University of theResearch Report - final with changes
Witwatersrand. It has not been submitted for any other degree or examination al ibis or any olher university.Nasreen SccdatDate:2ACKNOWLEDGEMENTSI wisA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changesistance in this research process.*My parents, family and friends for their undying support and encouragement throughout this research process, especially during the challenging times. It is much appreciated and will forever be remembered.*My fellow colleagues support and encouragement throughout thi Research Report - final with changess research process.3GLOSSARY OF TERMS AND/OR CONCEPTS>Accommodations - Alternative ways of teaching and assessing learners based on their individual nResearch Report - final with changes
eeds. This is carried out through modifications to assist learners with barriers to access the curriculum without altering the intended purpose of theA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changesficult for learners to succeed or to achieve according to their potential. These challenges and difficulties occur as a result of a range of experiences in a variety of contexts such as the home, community, school, and classroom or as a result of certain health conditions or disabilities (Department Research Report - final with changes of Education. 2008). Barriers to learning arc caused by both intrinsic as well as extrinsic factors.>Code-switching The use of two or more differentResearch Report - final with changes
languages during teaching to assist learners who encounter difficulties with the language of learning and teaching. It is a type of instructional adapA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changeshe range of instructional and assessment strategies to make the curriculum accessible to each learner and their individual needs (Walton. 2013).>District-based support teams (DBST) comprises of various professionals with the aim of working collaboratively to provide both human and physical resources Research Report - final with changes. The role of the DBST is to give specialist support with regards to curriculum, implementation and assessment to educators and schools to support theResearch Report - final with changes
development of effective teaching and learning ( Department of Education. 2008).'r Education support professionals - Professionals such as educationaA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changesence barriers to learning.r Extrinsic factors Those factors not inherent in the learner, which adversely impact on the learner’s development (Department of Education. 2008). Some examples of extrinsic factors that cause barriers to learning: the learner's environment and home, the type of upbringing Research Report - final with changes that they have, school factors (crowded classrooms, lack of resources, unprofessional teachers) and differences in culture and language.4>Full-servicResearch Report - final with changes
e schools - refer to those schools that are supported and equipped to accommodate learners that fall within the full range of learning needs and addreA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changesrs too (Department of Education. 2001).'r Inclusion - is about recognising and respecting the differences among all learners and building on similarities (Department of Education. 2001).>Inclusive Education - is defined as a learning environment that promotes the holistic (personal, academic, and pr Research Report - final with changesofessional) development of all learners, irrespective of race, class, gender, disability, religion, culture, sexual preference, learning styles and laResearch Report - final with changes
nguage.r Instructional adaptations - Involves modifying how a subject is taught and learning demonstrated (Walton. 2013).r Institutional-level supportA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySup Research Report - final with changesactors - Factors which occur within the learner and are also commonly known as impairments (Department of Education, 2008). Some examples of intrinsic factors that cause barriers to learning are: disability or neurological damage that is caused by prenatal factors, genetic factors, and personality t Research Report - final with changesraits.A thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySupA thematic review of Inclusive Education research in South AfricaName: Nasreen Seed atStudent number: 455695Course: M.Ed ill Educational PsychologySupGọi ngay
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