Effective strategies for inclusion - EDS4803 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: Access to basic education lies not only at the heart of the Department of Education but as well as in the ways education is delivered to its recipients (learners). Lack of educational access has a detrimental effect on knowledge and skills. On the other hand, sustained meaningful learning has that value and is of cardinal importance to long term improvements in life in general. This module strives to ensure that the teacher becomes aware of all learner variables, environmental variables and the wide mix of their interaction. The teacher should therefore be aware of the effective strategies for inclusion as well as resources available for the teaching and learning encounter, learner variables, treatment of curriculum content, use of space, handling of time, grouping of students, balance of activities and assessment matters and the provision of materials in accessible formats and the structure, content and quality of interactions and interventions between the teacher and the learner. Thus, the purpose of the whole effort is to contextualize learning for all in light of an inclusive scenario which does not disadvantage any learner, on grounds of his or her disability. | |||
Putting advocacy into action - EDS4804 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: This module is designed for teachers and other professionals so that they are equipped with skills and competences to speak and act on behalf of persons with disabilities. Further, they will promote, protect and defend the welfare and justice for persons with disabilities. Empowered teachers and other professionals will be in a position to put advocacy issues on the agenda for change | |||
Research in disability studies - EDS4805 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in | Module presented online | ||
| Purpose: Research is an important aspect of post graduate education. The purpose of this module is to equip students with a sound understanding of the key issues regarding the conduct of research and professional presentation of research findings in a variety of contexts. It also aims to provide students with the necessary knowledge and skills to interpret, evaluate, judge and apply the concepts, principles and techniques of appropriate scientific methods of inquiry. Students credited with this module are able to think critically and holistically when dealing with real-life challenges when conducting research, identify a research problem, do a literature review, decide on research methodology, plan a research project and create a research proposal. This module will be relevant to people researching in disability issues including teachers, education specialists, and other professionals. | |||
Putting Inclusive Education into context - HED4810 |
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| Honours | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to develop students' knowledge and understanding of Inclusive Education (IE) in the South African context. Students will be equipped to actively participate in current debates on IE, and to exhibit skills and knowledge to conceptualise IE and apply it in different epistemologies and paradigms. Students will be able to define IE in an Afrocentric perspective. Furthermore, the module will provide students with knowledge, skills and understanding on applying the universal design for learning and other inclusive education practices in an African context. The module will also prepare students with research competencies in Inclusive Education. | |||
Perspective in Inclusive Education - INC4801 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to equip students with the knowledge and skills to critically engage with theories, legislation, and policies that shape Inclusive Education (IE), both nationally and internationally. It explores inclusivity and diversity within educational contexts, drawing on principles of African philosophies such as Ubuntu to deepen understanding of inclusion. Students examine and evaluate the implementation of IE policies across countries, gaining insight into global and local perspectives. The module fosters values of social justice, respect, and equity, enabling students to reflect critically on educational practices. Qualifying students can analyse and critique inclusive education frameworks and philosophies, evaluate policy implementation in diverse contexts, and contribute to inclusive, socially responsive educational environments. | |||
Teaching Strategies for Inclusivity - INC4802 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to enhance the competence and confidence of teachers working in inclusive situations. The module aims to equip students with relevant theoretical knowledge, teaching skills and assessment strategies that will empower them to respond to individual needs of learners. Students credited with this module will be able to adapt the curriculum according to the individual needs of learners including and those who experience barriers to learning. They will also be able to design and implement relevant classroom management techniques. This module will be especially useful to those involved in inclusive education settings, such as teachers, education specialists and other professionals involved with learners with diverse needs. | |||
Communicating in Inclusive Settings - INC4803 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: This module equips educators, student teachers, and support practitioners with the knowledge, skills attitudes and values to apply effective communication strategies within diverse inclusive environments. It focuses on addressing the communication needs of all learners, including those with visual, hearing, and intellectual impairments. Students will engage with relevant theory and practice to develop competence in selecting and implementing inclusive communication methods that support learner participation and access to the curriculum. On completion, students will be able to facilitate inclusive learning through appropriate communication strategies and advocate for inclusive practices in diverse educational settings. | |||
