DRAFT GUIDELINES FOR INCLUSIVE

LEARNING PROGRAMMES

2005

EDUCATION WHITE PAPER 6

SPECIAL NEEDS EDUCATION
BUILDING AN INCLUSIVE EDUCATION AND TRAINING SYSTEM

YOUR CONSTRUCTIVE INPUTS WILL BE APPRECIATED

 GUIDELINES FOR INCLUSIVE LEARNING PROGRAMMES

2005

Directorate Inclusive Education

Sol Plaatje House
Schoeman Street, Pretoria
(012) 312 5349
Fax (012) 312 5029
www.education.pwv.gov.za

2 Guidelines for Inclusive Learning Programmes

 TABLE OF CONTENTS

INTRODUCTION

SECTION ONE ........................................................................................................................................... 9

1.1 The National Curriculum Statement (NCS) .................................................................................. 9

1.2 An introduction to barriers to learning and development............................................................ 11
1.2.1 Disability as a barrier .................................................................................................. 11
1.2.2 Language and communication ................................................................................... 12
1.2.3 Lack of parental recognition and involvement ............................................................ 13
1.2.4 Socio-economic barriers ............................................................................................. 15
1.2.5 Negative attitudes ....................................................................................................... 16
1.2.6 Inadequate Programme-to-Work Linkages................................................................. 18

SECTION 2 ............................................................................................................................................... 20

DIFFERENTIATION OF LEARNING PROGRAMMES, WORK SCHEDULES AND LESSON PLANS

TO ACCOMMODATE ALL LEARNERS IN AN INCLUSIVE EDUCATION SYSTEM ............... 20

2.1 Introduction ................................................................................................................................. 20

2.2 Learner Needs ............................................................................................................................ 21
2.2.1 The learner profile of a school .................................................................................... 21
2.2.2 Influence of the learner profile of a special school, special school as resource centre
or full service school ................................................................................................... 22
2.3 Implications for adapting learning programmes, work schedules and lesson plans at
special schools, special schools as resource centres and/or full service schools ..................... 23
2.4 Differentiation and design of Learning Programmes .................................................................. 24
2.4.1 The straddling of Grades and Phases ........................................................................ 24
2.4.2 The number of learning programmes ......................................................................... 25
2.4.3 The weighting of Learning Programmes..................................................................... 26
2.4.4 The duration of Learning Programmes ....................................................................... 26
2.4.5 The use of programmes-to-work linkages to facilitate access to the curriculum ........ 27
2.4.6 Measures for portability .............................................................................................. 27
2.4.7 Decision-making criteria around progression and certification. .................................. 28
2.4.8 Conclusion of learning programme Differentiation and design................................... 28
2.5 Differentiation and planning of Work Schedules ........................................................................ 29
2.6 Differentiation and planning of Lesson Plans ............................................................................. 32
2.7 Components of the curriculum differentiationprocess ................................................................ 33
2.8 Some ideas for applying any of the components above ............................................................ 34
Differentiating the content ........................................................................................................... 34
Adapting the materials or differentiating method of presentation ............................................... 34
2.9 The Curriculum Ladder as a strategy for differentiation or Differentiation ................................. 36
2.10 Specific tips for interaction with learners who experience language barriers: ........................... 38
2.11 Specific tips for interaction with the learner who experience memory and concentration
barriers ....................................................................................................................................... 39
2.12 Conclusion .................................................................................................................................. 41

Guidelines for Inclusive Learning Programmes 3

SECTION 3 ............................................................................................................................................... 49

DIFFERENTIATION OF THE LEARNING AREA STATEMENTS OF THE NCS TO ACCOMMODATE

ALL LEARNERS IN AN INCLUSIVE EDUCATION SYSTEM ................................................... 49

3.1 Introduction ................................................................................................................................. 49

3.2 How do I adapt the Learning Areas? .......................................................................................... 49
3.3 General recommendations on resources and terminology used in the Learning Area
Statements ................................................................................................................................. 50
3.4 Differentiation of Learning Areas ................................................................................................ 51
3.4.1 Learning Area: Languages ......................................................................................... 51
3.4.2 Learning Area: Mathematics ....................................................................................... 60
3.4.3 Learning Area: Social Sciences .................................................................................. 67
3.4.4 Learning Area: Economic and Management Sciences ............................................. 70
3.4.5 Learning Area: Natural Sciences ............................................................................... 72
3.4.6 Learning Area: Technology........................................................................................ 75
3.4.7 Learning Area: Arts and Culture ................................................................................ 78
3.4.8 Learning Area: Life Orientation .................................................................................. 83

SECTION 4 ............................................................................................................................................... 89

IMPLICATIONS OF INCLUSION FOR TEACHING METHODOLOGIES ............................................... 89

4.1 Introduction ................................................................................................................................. 89

4.2 Framework for Teaching Methodologies .................................................................................... 89
4.3 Teaching Methodologies ............................................................................................................ 90
4.4 Multi-Level Teaching .................................................................................................................. 91
4.4.1 What is multi-level teaching? ...................................................................................... 91
4.4.2 The three-step process in developing a lesson to accommodate diversity ................ 91
4.5 Co-operative Learning as a Teaching Strategy .......................................................................... 94
4.5.1 What is co-operative learning? ................................................................................... 94
4.5.2 Grouping ..................................................................................................................... 94
4.5.2 Characteristics of effective Co-operative Learning Activities ..................................... 96

SECTION 5 ............................................................................................................................................... 98

INCLUSIVE STRATEGIES FOR LEARNING, TEACHING AND ASSESSMENT .................................. 98

5.1 Introduction ................................................................................................................................. 98

5.2 What are Inclusive Strategies for Learning, Teaching and Assessment?.................................. 99
5.3 What are the Logistic Arrangements Necessary for Successful Implementation of
Inclusive Learning, Teaching and Assessment Strategies? .................................................... 100
5.4 How will learners be Assessed to Determine the Nature and Extent of their Needs in
terms of Inclusive Learning, Teaching and Assessment Strategies? ...................................... 101
5.5 What is the Role of the Teacher in the Inclusive Learning, Teaching and Assessment
Strategies? ............................................................................................................................... 101
5.6 Which Barriers Need to be Addressed by Inclusive Learning, Teaching and Assessment
Strategies? ............................................................................................................................... 102
5.7 Inclusive Learning, Teaching and Assessment Strategies and the Learning Outcomes ......... 102
5.8 How can the ‘Listening’ Outcome of the NCS be Attained Through Inclusive Learning,
Teaching and Assessment Strategies?.................................................................................... 103
5.9 How can the ‘Speaking’ Outcome of the NCS be Attained Through Inclusive Learning
Teaching and Assessment Strategies?.................................................................................... 103
5.10 How can the ‘Reading and Viewing’ Learning Outcome of the NCS be Attained Through
Inclusive Learning Teaching and Assessment Strategies? ..................................................... 104

4 Guidelines for Inclusive Learning Programmes

 5.11 How can the ‘Writing’ Learning Outcome of the NCS be Attained Through Inclusive
Learning Teaching and Assessment Strategies? .................................................................... 105
5.12 How can the ‘Critical Thinking and Reasoning’ Learning Outcomes of the NCS be
Attained Through Inclusive Learning, Teaching and Assessment Strategies?........................ 105
5.13 How can the ‘Language Structure and Use’ Learning Outcome of the NCS be Attained
Through Inclusive Learning Teaching and Assessment Strategies? ....................................... 106
5.14 How can the Mathematics Learning Outcomes of the NCS be Attained Through Inclusive
Learning Teaching and Assessment Strategies? .................................................................... 106
5.15 Formal Assessment Tasks: Venues and Specific Interventions .............................................. 106

SECTION 6 ............................................................................................................................................. 112

LEARNING STYLES AND MULTIPLE INTELLIGENCES .................................................................... 112

6.1 Introduction ............................................................................................................................... 112

6.2 How do we Recognise the Way in which Different Intelligences Process Information, and
How do we Link this to Different Learning Styles? ................................................................... 113

Guidelines for Inclusive Learning Programmes 5

Terminology
Barriers to learning The notion refers to difficulties that arise within the education system as a whole, the
learning site and/or within the learner him/herself which prevent both the system and the
learner needs from being met. When, based on objective evaluation made by an
educational authority, it is ascertained that teaching and learning are hampered where
such needs are not met, educationally sound measures must be applied.

