IIE Learn Module Outline INED7212

Inclusive Education B
INED7212
MODULE OUTLINE 2023
(First Edition: 2021)

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1978, no part of this manual may be reproduced or transmitted in any form or by any means,
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and retrieval system without permission in writing from the proprietor.

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institution under the Higher Education Act, 1997 (reg. no. 2007/HE07/002).
Company registration number: 1987/004754/07.

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IIE Learn Module Outline INED7212

Table of Contents
Introduction.................................................................................................................................. 3
Using this Module Outline ........................................................................................................... 4
This Module on Learn................................................................................................................... 5
Icons Used in this Document and on Learn ................................................................................. 6
Module Resources........................................................................................................................ 7
Module Purpose ........................................................................................................................... 8
Module Outcomes........................................................................................................................ 8
Assessments ................................................................................................................................. 9
Module Pacer ............................................................................................................................. 12

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IIE Learn Module Outline INED7212

Introduction
In INED7211, you learned about theory of Inclusive Education, and explored the history, values
and ethos that underpins the concept of inclusion. INED7212, builds on the inclusive elements
of INED7211 where we explore the practical implications of Inclusive Education to empower you
to investigate and create unique support measures for impairments to assist learning for the
affected learners. While we can never cover every barrier that learners may experience, this
module aims to equip you with the tools to analyse barriers, source support strategies and
stakeholders, and design support plans.

Learning Unit 1 focuses on the framework used to support children experiencing barriers to
learning and how to differentiate lessons in the classroom. As it is one of the most common
barriers to learning, we will take a brief look at Attention Deficit Hyperactivity Disorder (ADHD)
to demonstrate how to apply inclusive strategies in a practical way.

Learning Units 2 to 5 focus on how to support learners with neurological, physical, intellectual,
visual and hearing barriers to learning in the classroom.

In our final Learning Unit 6, we focus on addressing learning disorders within the classroom
including Dyslexia, Dysgraphia, and Dyscalculia.

The importance of this module is to understand the limitations and how they can be supported.
That should be your focus in each of the various barriers that learners can experience.

Throughout this module, you will engage with an analysis of a variety of impairments and, using
your understanding of children’s learning supports needs, design support plans that can be
implemented in a practical manner in the classroom.

We hope you will enjoy the module and take the opportunity to use the knowledge and
experience gained in the Inclusive education to ultimately benefit you and your children in
teaching practice.

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IIE Learn Module Outline INED7212

Using this Module Outline

This module outline has been developed to support your learning. Please note that the content
of this module is on Learn as well as in the prescribed material. You will not succeed in this
module if you focus on this document alone.

● This document does not reflect all the content on Learn, the links to different resources,
nor the specific instructions for the group and individual activities.
● Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted within Learn in this regard.

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IIE Learn Module Outline INED7212

This Module on Learn

Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:

● A list of prescribed material;

● A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
● Critical questions to guide you through the module’s objectives;
● Collaborative and individual activities (all of which are gradable) with time-on-task
estimates to assist you in managing your time around these;
● Revision questions, or references to revision questions, after each learning unit.

Kindly note:

● Unless you are completing this as a distance module, Learn does not replace your
contact time with your lecturers and/or tutors.
● INED7212 is a Learn module, and as such, you are required to engage extensively
with the content on the Learn platform. Effective use of this tool will provide you
with opportunities to discuss, debate, and consolidate your understanding of the
content presented in this module.
● You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and
address any questions or interesting points with your lecturer, and not to cover every
aspect of this module.
● Your lecturer will communicate submission dates for specific activities in class and/or
on Learn.

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IIE Learn Module Outline INED7212

Icons Used in this Document and on Learn

The following icons are used in all your modules on Learn:

Icon Description

A list of what you should be able to do after working through the learning
unit.

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to be

covered.

Sections where you get to grapple with the content/ theory. This is mainly
presented in the form of questions which focus your attention and are aimed
at helping you to understand the content better. You will be presented with
online resources to work through (in addition to the textbook or manual
references) and find some of the answers to the questions posed.

Opportunities to make connections between different chunks of theory in

the module or to real life.

