UNISA Inclusive Education Course Module 2025-2026
| Inclusive Education B (Educational Themes 306) – ETH306W | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To gain insight into learner support to learners who experience barriers to learning. Students should be able to assess and support learners who experience various impairments, learning difficulties, emotional and behavioural problems in inclusive education settings. | |||
| Learner Support for Learners Experiencing Learning Difficulties – FDELD4G | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: The world in which a learner lives and learns as the cause of learning problems; the world in which the learner lives and learns; the quality of the school environment and the teaching as the cause of learning problems; problems relating to the teacher; problems relating to the teacher’s participation in the teaching event; learner-related problems; language problems; reading problems; written language; English as a second language and medium of instruction; problems with mathematics in primary school; study problems; problems related to a learner’s parents and home upbringing; problems with parent articipation. Completion of a workbook; assess a learner who experiences language difficulties (listening, speaking, reading and writing) as well as mathematical difficulties. The mark for this workbook will contribute towards the final mark. | |||
| Teaching Practice – Learners Experiencing Difficulties – FDELD5H | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: The role of the school in relation to learners with learning difficulties; principles for assisting learners with learning difficulties; general principles for assisting learners with learning difficulties and lesson planning; teaching strategies, methods and aids; group assistance; assistance with learning difficulties in the learning areas; assisting learners with language problems, reading problems, written language problems, English as a second language problems, mathematical problems, study problems; parent guidance with respect to children with learning difficulties. Completion of a workbook which include a portfolio, learning programmes and reports of learner support to at least three individual learners who experience learning difficulties (language, mathematics and study skills), and a group of learners who experience ESL difficulties. The mark for this workbook will contribute towards the final mark. | |||
| Assessment and Learner Support – FDESE28 | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Assessment: Theory, assessment strategies, report writing; Learner support: Designing a learner support programme, support strategies, classroom management, collaboration with parents, education support services, and community services. | |||
| Introduction to Inclusive Education – FDESN1R | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Learners who experience barriers to learning and development: causes of barriers, history, policy documents; Parents and families of learners who experience barriers to learning and development; Education support services and national associations (NGOs). | |||
| Barriers to Learning: Impairments – FDESN3T | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Assessment: Theory, assessment strategies, report writing; Learner support: Designing a learner support programme, support strategies, classroom management, collaboration with parents, education support services, and community services. | |||
| Addressing Barriers to Learning – HBEDABH | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 24 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: To ensure that educators are able to function effectively in inclusive settings. Students are expected to manage learning sites in inclusive settings, facilitate curriculum access, and work in multi-disciplinary teams to support other professionals, individuals or groups learning and working in inclusive settings. | |||
| Introduction to Inclusive Education – HBEDIE6 | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 36 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: Transformational paradigm shift from the medical deficit model to the social systems models in inclusive education with special emphasis on rendering learning support in language, reading, writing and/or mathematics as well as study barriers across the spectrum of learning potential including the academically gifted learner. The design and implementation of a learning support programme is contained in a research project consisting of a literature study and empirical research. | |||
| Inclusive Education A – ETH302S | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To gain insight into the Inclusive education policy on learners who experience barriers to learning and development; the nature of the barriers to learning and development; early identification and continuous assessment; centre-of-learning-based learning support and the education network of support on the different levels. | |||