District Based Groups of departmental employees whose job it is to promote inclusive education through
training, curriculum delivery, distribution of resources, identifying and addressing barriers
Support Teams to learning, leadership and general management.
(DBST)
Ordinary local In terms of the South African Schools Act (1996) a public school may be an ordinary
public school or a public school for learners with special education needs (Section 12(3)).
schools The local ordinary school would be the school closest to where the learner lives.

Full-Service Schools Ordinary schools which are specially equipped to address a full range of barriers to
learning in an inclusive education setting. In addition to their ordinary learner population
(FSS) they will become accessible to most learners in an area who experience barriers to
learning and provide the necessary support. In the initial implementation stages these full
service schools will be models of institutional change which reflect effective inclusive
cultures, policies and practices.

Special Schools Schools equipped to deliver education to learners requiring high-intensive educational
and other support either on a full-time or a part-time basis.
(SSs)
Special These would be special schools which are transformed to fulfil a wider function of
accommodating learners who have high intensity support needs, as well as providing a
Schools/Resource range of support services to ordinary schools, full-service schools as part of the District-
Centres (SpS/RCs) based Support System.

Support Support programmes refer to structured interventions delivered at schools and in

classrooms within specific time frames. The support programmes would mainly consist of
programmes curriculum support but could also be support for educators and managers. Support
programmes could provide for staff time and expertise (consultation, training, mentoring,
therapeutic intervention) as well as physical and material resources (transport, assistive
devices, teaching and learning materials, ramps and accessibility features)
Category of The main organiser for schools, funding and post provisioning in the current special
education system. The weighted categories are: Multiply disabled, deaf, hard of hearing,
disability blind, partially sighted, deaf/blind, cerebral palsy, specific learning disability, behavioural
disorder, mild or moderate intellectual disability, severe intellectual disability, physical
disability, autistic spectrum disorders, epilepsy, attention deficit disorder, with/without
hyperactivity.
Level of support A range of factors will be taken into account to determine the level of intensity of support
needed by individual learners. These factors could be intrinsic to the learner him/herself
needs or factors within the learning and living environment of the learner.
Institution Level Teams established by institutions in general, further and higher education, as institution-
level support mechanism whose primary function is to put in place co-ordinated learner
Support Teams and educator support services. The teams have different names in different provinces
(ILSTs) such as Site Based Support Teams, Teacher Support Teams, etc.
Individual Support This plan will be designed for learners who need additional support or expanded
opportunities. The plan to support a learner will be developed in collaboration with the
Plan parents, the teachers and the Institution-level Support Team. This should not be fixed but
should be reviewed on a regular basis in terms of its applicability and effectiveness. It
should be applied to enhance the learner’s participation in all classroom activities, taking
into account all factors that may hamper his/her progress at an academic, social or
emotional level. The plan should be captured in the Learner Profile and used to inform the
kind of ongoing support that is given to him/her by teachers in the classroom as well as by
other support providers. Such a plan should never become a stand-alone programme that
functions outside the scope of the curriculum planning which teachers do for all learners.

6 Guidelines for Inclusive Learning Programmes

INTRODUCTION

In 1996 the government of South Africa amalgamated 17 Departments of Education, which

had been designated along racial lines, to one Department of Education with one curriculum
(Interim Syllabus) for all South African learners. Prior to 1996, learners experiencing barriers
to learning and development were catered for in Special Schools, which were designated
along categories of disability. Where learners who experienced barriers to learning did
attend ordinary schools, it was largely by default, and very little was done by these schools
to adapt teaching methods, the learning environment and assessment procedures to
accommodate them. Learners were expected to adapt to the school. The majority of
learners experiencing barriers to learning and development were unable to access
education.

In July 2001 the Ministry of Education launched the Education White Paper 6 Special
Needs Education: Building an Inclusive Education and Training System. White Paper 6
reminds us that our constitution challenges us to ensure that all learners pursue their
learning potential to the fullest. (EWP6 p.11). It commits the state to the achievement of
equality and non-discrimination. The policy framework outlined in White Paper 6 outlines the
ministry’s commitment to “the provision of educational opportunities, in particular for those
learners who experience or have experienced barriers to learning and development or who
have dropped out of learning because of the inability of the education and training system to
accommodate the diversity of learning needs, and those learners who continue to be
excluded from it”. (EWP6 p 11)

Education White Paper 6 on Inclusive Education sets out to address the needs of all
learners in one undivided education system. It moves from the categorisation of learners
according to disability (medical model) to assessing the needs and levels of support
required by individual learners to facilitate their maximum participation in the education
system as a whole. The focus is on ensuring that there is sufficient differentiation in
curriculum delivery to accommodate learner needs and making the support systems
available for learners and schools. It departs from the previous notion of referring learners
with particular disabilities to specific special schools, but permits all schools to offer the
same curriculum to learners while simultaneously ensuring variations in mode of delivery
and assessment processes to accommodate all learners.

The guidelines to inclusive learning, teaching and assessment offered here take into
consideration that flexibility has already been built into the National Curriculum Statement

Guidelines for Inclusive Learning Programmes 7

The rationale for curriculum differentiation is based largely on Education White Paper 6
on Special Education Needs: Building an Inclusive Education and Training System. The
following statements emphasise the fact that inclusion is centrally a curriculum issue:

 The policy outlines how the education and training system must change to
accommodate the full range of learning needs with particular attention to
strategies for instructional and curriculum transformation. [Education White
Paper 6, p. 11, 12 par 1.1.6 – 1.1.7]

 Inclusive education and training are about acknowledging that all children and
youth can learn provided they receive support. [Education White Paper 6 p.16
par. 1.4.1]

 Inclusive education and training are about enabling teaching and learning
methodologies and curricula and the maximising of the participation of all
learners in the culture and curricula of educational institutions. [Education White
Paper 6 p.16 par. 1.4.1]

 Inclusive education and training are about uncovering and minimising barriers to
learning. [Education White Paper 6 p.16 par. 1.4.1]

 One of the most significant barriers to learning is the curriculum. Barriers to

learning arise from the different aspects of the curriculum such as the content,
the language, classroom organisation, teaching methodologies, pace of teaching
and time available to complete the curriculum, teaching and learning support
materials and assessment. [Education White Paper 6 p.19]

 Central to the accommodation of diversity in our schools and all other education
institutions, is a flexible curriculum and assessment policy that is accessible to
all learners, irrespective of the nature of their learning needs and whether they
are in ‘special’ schools or in ‘ordinary’ schools. [Education White Paper 6 p. 31
par. 2.2.6.1]

 Participation in special and full-service schools will be expanded by promoting

the opportunity for specific life skills training and programme-to-work linkages.
[Education White Paper 6 p. 32 par. 2.2.6.3]

In the light of what has been said, these guidelines for developing inclusive learning
programmes, provides guidance to teachers, administrators and other personnel on how to
deal with diversity in the classrooms and schools of our country. The guidelines are divided
into six sections. Section 1 deals the flexible features of the National Curriculum Statement
(NCS) and barriers to learning. Section two discusses Differentiation of learning programmes,
work schedules and lesson plans. Section 3 provides guidance on how to go about adapting
lesson plans within each of the Learning Areas of the NCS. Section 4 deals extensively with
teaching methodologies to accommodate diverse learner needs. Section 5 outlines inclusive
strategies for learning, teaching and assessment. Section 6 provides information on learning
styles and multiple intelligences.

8 Guidelines for Inclusive Learning Programmes

SECTION ONE

1.1 The National Curriculum Statement (NCS)

The National Curriculum Statement adopts an inclusive approach by specifying

minimum requirements for all learners. The special educational, social, emotional and
physical needs of learners will be addressed in the design and development of
appropriate learning programmes (DOE, 2002: Overview of National Curriculum
Statement, p10.)

Differentiation in the NCS should not be viewed as creating a new or alternative

curriculum to the NCS. It is intended to supplement the Teacher’s Guides for the
Development of Learning Programmes for the Foundation Phase and those for the
different Learning Areas (Intermediate Phase and Senior Phase) of the General
Education and Training Band. The purpose of this guide with the guidelines that follow
is to provide guidance to teachers on how they could adapt the National Curriculum
Statement so all learners who experience barriers to learning can access the
curriculum. Learning programmes, work schedules and lesson plans can be adapted to
cater for the individual needs of learners.