Real life or world of work information or examples of application of theory,

using online resources for self-exploration.

REMEMBER:

You need to log onto Learn to:

• Access online resources such as articles, interactive graphics, explanations, video clips,
etc. which will assist you in mastering the content; and
• View instructions and submit or post your contributions to individual or group activities
which are managed and tracked on Learn.

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IIE Learn Module Outline INED7212

Module Resources
Prescribed Material (PM) for PM1: INED7212 Module Reader – the Module Reader can
this Module be accessed on your Portal.

PM2: Department of Basic Education. South Africa. 2011.

Guidelines for Responding to Learner Diversity in the
Classroom through Curriculum and Assessment Policy
Statements. Pretoria: Government Printer. Available online:
[Link]
ations/GUIDELINES%20FOR%20RESPONDING%20TO%20LEA
RNER%20DIVERSITY%20%20THROUGH%20CAPS%20(FINAL).
pdf?ver=2016-02-24-110910-340

PM3: UNESCO Bangkok. 2009. Teaching Children with

Disabilities in Inclusive Settings. Bangkok: UNESCO Asia and
Pacific Regional Bureau for Education Available online:
[Link]

PM4: Department of Basic Education. South Africa. 2014.

Approval of the Amendments to the Policy Document,
National Policy pertaining to the Conduct, Administration
and Management of Examinations and Assessment of the
National Senior Certificate. Pretoria: Government Printer.
Available online:
[Link]
s/[Link]?ver=2015-02-03-154737-
197

PM5: Department of Basic Education. South Africa. 2014.

Policy on Screening, Identification, Assessment and Support.
Pretoria: Government Printer. Available online:
[Link]
09/[Link]

Module Overview You will find an overview of this module on Learn under the
Module Information link in the Course Menu.

Assessments Find more information on this module’s assessments in this

document and on the Student Portal.

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IIE Learn Module Outline INED7212

Module Purpose
The purpose of this module is to provide opportunities for students to apply the conceptual
framework introduced in Inclusive Education A to classroom practice. They will also examine
the various constraints experienced by learners and teachers who form part of a
heterogeneous group.

Module Outcomes
MO1 Analyse current educational perspectives of learning support.

MO2 Evaluate the relevance of different learning theories to given disciplines.

MO3 Design appropriate forms of assessment to support inclusive education.

Discuss the challenges inherent in implementing successful inclusion pertaining

MO4
to a specific learning area.

MO5 Develop a strategy to promote a move towards inclusionary practices in schools.

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IIE Learn Module Outline INED7212

Assessments
Integrated Curriculum Engagement (ICE)

Minimum number of ICE activities to complete 4

Weighting towards the final module mark 10%

Formatives Take-home-Test Assignment

Weighting 25% 30%

Duration 1 hour Approximately 10 hours

Write/Submit after LU2 LU4

Learning Units covered LU1-3 LU2, 3 and 4

Resources required NA Additional research required

Summative Examination

Weighting 35%

Duration See the assessment

Total marks 120

Open/Closed book Open book

Resources required None

Learning Units covered All

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IIE Learn Module Outline INED7212

Assessment Preparation Guidelines

Format of the Assessment Preparation Hints

Test

The test for this module will ● Ensure that you work through all the relevant activities,
assess your understanding exercises and revision questions on Learn and in your
of Learning Unit 1, 2 and 3 textbook.
of this module, and will
● Brainstorm possible questions based on the learning
include a series of short and
outcomes and objectives provided. Then complete
medium-length questions,
these as practise-tests.
as well as one longer
question. You will be ● During both your preparation for the test and during
expected to apply, as well as the test itself, pay attention to the instruction words
recall information as per (like list, apply, describe etc.) and to the mark
your objectives for these allocations of each question to ensure that you are able
learning units. to provide the correct depth and detail in your answers.

● Make sure that you have mastered the objectives in

Learning Units 1, 2 and 3.

Assignment

The assignment will assess ● Read through the prescribed chapters and content for
your ability to integrate and Learning Units 2, 3 and 4, and ensure that you have
apply the content in engaged in close reading of the indicated poem before
Learning Units 2, 3 and 4 of you proceed with your written analysis.
this module to a given
● Remember to analyse all elements required, and
poem.
ensure that your assignment is proofread and polished
for style, language and syntax.

