Ná die voltooiing van hierdie module sal studente

• inligting verwerk en bestuur waaruit hulle toepaslike prosesse sal ontwikkel wat hulle in staat stel om ʼn verskeidenheid onderrigteorieë en filosofiese grondslae toe te pas ter ondersteuning van begaafde leerders; ondersteuning kan bied aan leerders met moeilike gedrag en leerders wat uitdagings in terme van lewensvaardighede ervaar in die konteks van ʼn Senior Fase- of 'n Verdere Onderwys en Opleidingsklaskamer;
• oor die vermoë beskik om tersaaklike strategieë te selekteer en te implementeer om veelvlakkige onderrig en assessering moontlik te maak;
• leerders identifiseer wat leeruitdagings ervaar en inligting versamel oor die lewenswêreld van die leerder deur waarneming en onderhoude;
• oor die vermoë beskik om verskillende maar tersaaklike diagnostiese assesseringsmetodes te selekteer en te implementeer om ʼn leerder met leeruitdagings te assesseer om sodoende die oorsaak en aard van die leeruitdagings te identifiseer;
• geïntegreerde implementering van die beginsels van inklusiewe onderwys toon; kundigheid bevat oor tersaaklike teorieë op die gebied van leerondersteuning en leeruitdagings om leeruitdagings in die klaskamer te kan aanspreek;
• die uitkomste van ingryping hierbo kan ontleed en evalueer om die uitwerking daarvan op die vordering van leerders te bepaal; en
• kritiese selfbesinning kan toepas oor eie waardes, professionele, etiese aksies en regverdigbare rapportering oor diagnostiese assesserings en ingrypingsprosesse.

After completing this module, students should be able to

• process and manage information from which they should develop applicable processes which will enable them to apply various teaching theories and philosophical foundations for the support of gifted learners; support learners with behavioural problems and learners experiencing challenges in terms of life skills in the context of a Senior Phase or Further Education and Training classroom;
• have the ability to select and implement applicable strategies to make multi-level teaching and assessment possible;
• identify learners who experience learning challenges and collect information regarding the world in which the learner lives through observation and interviews;
• have the ability to select different sorts but applicable diagnostic assessment methods to assess the learner with learning challenges so that the cause and nature of the learning challenges can be identified;
• demonstrate an integrated implementation of the principles of inclusive education; possess knowledgeability regarding applicable theories in the field of learner support and learning challenges to address learning challenges in the classroom;
• analyse and evaluate the outcomes of intervention as indicated above to establish the results regarding the learners’ progress; and
• apply critical introspection regarding own values, professional, ethical actions, and justifiable reporting regarding diagnostic assessments and intervention processes.