Curriculum differentiation refers to modifications that relate specifically to instruction or

content of a curriculum. Curriculum differentiation deals with adaptation, modification
and any adjustment to: (i) learning, teaching and assessment environment, (ii)
learning, teaching and assessment techniques, (iii) learning, teaching and assessment
support material that enhances a learner’s performance or allows at least partial
participation in a learning activity (iv) structure and number of learning programmes
and (v) assessment. The NCS has several components that are flexible enough to
allow for differentiation. Examples of these flexible features include:

 “The outcomes and assessment standards emphasise participatory, learner-

centred and activity-based education. They leave considerable room for creativity
and innovation on the part of teachers in interpreting what and how to teach.”
(DOE, 2002: Overview of National Curriculum Statement, p14.)
 Learning outcomes do not prescribe content or method. Therefore, content and
methodology could be appropriate for a learner’s needs. (DOE, 2002: Overview of
National Curriculum Statement, p14.)
 Activities can be flexible. (DOE, 2003: Teacher’s Guide for the development of
Learning Programmes, p.10)

Guidelines for Inclusive Learning Programmes 9

  The context can be made relevant to the learners’ needs. (DOE, 2003: Teacher’s
Guide for the development of learning Programmes, p.10)
 More time can be provided for assessment and execution of a task. (DOE, 2003:
Teacher’s Guide for the development of Learning Programmes, p.11)
 Assessment strategies are flexible. (DOE, 2003: Teacher’s Guide for the
development of Learning Programmes, p.1)
 The learning programme can be structured to meet the needs of the specific
learners. (DOE, 2003: Teacher’s Guide for the development of Learning
Programmes, p.2)
 Learners can communicate using SA sign language, Braille, assistive devices or
any other communication method. (DOE, 2003: Teacher’s Guide for the
development of Learning Programmes, p1)
 Expectations can be adapted to the abilities of the learner within the framework of
high expectations. (DOE, 2002: Overview of National Curriculum Statement, p12.)
 The curriculum emphasizes the principles of social justice, healthy environment,
human rights and inclusivity. (DOE, 2003: Teacher’s Guide for the development of
Learning Programmes, p.5)
 Teachers are encouraged to consider any particular barriers to learning and/or
assessment that exist in different Learning Areas and make provision for these
when developing learning programmes. (DOE, 2003: Teacher’s Guide for the
development of Learning Programmes, p.7)
 assessment standards can be broken into finer components. (DOE, 2003:
Teacher’s Guide for the development of Learning Programmes, p.1)
 A lesson plan time allocation can range from a single activity up to a term’s
teaching or more time if necessary, depending on the needs of the learner. (DOE,
2003: Teacher’s Guide for the development of Learning Programmes, p.1)
 Time allocation and weightings regarding learning outcomes and learning
programmes should vary according to the learner’s needs. (DOE, 2003: Teacher’s
Guide for the development of Learning Programmes, p.6)
 The number and nature of learning programmes at a special school, special school
as resource centre or full service school can vary depending on the availability of
staff, resources and the needs of learners.
 Flexibility in the selection of appropriate assessment standards according to the
individual needs of a learner is possible on the recommendation of the assessment
team in the case of a learner not capable of achieving a GETC.
 Work Schedules are not limited to a grade/year. Differently gifted learners may
require acceleration or slowing down of the process.

10 Guidelines for Inclusive Learning Programmes

 The scale and scope [extent] of curriculum differentiation will only be determined after
a thorough assessment of individual learners. Learning programmes, work schedules
and lesson plans have to be designed on the basis of the needs and strengths (profile)
of the majority of learners at a school or in a phase or grade. Lesson plans have to
provide differentiated learning, teaching and assessment activities to ensure effective
multi-level teaching. However, differentiation of learning, teaching and assessment
activities will be required at lesson plan level for learners in a class who need specific
additional support because of individualised barriers to learning. Those involved in
this process of differentiation must include the teachers, parents, school based and
district based support teams (where they exist). Other relevant professionals from the
community can also be consulted.

1.2 An introduction to barriers to learning and development

All barriers to learning and development should be addressed in our classrooms and
schools. Amongst the more frequent causes of barriers are:
 Disability as a barrier
 Language and Communication
 Lack of Parental Recognition and Involvement
 Socio-economic Barriers
 Attitudes
 Inadequate opportunity for programme-to-work linkages (White Paper 6, p.21
and 32 par. 2.2.6.3)

1.2.1 Disability as a barrier

Understanding disability as a barrier to learning and development

Most understandings of disability relate to individual deficit. Therefore, disability has

always been regarded as a barrier to learning. These barriers include:
 Visual barriers
 Auditory barriers
 Oral barriers
 Cognitive barriers
 Physical barriers
 Medical barriers
 Psychological barriers

Guidelines for Inclusive Learning Programmes 11

 Policy implications and guidelines for addressing disability as a barrier

Learners who experience barriers to learning as a result of disability should be

welcomed in ordinary school environments provided that the necessary support is in
place for learners to achieve their full potential. Teams that include parents,
teachers and other relevant professionals should establish the nature and extent of
support needed by the learner. Below are a few examples of how the system could
be modified or changed to meet different kinds of support that individual learners
may require:

 Modified access to buildings e.g. ramps, adapted toilets and speaker systems in
where applicable.
 Brailed signage on doorframes, passages and outbuildings.
 Enlarged print.
 Appropriate assistive devices e.g. Braillers, hearing aids, tape recorders, splints,
adapted computers, wheelchairs, walkers, modified tricycles and standing
frames.
 Therapeutic intervention.
 Learner based and learner paced teaching.

1.2.2 Language and communication

What are the common barriers associated with language and

communication?

There are normally three main barriers related to language. Firstly, learners are
often forced to communicate and learn in a language which they do not usually use
at home and are not competent to learn effectively.

Secondly, learners who use South African Sign Language as a language for
teaching and learning and as a (language) subject did not have access to the
language.

Thirdly, learners experience difficulties with communication. Learners who are non-
speaking due to the severity of their disability experience enormous barriers to learning
and development. These barriers arise from the general unavailability of augmentative
and alternative communication (AAC) strategies to enable them to engage in the learning
process, and more often than not find themselves totally excluded from learning and

12 Guidelines for Inclusive Learning Programmes

 development experiences. AAC systems could consist of alternative communications
systems, supplements to vocal communication and communication through facilitators.

Policy implications and guidelines to address language and communication

barriers

 All learners are to learn their home language and at least one additional official
language which include South African Sign Language. Braille as a code can be
used as a medium of teaching and learning.

 When learners enter a school where the language of learning and teaching is
not their home language, the teachers of all the learning areas/programmes and
the school should provide support and supplementary learning in the language
of learning and teaching until such time that learners are able to learn effectively
through the medium of that particular language. It is the responsibility of each
individual teacher to ensure that the language of learning and teaching does not
become a barrier to learning in such instances. Ideally, parents should be
encouraged to participate in interventions regarding language.

 Learners should receive extra support in the language (“subject’) which is also
the language of learning and teaching. The learner should work towards and be
assessed against the assessment standards of the appropriate language level
(Home Language, First Additional Language or Second Additional Language).

1.2.3 Lack of parental recognition and involvement

Barriers and difficulties which arise as a result of a lack of parental

recognition and involvement

 Parents whose children do not utilise oral communication experience

communication barriers with their children.
 Difficulties around parental support of learners may arise due to a range of
situations e.g. a parent who cannot read Braille would not be able to support a
grade one learner with his or her Braille homework.
 Parents are not always adequately informed of their children’s problems or
progress, and therefore are often deprived of the opportunity to participate in
their children’s development.

Guidelines for Inclusive Learning Programmes 13

  Parents who are unable to understand the emotional and/or behavioural
problems of their children may aggravate their barriers
 Non-involvement and non-recognition of parents by the system creates a lack of
respect for parents as, informed role players in the assessment and future
development of their children.
 A lack of communication and support around HIV/Aids infected or affected
families creates barriers for learners from such families.
 Some parents abdicate all responsibility for all their children.