Strategies to Support Leaners with Diverse Needs - INC4804 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to develop students' ability to identify and respond to barriers to learning through inclusive support strategies. Qualifying students will analyse contributing factors, assess the educational implications, and apply appropriate methods to support diverse learning needs, including specific impairments. The module promotes engagement with current inclusive teaching, learning, and assessment practices, and encourages the use of relevant research methods to evaluate interventions. The module promotes critical reflection, ethical judgement, and the integration of theory and practice in diverse educational contexts. | |||
Research in Inclusive Education - INC4805 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to develop students' ability to conceptualise, plan, and present a rigorous research proposal relevant to inclusive education. Qualifying students will engage critically with a range of research paradigms, approaches, and methods appropriate to investigating inclusive practices. They will demonstrate competence in constructing a coherent proposal that includes a clear research problem, literature review, theoretical framework, ethical considerations, and methodological choices. The module also equips students with the technical and academic skills needed to present their proposals professionally, while fostering constructive engagement in the supervisor-student research relationship. The module promotes independent inquiry, scholarly communication, and ethical, context-responsive research design in complex educational settings. | |||
Diversity, Pedagogy and Practice - DPP1501 |
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| Higher Certificate | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to develop students to demonstrate the understanding of the complexity and challenges of diverse learner population and the barriers to learning the learners face. Students should become acquainted with policy and legislature and understand the systemic implication. | |||
Inclusive Education Approach - IEA1501 |
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| Diploma | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of the module is to prepare early childhood teachers to understand and accommodate the diverse needs, interests and abilities of their learners. Individuals will apply their knowledge of the developmental milestones in a flexible manner. Moreover, they will be able to conduct early screening, identification, assessment, support (SIAS) and recognise developmental delays. This module prepares teachers to teach diverse learners in inclusive educational settings. It also prepares teachers to provide early intervention and learning support to address barriers to learning. These discussions will be taken further in the modules: Curriculum Studies and Assessment, Educational studies in Context and Psychology of Education. | |||
Inclusive education in Foundation Phase - IFP3701 |
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| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: This module complements the modules Child Development, Sociology of Education and Inclusive Education. The purpose of this module is to equip qualifying graduates with the knowledge and understanding on how to identify and address barriers to learning and development from a holistic perspective in a foundation Phase. The qualifying graduates will also have clear understanding on how to provide necessary support and use different intervention strategies in order to address barriers to learning and development from a diverse and multicultural context .The module will further address the importance of adapting and differentiating curriculum in order to accommodate learners experiencing barriers to learning and development in a Foundation Phase context. | |||
Inclusive Education - INC3701 |
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| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of the module is to build the capacity of teachers in inclusive educational settings. Individuals will be able to provide educational support, understand and address barriers to learning in inclusive educational settings and to deal with issues of curriculum adaptations. This module prepares teachers to work in mix-ability/inclusive educational settings. It also provides access to learning for teachers to specialise in Inclusive education. These discussions will be taken further in the modules: Curriculum Studies and Assessment in Education, Educational studies in Context and Psychology of Education. | |||
Facts and insight into disabilities - EDS4801 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The module is very important for students wishing to pursue inclusive or special education as specialist teachers in disability matters. It equips the student with theory-informed and hands-on experiences which aid the practicing teacher and other professionals. This module is designed in response to the need for specialist teachers and other professionals, who should drive both special and inclusive education as envisaged in the Education White Paper 6 of 2001. The module is geared towards empowering teachers to work competently, confidently and effectively in a variety of educational settings with learners with disabilities, their families, School Governing Bodies, institutional and district-based support teams, and, with all professionals who support them in one way or the other. | |||
Promoting accessibility - EDS4802 |
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| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: Many learners with disabilities are excluded from active participation in school activities because of doorways that are too narrow for wheelchairs; steps that cannot be mounted leading to buildings and light switches that cannot be reached; and, sanitary facilities that cannot be used. Similarly they can be excluded by other types of barriers, for example oral communication which ignores the needs of the hearing impaired and written information which ignores the needs of the visually impaired. Such barriers are the result of ignorance and lack of concern; they exist despite the fact that most of them could be avoided at no great cost by careful planning. This module will provide teachers and other professionals with theoretical and practical ways of reasonably accommodating learners with disabilities so that they fully participate in the teaching and learning activities without hindrances. To the extent that reasonable accommodation efforts are successful in bringing about better access and equal opportunities, the prospects of marginalising and discriminating against learners with disabilities, greatly improve. | |||