● Improve the quality of your assignment by using the

provided rubric and addressing any areas of concern
prior to submitting it for marking.

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IIE Learn Module Outline INED7212

Examination

The examination will assess ● Consult your examination brief for this module, which
all learning units in this will be made available prior to your examination. Make
module, and will include sure that you practise answering the sample questions
both theory and in the brief so that you become familiar with the kinds
application-type questions. of questions likely to appear in the examination itself.

● Ensure that you work through all the activities,

You will be expected to exercises and revision questions on Learn and in your
respond to short, theory- textbook. You must have completed close readings of
based questions, as well as your prescribed material to ensure that you have
to three literary analysis prepared adequately for your examination for this
essay-type questions). module.

● Pay close attention to the instruction words (like list,

apply, describe, analyse etc.) and to the mark
allocations of each question to ensure that you provide
the correct depth and detail in your answers.

● Make sure that you are comfortable in responding to all

the objectives for all learning units.

● Brainstorm possible questions based on the learning

outcomes and objectives provided.

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IIE Learn Module Outline INED7212

Module Pacer
Code Programme Contact Sessions Credits
INED7212 BEI2 and BEF2 36 Lecture Hours 12
Learning Unit 1 Assessing Barriers to Learning and Creating a Support Plan

Overview:

This learning unit focuses on the identification of barriers to learning, possible support
strategies that may be used to minimise these barriers and how to develop a support plan that
may be implemented in the classroom.

We begin by taking a deeper look at the barriers which may affect our learner’s learning and
development. We then move on to exploring the strategies recommended by the Department
of Education and UNESCO. Finally, we work through the process of developing a support plan.
To facilitate a better understanding of this process, we focus on the barrier of Attention Deficit
Hyperactivity Disorder (ADHD) as it is one of the most identified barriers to learning found in
classrooms around the world.

Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed sources.

The challenge you may experience in this learning unit relates to the concepts designing up
and down, so ensure that you are familiar with these concepts as you will be using it
throughout this module.

Identifying the barriers and choosing the best support strategies that can be implemented.
You need to be familiar with the SIAS Toolkit as we will use this in all the units which follow.

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IIE Learn Module Outline INED7212

Learning Unit 1: Theme Breakdown

Sessions: 1-6 Theme 1: Barriers to Learning and Prescribed Material (PM)
Development
LO1: Examine the barriers that may PM1: Chapter 1
Related influence academic progress. PM3: pp. 73 - 76, 83 - 87
Outcomes: LO2: Discuss the importance of identifying
MO001 barriers.
MO005 Theme 2: Support Strategies PM1: Chapter 2
LO3: Explain the different forms of PM2: Chapter 4 - 7
curriculum differentiation and PM4: Sections 2 - 4
concessions as support strategies
that can be utilised in the classroom.
LO4: Analyse the challenges and
implementation of support
strategies in the classroom
Theme 3: How to create a support plan. PM1: Chapter 3
(Role of SIAS in classroom) PM5: Pupil profile and SNA
LO5: Identify the key aspects required Forms: pages 39 - 54
of a support plan (Assessment and
identifying support strategies)
LO6: Design a support plan using the SIAS
Toolkit

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Learning Unit 2 Supporting Learners with Physical Barriers to Learning

Overview:

Physical Disabilities are often the most visible and easily noticeable disabilities that you will
encounter and are often what comes to mind first when we think of disability. Physical
disabilities come in so many types and within those types so many forms and degrees of
impairment, that it would be impossible to consider every type and form.

In this learning unit, you will focus on three of the more common physical disabilities that you
are more likely to come across: Cerebral Palsy, Spina Bifida and Burns. The focus here is to
understand the ways in which these disabilities may affect being able to function within the
classroom and identifying types of support that may be provided to facilitate effective
learning.

Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed sources.