Policy implications and guidelines for addressing lack of parental recognition

and involvement

 At school level, partnerships should be established with parents in order to equip

them with skills and knowledge to participate effectively in their children’s
learning and school life.
 Parents should also be fully involved and informed regarding the identification,
screening and assessment and placement of their children.
 Parents should be encouraged to take an active interest in the teaching, learning
and assessment of their children.
 In order to facilitate early intervention for children with disabilities parents may
consult community based clinics and/or other professional practitioners including
teachers to conduct an initial assessment and to plan a suitable course of action
for the learner.
 Schools which use South African Sign Language are encouraged to run
accredited SA Sign Language courses for parents and teachers.
 Braille courses should be run to enable parents to communicate with their
children and assist them with homework, reading and writing in Braille.
 General newsletters can assist in keeping parents informed of developments
and programmes at the school. This is particularly important for boarding
schools where distance separates parents from the school.
 Schools can run information sessions and workshops to enable parents to better
understand their children and their emotional and behavioural problems. Staff
from district based support teams, including psychologists and social workers,
could assist at such workshops.
 Where appropriate, school-based support teams should be strengthened with
expertise from the local community, district-support teams and higher education.
 It is essential that schools maintain open channels of communication with
families infected and/or affected by HIV/Aids, and render support to parents and
14 Guidelines for Inclusive Learning Programmes
 learners wherever possible. This could be facilitated by openly displaying a clear
HIV/Aids policy for the school. Shared HIV and Aids status could also help
destigmatise the disease

1.2.4 Socio-economic barriers

Barriers created as a result of socio-economic factors

 Poor reading and print background (learners have not had pre-school exposure
to literacy and print in general). Parents of such learners have often had limited
education opportunities.
 Lack of exposure to numerical concepts.
 Sensory deprivation, resulting from a lack of opportunities during early childhood
to explore the environment and wider world.
 Poor oral language development as a result of a lack of communication,
interaction and learning opportunities.
 Poor self-image.
 Latch key children often experience social isolation and developmental
deprivation.
 Impact of alcoholism and violence.
 Dysfunctional and anti-social behaviour patterns e.g. minor stealing and lying.
 Depression and hopelessness in both adults and learners.
 Substance abuse by learners, most commonly dagga and thinners.
 Teenage pregnancy.
 Learner headed households and poor homes require additional responsibilities
from learners.
 Mobility of families creates lack of continuity in learning as a result of school
hopping.
 Learners move from nuclear family to extended family.
 Late enrolment at school.
 Learners with offending behaviour including theft, housebreaking, assault and
sexual misconduct.

How do we overcome the socio-economic barriers?

This is not a welfarist approach to poverty but rather a serious concern about the
pedagogical implications of poverty.

Guidelines for Inclusive Learning Programmes 15

  Teachers need to be sympathetic towards learners by creating a welcoming and
supporting environment.
 Experiences that involve stimulation, enrichment and play must be created to
compensate for the previous deprivation regarding reading, mathematics, spatial
development and sensory experiences. These could often be enrichment
programmes that involve first hand experiences (actual experience), play with
concrete objects and reading to learners so they understand that print is
meaningful.
 At social level, an environment should be created that is comforting, that listens
to the voice of learners, that is able to detect distress and depression.
Appropriate referral to professionals should be made for formal assessment of
depression.
 The school needs to reach out to poor communities, and should be a secure
haven for learners.
 School nutrition programmes should act as incentives for poor and hungry
learners to attend school.
 Schools should establish meaningful relationships with the courts, police,
relevant NGO’s [e.g. child welfare and SANCA] and the Department of Social
Services. Joint procedures to discourage any form of abuse should be
developed. When learners become the perpetrators of abuse and crime the
above contacts are essential.
 Where district based support teams have been established they should be
called upon to assist in matters of abuse and other learner related issues.
Where such support teams do not exist, institution level support teams must be
established.
 Use of accelerated academic bridging programmes and programmes-to-work
linkages are vital for learners who enter the system late or who have
experienced severe interruption in their schooling as a result of socio-economic
factors.
 Baseline assessment should be used to establish current academic level and
facilitate placement in the appropriate grade and/or set of learning programmes.
 Fast tracking to acquire basic literacy, numeracy and life skills through
accelerated programs with a view to assisting the learner to catch up with his
/her age cohort.

1.2.5 Negative attitudes

Understanding negative attitudes as barriers to learning

16 Guidelines for Inclusive Learning Programmes
Negative and harmful attitudes towards difference in our society remain critical
barriers to learning and development. Discriminatory attitudes resulting from
prejudice against people on the basis of race, class, gender, culture, disability,
religion, ability, sexual preference and other characteristics manifest themselves as
barriers to learning when such attitudes are directed towards learners in the
education system.

How do we overcome negative attitudes towards learners who experience

barriers and their inclusion in ordinary education?

 Labelling of learners should be discouraged since it makes it difficult for learners

to grow beyond the limitations of the label. It is important for teachers, parents
and peer groups to adopt positive attitudes towards learners who experience
barriers. Even learners who were once regarded as ineducable benefit from
appropriate intervention.
 Learners should not be categorized since they often are placed in a particular
learning environment merely because of the category and not because of the
particular learning needs of the individual learner. In many cases, the
categorisation was convenient for the system and not in the best interests of the
learner.
 Do not discriminate against learners who are HIV positive or who have AIDS
since a lack of knowledge about this issue has led to negative assumptions
associated with the disease. All learners and staff should be treated equally.
When it comes to blood all cases are treated as universally HIV positive.
 All learners should be viewed in a positive light and there should be a
determined effort to establish what their real strengths are for the purpose of
further development.
 Do not create conditions for fear of learners with disabilities to develop, since
negative attitudes often result from beliefs that are illogical and encourage
discrimination.
 Schools must be welcoming environments for all learners, since any negative
attitude by adults in a school environment influences learners.
 Schools should embark on positive awareness campaigns about difference and
the value of celebrating diversity based on new South African policy and
principles.
 Acknowledge and respect differences in learners, whether due to age, gender,
ethnicity, language, class, disability or HIV status, sexual preference, etc.

Guidelines for Inclusive Learning Programmes 17

1.2.6 Inadequate Programme-to-Work Linkages
(White Paper 6, p. 21 and p.32 par. 2.2.6.3)

How do we understand the barriers created by inadequate programme-to-work

linkages?

 Learners with cognitive barriers who are unlikely to achieve a full GETC as well as
learners who, due to age constraints and social barriers, need specific programme-
to-work linkages.
 Appropriate accreditation and certification for the level of skills achieved need
recognition to facilitate life long learning.
 A lack of partnerships between education and industry which would facilitate job
accessibility could be a stumbling block to learners.

How do we overcome the inadequate programme-to-work linkages?

 Weighting of learning areas and time allocation can be adjusted to allow for chosen
learning areas or learning programmes to become the major tool or vehicle for
learning, thus fulfilling the vision of Education White Paper 6 of providing more
options for learners as ways to learn and to provide programme-to-work linkages.
 Linkages across learning areas will allow for assessment standards from various
learning areas and from different grades to be achieved within the skills learning
programmes allowing for work related linkages.
 Collaboration between teachers within and across a phase or grade would be
essential in the planning of learning programmes for specific learners or groups of
learners to ensure effective programme-to-work linkages.
 At local school level partnerships with industry should be established to assess the
educational requirements of future employers and to facilitate hands-on work
experience for learners.
 Schools may issue a certificate of competency that includes specific reference to
Learning Pogrammes that reflect programme-to-work linkages to learners who do
not achieve a GETC.
 Learners should not be expected to show competence in all the learning areas for
the end of the GETC band at the same time, but should be allowed to show their
competence in the different learning areas/programmes over a period of time in
order to be eventually awarded a GETC or Grade 9 promotion.

18 Guidelines for Inclusive Learning Programmes

PROPOSED RECOMMENDATIONS FOR CHANGES TO LEGISLATION

 The schools section within the Department of Education should establish partnerships with
SAQA, Umalusi and other relevant stakeholders.
 Qualifications should be developed and assessed for appropriate accreditation leading to
life long learning for those learners who cannot achieve the GETC.

