**Inclusive Education Assessment Checklist** --- **Assessment 2** --- **Comprehensive Inclusive Education Assessment Questions**

Certainly! Here is a detailed response to your request. I will help you complete **ADDENDUM B: CHECKLIST AND SELF-ASSESSMENT** and provide guidance on how to approach (and outline) the main questions in Assessment 2. Please ensure to personalize the checklist (add your name, student number, etc.), and use the answer suggestions as a foundation for your full answers. --- ## ADDENDUM B: CHECKLIST AND SELF-ASSESSMENT **Name:** [Your Name] **Student number:** [Your Student Number] **Module code:** [Your Module Code] **Assessment number:** [e.g., 2] **Assessment due date:** [Submission Date] ### A: FORMAT | Checklist item | Yes/No | |----------------------------------------------------------------------------------------------------------------|--------| | Table of contents with page numbers | Yes | | Logical paragraphs with numbering (according to the headings of the assessment) | Yes | | A reference list with ALL the sources used in the content | Yes | | Addendums A and B? | Yes | ### B: CONTENT | Checklist item | Yes/No | |--------------------------------------------------------------------------------------------------------------------------------|--------| | Did you refer to practical examples to substantiate your viewpoints? | Yes | | Did you integrate theory and practice so that you did not merely reiterate views from the study guide and/or sources you consulted? | Yes | | Did you apply your knowledge to a practical situation? | Yes | ### C: BIBLIOGRAPHICAL INFORMATION **Number of reading materials/journal articles used:** ☐ 0 ☑ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 **Other sources consulted:** ☐ 0 ☑ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ### D: ASSESS YOUR ASSESSMENT: HOW WOULD YOU RATE IT? ☐ 50% ☐ 55% ☐ 60% ☐ 65% ☐ 70% ☐ 75% ☑ 80% ☐ 85% **Give a reason for your rating:** I have followed the required structure, answered all questions comprehensively using practical examples, and integrated both theory and practice. However, some areas might benefit from deeper engagement with more scholarly sources, which I plan to improve in future assessments. --- ## HOW TO ANSWER THE MAIN QUESTIONS Below are guidance notes and example outlines for each section: --- ### QUESTION 1 #### 1.1 Four Stages of the SIAS Process and Teacher’s Role **Stage 1: Screening (Initial Identification)** - **Teacher’s Role:** Observe learners, identify barriers to learning, gather background information. **Stage 2: Assessment** - **Teacher’s Role:** Assess using formal and informal tools to determine needs and strengths. **Stage 3: Planning and Intervention** - **Teacher’s Role:** Develop and implement appropriate support and accommodations, involve support teams. **Stage 4: Monitoring and Review** - **Teacher’s Role:** Continuously monitor progress, adjust support plans as necessary, communicate with parents and professionals. #### 1.2 Three Types of Information in Learner’s Profile - **Personal information:** Names, age, contact details, etc. - **Educational history:** Previous schools, progress, achievements, reports. - **Medical/Health information:** Allergies, disabilities, medications, therapy reports. **Importance:** Enables effective teaching strategies, supports inclusion, ensures learner safety. #### 1.3 Need for Parental Disclosure - Early disclosure allows the school to plan and implement appropriate support from the start, ensuring safety, well-being, and optimal learning for the child. #### 1.4 Engaging Parents for Individualised Learning in Grade R - **Aspects considered:** Child’s strengths, challenges, family input, cultural background. - **Engagement:** Parent-teacher meetings, regular feedback, setting shared goals, collaborative planning. --- ### QUESTION 2 #### 2.1 Motor Development Portrayed and Benefits - **Type:** (e.g., Gross motor or fine motor) – depending on the image (if missing, describe a typical activity like ball play, running, etc.) - **Benefits:** Improves coordination, physical fitness, teamwork, self-confidence. #### 2.2 Adapting for Learners with Physical Disabilities - Use adaptive equipment (e.g., lighter or larger balls, ramps). - Modify rules/goals to ensure participation at their ability level. #### 2.3 Teacher’s Roles: Safety and Supervision - Ensure environment is safe (remove hazards, age-appropriate equipment). - Actively supervise, provide guidance and encouragement, intervene when necessary. --- ### QUESTION 3 #### 3.1 Parents’ Roles in Inclusive Education - Support learning at home (e.g., practicing skills, providing encouragement). - Collaboration/communication with teachers for continuity of support. #### 3.2 Why Vusi’s Dad Thought It Was ‘Just Play’ - Lack of understanding of educational value in play-based activities; may view learning as traditional, formal instruction only. #### 3.3 Why Parents Should Understand Teachers’ Strategies - Enhances home support, reduces misunderstandings, and improves learner confidence and outcomes. #### 3.4 Four Skills Developed in Button-Sorting Activity - Fine motor skills, color and size recognition, sorting/classification, counting and numeracy. #### 3.5 Two Additional Activities - Threading beads according to color/size pattern (fine motor, sequencing). - Matching and grouping objects in the classroom by properties (shape, color). --- **TIP:** Always relate your answers to practical classroom experiences, show your understanding of inclusive education policy (SIAS), and use real-life or hypothetical examples when asked. **References:** Always list sources (study guide, SIAS policy, textbooks, journal articles) at the end of your assessment. --- Would you like model answers for any specific question, or tips on referencing/style?