The challenge you may experience in this learning unit relates to the use of medical terms to
describe the specific impairment. While the medical terms used in this unit may initially be
confusing, you do not need to go into great depth with regards to the medical understanding.
You need to focus on the educational and functional implications for the classroom.

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Learning Unit 2: Theme Breakdown

Sessions: 7-12 Theme 1: What are physical barriers? Prescribed Material (PM)
LO 1: Discuss the concept of physical PM1: Chapter 4
impairments. PM3: Pages 53-57
LO 2: Identify the challenges experienced
by children with physical barriers
Related Theme 2: Examples and Support PM1: Chapter 4
Outcomes: LO 3: Create a support plan for learners PM3: Pp. 53- 57 and 83 – 86
MO001 with various types of physical PM4: Section 2 - 4
MO002 impairments.
MO003 Theme 3: Assistive Devices including AAC PM1: Chapter 4
MO004
as a form of support
MO005
LO 4: Evaluate the use of high and low
technological assistive devices in
response to children’s support
needs to support learning.
LO 5: Explain the use of alternative and
augmentative communication
strategies to facilitate learning.

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Learning Unit 3 Supporting Learners with Neurological Barriers to Learning

Overview:

Barriers to learning can prevent learners from attending class or it can make it difficult for
them to focus and learn. Most neurological barriers to learning are caused by a change in
neurological function within the brain, spinal cord and nerves throughout the whole body.
ADHD, which is a neurological barrier, was used as an example in Learning Unit 1. Now we will
explore other neurological impairments including Tourette Syndrome, Autism and Epilepsy as
these are the ones you will experience the most within the classroom context. We will be
exploring the characteristics of these barriers as well as how to create a support plan for them.
Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed sources.

You are most likely to find the terminology used to describe the barriers as new and therefore
difficult. Once you are familiar with these, you will be able to discuss these relevant barriers
within the educational field. You may need to face your own misconceptions with regards to
neurological barriers to learning.

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Learning Unit 3: Theme Breakdown

Sessions: 13- Theme 1: What are Neurological barriers? Prescribed
20 Material (PM)
LO1: Investigate the nature of neurological barriers; PM1: Chapter 5
LO2: Indicate how differences within the brain may
influence learning;
Related Theme 2: Identification and support: Tourette Syndrome PM1: Chapter 5;
Outcomes: and ADHD PM3: pp. 81 - 82
MO001 LO3: Create a support plan for a child with Tourette
MO002 Syndrome after a need’s assessment;
MO003 LO4: Create a support plan for a child with ADHD after
MO004 a need’s assessment;
MO005 Theme 3: Identification and support: Autism Spectrum PM1: Chapter 5;
Disorder PM3: pp. 76-79
LO5: Discuss the characteristics of children with
Autism Spectrum Disorder;
LO6: Create a support plan for children with Autism
Spectrum Disorder after a need’s assessment;
Theme 4: Identification and support: Epilepsy PM1: Chapter 5
LO7: Discuss the characteristics of different types of
Epilepsy;
LO8: Create a support plan for children with Epilepsy
after a need’s assessment.

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Learning Unit 4 Supporting learners with Intellectual Barriers to Learning

Overview:

So far, we have covered physical and neurological barriers to learning. In this unit we will focus
on the difference between learning and intellectual impairments. We will explore the most
prevalent intellectual barriers in South Africa, namely Down Syndrome and Foetal Alcohol
Syndrome. You will also explore Giftedness (high) and intellectual impairment (low) as the
opposites on a continuum of intelligence. Teachers need to know how to cater for the children
on both sides of this continuum by creating support plans after a need’s assessments.
Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed sources.

The challenge you may experience in the learning unit relates to the concept that intellectual
barriers are more common than most teachers would assume and, as such, you need to have
a firm grasp on how to identify barriers and ways to support each learner in his or her unique
way. It is important to be aware of how your expectations of a child may be related to the
stigma which intellectual impairments may carry.