Guidelines for Inclusive Learning Programmes 19

SECTION 2

DIFFERENTIATION OF LEARNING PROGRAMMES, WORK SCHEDULES AND LESSON

PLANS TO ACCOMMODATE ALL LEARNERS IN AN INCLUSIVE EDUCATION SYSTEM

2.1 Introduction

Presently learners in the GET-band who experience barriers to learning can attend ordinary
schools, full service schools, special schools or special schools as resource centres. Some of
these schools already have a range of human and physical resources which can be utilised to
expand opportunities for learners who experience barriers to learning. These can include
teachers with specialised competencies, adapted or modified classrooms, workshops,
computer rooms etc. for addressing all barriers to learning and the teaching of work related
skills where applicable. Programmes-to work linkages and other learning programmes should
become the vehicles or tools through which learners demonstrate their performance as
required by the Learning Areas Statements of the NCS Grade R – 9 (Schools) (2002).

Differentiation of existing learning programmes, work schedules and lesson plans as well as
newly designed learning programmes, work schedules and lesson plans that provide life-skills
training and programme-to-work linkages to meet the needs of learners must by no means
compromise the standard of the curriculum as prescribed by the NCS Grade R-9 (Schools)
(2002). An attempt is made here to provide principals, school management teams, institution
level support teams, district based support teams and all teachers with guidelines that will
assist them with differentiation, modification, adaptation, planning and management of the
curriculum to address diversity.

In conceptualising the framework for differentiation of the curriculum, a wide range of factors
that have direct impact on the learner, the school and its resources, the parents and the
community were considered. The effects of these factors as well as strategies to address them
are discussed briefly in this document.

Before the above mentioned issues are addressed it is imperative to emphasise that readers
are familiar with the National Curriculum Statement (Overview) as well as Section 1 (a generic
section) of the Teacher’s Guides for the Development of Learning Programmes (Foundation
Phase and all Learning Areas e.g. Languages, Mathematics for the Intermediate and Senior
Phase, 2003).

20 Guidelines for Inclusive Learning Programmes

2.2 Learner Needs

The developmental needs of learners should not prevent them from progressing with their age
cohort as the value of peer interaction is essential for social development, self-esteem, etc.
The 1998 policy on Assessment allows for learners to spend a maximum of one extra year per
phase. An additional year over and above what the policy currently states may be granted by
the head of education of the province. This would mean that learners experiencing barriers to
learning may be older than their peers.

2.2.1 The learner profile of a school

In any school whether it be an ordinary school, a full service school, a special school or
a special schools as a resource centre, there will be learners with diverse needs.
Within the majority group there will be different needs which can be dealt with in a
classroom at the lesson plan level through differentiated tasks/activities and alternative
assessment.

Within the variety of learner needs there will be a minority or an individual learner or
two that need more or different support than the others, whether it is in a ordinary
school or class or any other type of school, centre or class. This minority group or
individual learner may not be able to work towards the assessment standard(s)
selected for the rest of the group. However, it is important that the learning
opportunities for these learners be planned against assessment standards within the
same learning outcome(s) and that their learning opportunities also show conceptual
progression. In order to plan their learning more than differentiated tasks may be
needed. Teachers may have to adapt the assessment standards (attainment targets)
to suit their level of development within the same context and/or content and learning
outcomes so that they can still be working within the same class or group. All learners
must therefore experience their learning meaningfully and they must be working
towards the same type of activity. The availability of the type of support plays a major
role in accommodating these learners in an education system.

For the minority learners individual support plans must be used to outline how the
specific needs of that particular learner must be addressed. Such individual support
plans should include a learning pathway that will describe the details of how the work
schedule or year plan and the specific lesson plans will be differentiated. Such
specialised planning should be done in collaboration with the Institution Level Support

Guidelines for Inclusive Learning Programmes 21

 Team (ILST) based on appropriate available resources, skills and knowledge, values
and attitudes.

Further guidelines on the planning of individual support plans will be discussed in the
next section.

2.2.2 Influence of the learner profile of a special school, special school as resource
centre or full service school

The needs of the majority of learners in a special school, special school as resource
centre or full service school will be different to the needs of the majority of learners in a
ordinary school. Therefore special schools, full service schools and special schools as
resource centres need to take their learner profile into account when designing learning
programmes, work schedules and lesson plans. The level and type of resources and
activities in the full service schools, special schools and special schools as resource
centres must be true to the profile of the majority of the learners in those schools. The
availability of resources, whether human, physical or material is a further determining
factor.

The learners who experience barriers because of intellectual disability will require a
curriculum which straddles two or more grades or phases. This has implications for
planning learning programmes, work schedules and lesson plans.

In the case where learners learn in a language which is not their home language it could
create a barrier to learning. This may require intensive differentiation within the existing
Language Learning Programmes or even the planning of new Language Learning
Programmes to support the learners. This includes learners whose home language is
South African Sign Language (SASL).

Some learners may need South African Sign Language (SASL) support, others may
need tactile communication support, and yet others may need reinforced spoken
language support as well as assistive devices.

It is important that teachers understand that the majority of learners who need SASL
support have parents who are not proficient in SASL and therefore cannot give their
children the required support at home. This also means that these learners have limited
language acquisition prior to entering school. Optimal exposure to mature users of SASL

22 Guidelines for Inclusive Learning Programmes

 is essential for proficient language acquisition for learners for whom SASL will be the
language of learning, teaching and assessment.

The structure of sign language is very different to that of spoken and written language. It
is therefore not desirable to sign and speak simultaneously.

Learners who experience auditory, oral, visual and physical barriers to learning will
require specialised and specific differentiation of existing learning programmes, work
schedules and lesson plans in order to access the curriculum.

Learners for whom the language of learning and teaching is not their home language will
require support in acquiring the language of learning and teaching. All learning
programmes and Learning Area teachers should be language teachers because
learners experiencing barriers need continuous focus on language acquisition.

Planning learning programmes, work schedules and lesson plans for multi-grade classes
presents an exciting challenge to teachers teaching several grades in one classroom.

Home tasks are critical in the learning and development of a learner who experiences
barriers to learning. Caution must be taken not to overload the learner with homework.
Where more than one teacher teaches a particular class it is essential that a homework
timetable be in place. The homework tasks should be clearly explained in the classroom,
and written down by the learners. When learners encounter barriers to reading and/or
writing, alternative methods of recording homework tasks should be utilised. Peer
support for learners experiencing barriers to learning is of great value and can be
enhanced through a “buddy” system.

2.3 Implications for differentiating learning programmes, work schedules and lesson
plans at special schools, special schools as resource centres and/or full service
schools

Learning, teaching and assessment strategies must be differentiated or adapted to

meet the individual needs of all learners. Adequate and timeous planning and
modification of existing phase long learning programmes, year long work schedules
and lesson plans can ensure that all learners will learn effectively and achieve their full
potential.

Guidelines for Inclusive Learning Programmes 23

 Designing down is one of the important principles of Outcomes Based Education and
the National Curriculum Statement. In some learning areas Designing down involves
breaking down the assessment standard in order to build it up in a logical progressive
way. Simply put, designing down involves looking at an assessment standard and
dividing this minimum expected set standard for the year end into smaller, achievable
components which are spread across the duration of the year. In other learning areas
the content must be identified and the learning outcomes that are process learning
outcomes should be applied to the content. This allows time for each component to be
achieved in a step by step way, thus working gradually towards achieving the
assessment standard by the end of the year.

The assessment standards of all learning outcomes are the minimum requirements per
grade to be demonstrated at the end of a year. For learners experiencing barriers to
learning, the strategy of “designing down”, “breaking down” or “scaffolding” (these
terms are inter changeable) of assessment standards into manageable units is highly
recommended. This process should include the practical demonstration of skills,
knowledge and values.

2.4 Differentiation and design of Learning Programmes

The differentiation of the design of learning programmes in special schools, special

schools as resource centres and full service schools to suit the needs, strengths and
interests of learners experiencing barriers to learning could influence:
 The straddling of Grades and Phases
 The number of learning programmes
 The weighting of learning programmes
 The duration of learning programmes
 The use of programmes-to-work linkages to facilitate access to the curriculum
 Measures for portability
 Decision-making criteria around progression and certification.

2.4.1 The straddling of Grades and Phases

The GETC band of education ranges from Grade R - 9. This band is divided into three
phases: Foundation (Gr R – 3), Intermediate (Gr 4 – 6) and Senior Phase (Gr 7 – 9).
Learners who experience one or more of a range of barriers to learning may not fit
comfortably within a particular phase or grade. In such cases straddling must be
implemented. Straddling is when a learner or group of learners at a specific grade or

24 Guidelines for Inclusive Learning Programmes

 level work towards attaining assessment standards from more than one grade within
learning areas or learning programmes.

Learning programmes for such learners, which will be designed to fit the individual
needs of a learner, may straddle both grades and phases e.g. Harry who experiences
cognitive barriers to learning is extremely gifted at pottery and gardening and can
achieve at Grade 7 level in assessment standards which relate directly to skills which
are achieved within Technology and Arts and Culture and Natural Sciences and
Economic and Management Sciences, while he achieves at Grade 4 level in
Languages and at Grade 3 level in Mathematics. Learning programmes for learners
such as Harry must therefore accommodate Harry’s diverse needs, strengths and
interests and will draw learning outcomes and assessment standards from a number of
grades and phases across all the Learning Areas.

When the needs of the majority of learners in a special school, special school as
resource centre or full service school require straddling of grades and phases it should
be reflected in the learning programmes designed for such groups of learners. The
recording and reporting of learner performance have to reflect this.

2.4.2 The number of learning programmes

The number of learning programmes within the Intermediate and Senior Phases at
special schools, special schools as resource centres and full service schools could
vary according to the needs, strengths and interests of the learners and available
human and physical resources of the individual schools.

It is essential that the learning outcomes and assessment standards as stated in the
eight Learning Areas be addressed by the various learning programmes at a school,
irrespective of the final number of learning programmes offered.

Learners should be in a position to select a set of learning programmes from a variety

of learning programmes depending on the resources. These learning programmes may
be academically or practically based using specific programme-to-work linkages as
tools to achieve the learning outcomes and assessment standards. The knowledge,
skills and values learned in the practical components of learning programmes should
be transferable to the cognitive component of the learning programme for the
achievement of learning outcomes and assessment standards.

Guidelines for Inclusive Learning Programmes 25

 In special circumstances extended learning programmes could be implemented to
address the needs of learners e.g. blind learners may have a learning programme
which focuses on mobility and orientation or Reading Braille.

In the case where learners are given the option to select learning programmes from an
available set of learning programmes the schools should ensure that all the learning
outcomes (LOs) and assessment standards (ASs) are covered in the set.

2.4.3 The weighting of Learning Programmes

The weighting of learning programmes refers to the percentage of time allocated to a

specific learning programme. The Mathematics and Languages Learning Areas would
be distinct learning programmes and will form the basis from which all other learning
will take place. Other learning programmes could also address some of the learning
outcomes and assessment standards required in the Mathematics and Language
Learning Areas, thus facilitating total integration of the learning process across the
eight Learning Areas.

Purposes for weighting is to:

 Give learners optimal opportunity to show their competence in achieving the
learning outcomes, and
 Provide groups of learners who need intervention of a temporary nature the
opportunity to engage with certain aspects of the curriculum.

The weighting of learning programmes in ordinary schools will mainly be according to

the time allocations in the Overview document of the NCS (Grades R-9) (Schools).

2.4.4 The duration of Learning Programmes

The duration of the learning programmes in ordinary schools is either 4 years in the
Foundation Phase or 3 years in the Intermediate or Senior Phases. The duration of a
learning programme in other types of schools or learning institutions can be longer or
shorter based on the range of needs of the learners.

The duration of the learning programmes will be linked to the age of learners on
admission and to the duration of the learners’ stay within the GETC band.

26 Guidelines for Inclusive Learning Programmes

 Siphokazi enters school Z at 14 years of age. She has cognitive and language barriers
resulting in a 4 year academic backlog in comparison with her age cohort. When
exposed to Panel beating it is discovered that she is naturally gifted and can
immediately be integrated into the grade 7 Panel beating programme whereas she
needs further support at Grade 4 level in Languages and Mathematics. Her learning
programmes thus straddle 2 Phases.

The duration and complexity of a learning programme should depend on the level of
support required by the learner and the number of years that the learner may remain in
the GET band, keeping in mind that the average exit age from the GETC is 15 and
learners may take one year longer to complete each of the three phases. Should a
learner require special dispensation beyond the age of 18 the school should apply for
such permission from the head of education of the province. Criteria for the HOD to
approve the decision see under progression below:

2.4.5 The use of programmes-to-work linkages to facilitate access to the curriculum

The variety of learning programmes that is presented for learners must ensure that all
learning outcomes and assessment standards of the eight Learning Areas are
effectively and comprehensively pursued. The learning outcomes and assessment
standards achieved within the range of learning programmes must be recorded against
the appropriate Learning Areas and according to the grades in which they were
achieved. For example the performance of learning outcomes shown in practical
learning programmes such as manicure, woodwork and panel beating should be
recorded against the appropriate Learning Areas e.g. Life Skills, Technology,
Economic and Management Sciences.

2.4.6 Measures for portability

Learners have the freedom to move between different types of schools. Learning
outcomes and assessment standards acquired in one type of school are transferable to
another type of school (e.g. from a special school, special school as resource centre or
full service school to an ordinary school or from a special school as a resource centre to
a full service school) and will contribute to the eventual achievement of the GETC. This
type of movement is called portability of learning and achievements. The District Based
Support Team (DBST) could be involved in the decision process.

Guidelines for Inclusive Learning Programmes 27

 Report back in Learning Areas according to the grade against which the performance is
shown is important should a learner need to return to a ordinary school. When returning
to a ordinary school or ordinary class such learners can then be accommodated by
individualised lesson plans, work schedules and learning programmes.

2.4.7 Decision-making criteria around progression and certification.

The minimum requirements for achieving the General Education and Training Certificate
(GETC) as spelt out in the NCS may not be compromised. However, within this flexible
learner-based and learner-paced approach to the curriculum all learners will be enabled
to achieve their full potential irrespective of whether the end result will be a formal GETC
or not. Learners with intellectual disability may not necessarily achieve a GETC or Grade
9.

The contexts, content and selection of learning outcomes and assessment standards for
a learning programme should be decided upon for the duration of that Leaning
Programme. In planning a 4 year long learning programme at a specialised learning site
e.g. for Mathematics, the learning outcomes and assessment standards drawn from a
range of Learning Areas should be used to guide the activities of this Mathematics
Learning Programme. The assessment standards chosen should reflect progression and
integration within and across grades/years.

2.4.8 Conclusion of learning programme differentiation and design

The interlinking at the end of one year and the beginning of the next in such a 4 year
long learning programme must be ensured. In other words the years cannot stand in
isolation, continuity in the learning must be ensured.

Work schedules for each of the years of this programme are derived from e.g. the 4 year
long Learning Programme for Mathematics. Detailed lesson plans which may vary from
1 lesson to several weeks or even a terms’ lessons are derived from the work schedules.
The number of learning outcomes and assessment standards to be addressed in a
lesson plan will vary according to the duration of the lesson plan and the intensity of
material handled.

For further detail refer to the Teacher’s Guides for the development of Learning
Programmes (2003).

28 Guidelines for Inclusive Learning Programmes

 In summary all schools will offer the distinct Learning Programmes of Mathematics and
Language and a choice of other learning programmes based on the specific needs,
strengths and interests of their learners and the physical and human resources of the
school.

2.5 Differentiation and planning of Work Schedules

Work schedules (for each of the years of the duration of the learning programme) are
derived from learning programmes. To compile a work schedule more aspects and more
detail are added to the aspects derived from the learning programme. Work schedules
need not be applied rigidly to a calendar year. If learners do not achieve all the learning
outcomes and assessment standards of a work schedule within a calendar year, the
lesson plans of that work schedule should be completed the following year before
starting the new work schedule e.g. the teaching of prepositions forms part of the lesson
plan for the last week of November. However, due to the extra time required the
following grade will first cover this lesson plan the next year.

When working with learners who have severe cognitive barriers it may not be possible to
complete the assessment standards of a Grade within one or two calendar years. This
does not however alter the methodology of designing down and progression. In some
instances it may be necessary to spend more than a year on work which has been
designed down from the assessment standards of Grade R. All assessment standards
may not be achievable and so it would be necessary to select appropriate assessment
standards to design a meaningful learning programme, taking into account the learners’
needs, strengths and interests within the principle of high expectations.