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Learning Unit 4: Theme Breakdown

Sessions: 21-27 Theme 1: What are Intellectual Prescribed Material (PM)
Impairments?
LO 1: Differentiate between Learning PM1: Chapter 6
impairments and Intellectual
impairments.
Related Theme 2: Identification and Support: PM1: Chapter 6
Outcomes: Intellectual Barriers
MO001 LO 2: Investigate the characteristics and
MO002 difficulties experienced by children
MO003 with Down Syndrome.
MO004 LO 3: Investigate the characteristics and
MO005 difficulties experienced by children
with Foetal Alcohol Syndrome
LO 4: Create a support plan for children
with intellectual impairments after a
need’s assessment.
Theme 3: Identification and Support: PM1: Chapter 6
Giftedness
LO 5: Explain why Giftedness forms part of
an intellectual barrier.
LO 6: Discuss the different characteristics
of giftedness.
LO 7: Create a support plan for children
with giftedness after a need’s
assessment.

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Learning Unit 5 Supporting Learners with Visual and Hearing Barriers to

Learning

Overview:

Many learners are unaware of the fact that they might have a visual or hearing impairment
and it is often the teacher that notices this. In this learning unit we will discuss challenges that
children with visual and hearing impairments may experience in the classroom. We will also
look at key aspects that will alert you as the teacher that a learner might have a visual or
hearing impairment. Having identified visual or hearing impairments, we will focus on how to
assess children’s support needs, identifying support strategies and developing practical
support plans to assist children in achieving their potential.

Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed sources.

The challenge that you might experience in this learning unit is the fact that, if you have no
problems with your visual or hearing senses, you may not be familiar with potential
problems learners that do experience these challenges face. You need to put yourself in
their shoes to get an understanding of how they might perceive the world through their
senses.

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Learning Unit 5: Theme Breakdown

Sessions: 28-33 Theme 1: Visual Impairments Prescribed Material (PM)
LO 1: Explain what constitutes a visual PM1: Chapter 7
impairment. PM2;
LO 2: Discuss the key aspect that may alert PM3 pp. 42 – 51
a teacher that a learner might have PM4.
a visual impairment and the types of
visual impairment this may indicate.
LO 3: Create a support plan for children
with visual impairments after a
need’s assessment.
Related Theme 2: Hearing Impairments PM1 chapter 8:
Outcomes: LO 4: Explain what constitutes a hearing PM2;
MO001 impairment. PM3: pp.27 – 41
MO002 LO 5: Discuss the key aspects that may PM4.
MO003 alert a teacher that a learner might
MO004 have a hearing impairment and the
MO005 type of hearing impairment this may
indicate.
LO 6: Create a support plan for children
with hearing impairments after a
need’s assessment.

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Learning Unit 6 Supporting Learners with Learning Disorders

Overview:

Literacy and Mathematics play an important role in the ability for one to succeed in learning,
as well as function in society in general. In this unit we will explore the characteristics
presented by children who are experiencing difficulties in developing Literacy and
Mathematical skills. This will include both learning disorders such as Dyslexia, Dysgraphia,
Dyspraxia and Dyscalculia in addition to Mathematics Anxiety which may cause barriers to
learning. Finally, we will consider strategies that may be put in place to minimise these barriers
and develop support plans to assist children in developing these critical skills.

Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for
this learning unit, please complete the following activities on Learn:

The challenge you may experience in the learning unit relates to your experience of learning
Literacy and Mathematics, as well as your understanding of how children learn these skills. It
is necessary to realise that a true learning disorder only exists in spite of a child experiencing
good teaching, and that children who have learning disorders have average to above average
intelligence.

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Learning Unit 6: Theme Breakdown

Sessions: 34-36 Theme 1: Literacy barriers Prescribed Material (PM)
LO 1: Identify characteristics that would PM1: Chapter 9
display literacy barriers to learning. PM3.
LO 2: Create a support plan for children
with a literacy barrier such as
dyslexia, dysgraphia and dyspraxia
after a need’s assessment.
Related Theme 2: Mathematical literacy barriers PM1: Chapter 10
Outcomes: LO 3: Analyse the causes of mathematics PM3.
MO001 anxiety.
MO002 LO 4: Identify underlying challenges
MO003 leading to mathematical difficulties.
MO004 LO 5: Create a support plan for children
MO005 with mathematical barriers such as
Dyscalculia after a need’s
assessment.

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