Teachers must take the level of the learners at the beginning of a year and what the
assessment standards selected expect as a minimum at the end of a year into
consideration when they plan. Teachers must therefore “design down” (refer to
designing down example of Mathematics) to ensure progression during a year so that
the learners can master assessment standards by the end of the year.

A learning programme consists of a number of work schedules which can straddle the
phases or grades e.g.
 Foundation, Intermediate and Senior Phases
 Foundation and Intermediate
 Intermediate and Senior Phases
 Multi-grade and multi-level classes

Guidelines for Inclusive Learning Programmes 29

 Planning for adapted/alternative strategies of assessment should be included in the work
schedule. Refer to section 5 with detailed explanation and examples.

The availability and appropriateness of learning and teaching support material would
have a major impact on the learning, teaching and assessment of learners experiencing
barriers to learning.

30 Guidelines for Inclusive Learning Programmes

 An Assessment Standard is
the minimum to be obtained
Example of “Designing Down” or “Breaking Down” some Mathematics Assessment Standards
by the end of a year.

January December

Grade 2 4 5 6 7 8 9 10 11 12 13 14

2nd Context
1st Context

3rd context
LO 1: NUMBERS,
OPERATIONS AND
RELATIONSHIPS
Counts to at least 100 Count up Count up Count up Count up
everyday objects reliably. to at least to at least to at least to at least
34 60 80 100
Counts forwards and
backwards in:
ones from any number count count count count
between 0 and 200; forward forward forward forward
and and and and
backward backward backward backward
in ones in ones in ones in ones
between between between between
0 - 100 0 - 130 0 - 170 0 - 200
tens from any multiple of 10 count count count count
between 0 and 200; forward forward forward forward
and and and and
backward backward backward backward
in tens in tens in tens in tens
between between between between
0 - 100 0 - 130 0 - 170 0 - 200
fives from any multiple of 5 Count Count Count Count
between 0 and 200; forwards forwards forwards forwards
and and and and
backward backward backward backward
in fives in fives in fives in fives
0-100 0-140 0-180 0-200

Guidelines for Inclusive Learning Programmes 31

2.6 Differentiation and planning of Lesson Plans

Lesson plans are derived from work schedules. Activities must be differentiated and
sometimes also adapted to accommodate the varied levels of development of the learners’
skills and knowledge in relation to the selected outcomes and assessment standards.

Differentiated teaching and assessment (Multi-level) is necessary to meet the diverse needs
of all the learners in the class. The example of a “Curriculum Ladder” (later in this section)
indicating how to differentiate or adapt a task to meet the needs of individual learners
provides greater clarification as how to modify the work the teacher wants the learner to
experience according to the individual strengths, needs, interests and concentration span of
the individual learner.

Time allocation to tasks and activities should be flexible and adapted to the needs of the
individual learner.

Baseline assessment tasks must be set at the beginning of a year in order to establish the
nature and extent of barriers to learning. This will enable teachers also to establish the
current level of performance of all learners. Learners with barriers to learning may
experience a loss of learning over the extended period of the December holiday.

Initial as well as ongoing diagnostic assessment should be done by the teacher to determine
how each lesson can be differentiated and adapted if needed to accommodate all learners in
the class, specifically those who experience barriers to learning. This will also inform all
support planning and developmental assessment.

Questions that can help us focus on assessing learners’ performance and characteristics
could include:

Progress with the curriculum

 are learners learning what they were taught?
 are they at the right entry point to ‘grasp’ the content worked on in the
classroom?
 are they practicing and performing as expected?
 are they applying the facts, concepts and/or skills being learned?

32 Guidelines for Inclusive Learning Programmes

 Interests
 are learners engaged in the lessons and activities?
 are they showing interest in a new topic or area of study?
 are they sharing their interests with others?

Characteristics
 what are their preferred learning styles (e.g., whole class teaching or pair
work)?
 what are their responses to the materials?
 what are their responses to the difficulty level of instruction?
 what are their responses to the pacing of instruction?
 what are their responses to the environment?
(Changing Teaching Practices: using curriculum differentiation to respond to students’
diversity, UNESCO, 2004)

2.7 Components of the curriculum differentiation process

The following questions must be asked by the teacher when planning to differentiate a
lesson plan or activity to accommodate all learners:

First question:
How can I differentiate the content and/or context and scaffold the assessment
standards so that it will be relevant to the life experience and level of competence of
individual learners?
(Reflect on learning outcomes and assessment standards in which the skills,
knowledge and values that need to be assessed are embedded. Remember that
some learners coming from different backgrounds may respond differently to a
specific text. While some of them may not have fully mastered English as the
language of teaching and learning, they may still understand the key concepts. Also,
the text may not be of interest to them and this may affect their behaviour during the
activity. Finally, certain learners have the skill of communicating without necessarily
having mastered the language)

Second question:

Guidelines for Inclusive Learning Programmes 33

 What differentiations and/or adaptations need to be made to the learning and
teaching support material (LTSM) and how can the method of presentation be
differentiated and/or adapted?

Third question:
What needs to be taken into consideration to assess a learner’s performance?
(Consider the purpose, the context, strategies for collecting, evaluating, recording,
reporting and using the evidence to design a support programme. Allow for a range of
ways in which the learner can perform, respond, explain or demonstrate achievement
of the outcome)

2.8 Some ideas for applying any of the components above

Differentiating the content

 Remember that some learners coming from different backgrounds may respond
differently to a specific text.
 Even if some of them have not fully mastered English as the language of learning and
teaching, they may still understand the key concepts.
 The text may not be of interest to them and this may affect their behaviour during the
activity.
 Certain learners can have the skill of communicating without necessarily having
mastered the language.
 The level of abstract content can be reduced
 Setting a substitute task of similar scope and demand
 Replacing one task with a task of a different kind
 A more challenging or complex text can be selected for learners who need expanded
opportunities
 Shorten the tasks
 Select texts and books that are culture sensitive
 Provide reading material that will interest learners and that is not too linguistically
difficult to read.
 Using another planned task to assess more outcomes or aspects of outcomes than
originally intended

Adapting the materials or differentiating method of presentation

34 Guidelines for Inclusive Learning Programmes

  Allowing the learner to undertake the task at a later date
 Use study guides
 Graphic organisers and guided writing
 Demonstrate, model and prompt the expected response
 When doing reading, choose texts that have illustrations and that are easier to
reinforce a concept, but let them attempt to demonstrate the same outcomes
 Use a variety of types of tasks and texts that link and expand concepts
 Reteach the content if necessary
 Use supplementary materials
 Provide for wordlists
 Create a more positive learning environment in which learners feel valued and
encouraged to take risks
 Create a classroom atmosphere in which the learners’ backgrounds and cultures are
valued and recognized
 Adapt the teaching methodology to the needs of specific learners.
 Read material orally
 Highlight essentials in a listening or speaking text
 Provide individual assistance
 Considering the format in which the task is presented, e.g. the complexity of graphs,
diagrams, tables, illustrations, cartoons, etc. A range of strategies can be followed to
make these accessible to learners who experience barriers to learning of whatever
nature, such as:
o Picture or diagram simplified or shown differently without compromising
complexity of question
o Picture or diagram replaced by written description
o Picture or diagram supplemented by written explanation
o Picture or diagram replaced with a real item or model
o Unnecessary picture or diagram removed
o Amount of information reduced
o Measurements altered
o Inherently visual material replaced with equivalent non-visual material

Allowing for a variety of assessment strategies to evaluate performance

 Design activities which would allow space for different learning styles or intelligences
 Encourage learners to read for meaning as well as for personal satisfaction.

Guidelines for Inclusive Learning Programmes 35

  Provide opportunities for shared learning to encourage speaking and listening. Allow
for knowledge to be constructed through group discussions.
 Pace or scaffold the activities
 Allowing the learner extra time to complete the task
 Use technology, aids or other special arrangements to undertake assessment tasks
 Use an estimate based on other assessments or work completed by the learner (in
circumstances where the above provisions are not feasible or reasonable)
 Keep observation portfolios for certain learners who need additional support
 Record the material
 Read tests or assignments orally
 Give multiple-choice options
 Provide tasks which require short answers
 Test key concepts only
 Oral reports versus written reports
 Focus on the positive aspects or talents of the learners. Get to know which
Intelligence is their strongest, and work on them. (Multiple Intelligences)
(See also Inclusion Guidelines for Assessment, 2002)

2.9 The Curriculum Ladder as a strategy for differentiation or adaptation

The example below of a “Curriculum Ladder” indicating how to differentiate or adapt a task to
meet the needs of individual learners supplies greater clarification as how to adapt the work
the teacher wants the learner to experience according to the individual strengths, needs,
interests and concentration span of the individual learner.

Time allocation to tasks and activities should be flexible and adapted to the needs of the
individual learner.

Curriculum Differentiation Ladder

Ask..... Example
1. Can the learner do the same as peers? Spelling

2. The learner do the same activity but

If not can.... Fewer words
with adapted expectations?
3. The learner do the same activity but Matching the words to
If not can....
with adapted expectations and materials? pictures
If not can.... 4. The learner do a similar activity but with Words that are functional and

36 Guidelines for Inclusive Learning Programmes

 adapted expectations? in the learner's daily
environment
5. The learner do a similar activity but with
If not can.... Computer Spelling program?
adapted materials?

Learn a computer-typing
program, learn word
6. The learner does a different, parallel
If not can.... processing with a spell
activity?
checker, write or put pictures
in a journal.
Play/work with a word puzzle,
7. The learner does a practical and game, flash cards etc.
If not can....
functional activity with assistance? assisted by a buddy or class
aid.

This ladder suggests that the amount of work, the level of difficulty of the work, the level of
support needed and the participation of the learner in the task must be adjusted to meet the
needs of individual learners.

Participatory and collaborative learning allows for learners experiencing barriers to learning
to contribute to tasks and activities at a level appropriate to their level of development. Highly
gifted learners will contribute differently according to their strengths and interests. Joint
planning, discussion and reflection will stretch other learners and add value to the learning of
all participants.

A range of tasks and activities should be designed or simplified to meet the range of needs
within a particular class. These can include worksheets, large print and constructions.
Adaptations usually require little extra equipment but plenty of creative thinking on the part of
the teacher.

The principle of high expectation for learners with barriers to learning should always be at the
forefront of the teachers mind in order to empower learners and assist them to reach their full
potential. Challenges should be carefully graded so as not to discourage learners.

In ordinary classes it would be important for the teacher not to expend a disproportionate
amount of time meeting the needs of learners to barriers to learning. Use of the buddy
system and peer learning and teaching can help prevent this from occurring.

Guidelines for Inclusive Learning Programmes 37

Ongoing record keeping and note taking by the teacher is not only a valuable part of CASS
but assists the teacher to continually review the progress of learners. This enables the
teacher to make appropriate individual adjustment of the lesson plans for the learners for the
coming week.

Teachers will find it helpful to constantly review their teaching methods. Note taking on
successes and failures will enable the teacher to develop effective teaching methodologies.

It is essential that teachers when doing their planning should not forget the gifted learner.
The curriculum ladder could be extended upwards to plan more challenging tasks within the
same learning outcomes and assessment standards.

2.10 Specific tips for interaction with learners who experience language barriers:

 Parental involvement is critical to establish the background behind the learner’s language
barrier. Details such as home language, age at which additional languages were
introduced, learner’s exposure to these languages including television and radio, etc.
 Share ideas with parents regarding language stimulation. Emphasis should be placed on
the importance of home language acquisition as a basis for the further development of
additional languages.
 Place the learner in a position that will minimise distractions.
 Assumptions should not be made about the level of understanding of a learner with
language barriers. The teacher through discussion and questioning should regularly
check this.
 Facial expressions (don’t overdo it), actions, pictures and objects can be used to ensure
understanding of vocabulary and concepts.
 Do not discourage translations by other learners the learner should be allowed to
utilise any resource necessary to ensure that comprehension takes place. This ultimately
leads to language development and can be an important part of peer learning.
 Introduce new vocabulary at the beginning of a new context, keeping in mind that all
curricular activities are language based. Pay special attention to abstract concepts, e.g.
measure, higher, bigger than, summarise, etc.
 When explaining concepts or giving instruction, shorter sentences with pauses between
sentences will facilitate understanding.
 When repeating a concept it is helpful to rephrase what is being said.
 Use of the present tense will simplify sentences.

38 Guidelines for Inclusive Learning Programmes

 Learner with language barriers often experience more difficulty with adjectives,
pronouns and prepositions. It is advisable to start with the concrete (demonstrating
using objects and actions), moving to semi-abstract (pictures) and then to abstract
(writing).
 Gently provide learners with the correct language when errors are made, for example:
Learner: ‘I eated meat at home’
Teacher: ‘Yes, you ate meat at home
This strategy should be used with care and caution and should not lead earners to feel
failure or that the content of what they are saying is not important to the teacher.
 Gently provide expansion of learners’ language:
Learner: ‘My Mommy is wearing a dress.
Teacher: Yes. Mommy is wearing a pretty dress today
 Reading: Provide the class with a pre-reading activity to introduce new vocabulary and to
place the story in context e.g. use a poster and flash cards.
 Use paired reading to encourage fluency in reading.
 Focus on what the learner is telling you (the message) and not always on how the
language is used (or the pronunciation).
 Provide learners with plenty of opportunity to speak the language in which the barrier is
being experienced.
 While it is essential to encourage learners with barriers to learning to communicate and
speak in additional languages it is also very important that these learners be allowed to
communicate in the school environment in their home language. This is especially
important for younger learners.
 The value of Language games in the classroom should not be underestimated. Such
games enable learners to absorb language in a stress free environment. Refer to the
accompanying Resource Book – Language Games in the Classroom, for practical
language activities. ISBN number ______________

2.11 Specific tips for interaction with the learner who experiences memory and
concentration barriers

 Reduce distractions – keep the learner’s desk clear.

 Keep learners who are easily distracted busy with as many positive activities as possible
e.g. choose them to hand out papers – this will help keep them out of trouble!
 Demonstrate to learners what is required of them rather than simply telling them what to
do.
Guidelines for Inclusive Learning Programmes 39
 Making eye contact and lowering and getting down to the learner’s level will also calm the
learner.
 Complete one activity at a time. Be sure that it is clear to learners when one activity has
ended and a new activity is about to begin.
Break the task down into small steps. Allow the learner to move from what is familiar to
the unfamiliar. Assign activities which the learner can do before moving on to more
difficult activities. Go back to lower levels of work if the leaner encounters problems. E.g.
In learning how to draw a circle, the learner can first handle round discs of different sizes
or circles cut out from cardboard or paper describing them while they feel their shape,
colour circles, then draw around templates, then join dots to complete a circle, then copy
shapes before finally being able to draw a circle on instruction.
 Praise and encouragement are of vital importance, even when only slow progress is
being made.
 Allow the learner extra practice at doing the activity, this ensures that the learner has
mastered the skill and increases confidence. (This is sometimes called ‘over learning’)
The teacher must, at the same time, be careful not to hold the learner back at the same
level for too long. Some concepts may never be mastered and the learner must be given
opportunity to move on to the next level or activity.
Some learners will need to practice the concept with a range of materials. E.g. Writing
can be practised in the sand, with finger paint, with crayons as well as with pencil and
pen. This is called generalising the learner’s learning.
 Revision of each day’s work at home is very important. Parents should be actively
involved in this.
 In order to keep such learners constructively busy, and to prevent them from disturbing
and distracting other learners during individual activities, the teacher should have a
number of activities planned for learners with short concentration spans.
 Learning can be assisted by the use of a tape recorder and earphones. The teacher or
parents could record reading and learning texts which learners could listen to while
following in their own books. This would be particularly helpful before tests. This method
can also be successfully used with phonics and spelling skills.
 It is essential that all staff at a school who inter-act with learners with short concentration
spans should agree on a common approach to responding to an individual learner’s
behaviour. This is particularly important in the use of rewards and punishments. Planned
and consistent responses are the keys to success. E.g. the school bus driver and the
rugby coach should follow the same strategies as the class teacher. This will require
team planning.

40 Guidelines for Inclusive Learning Programmes

 These learners need a lot of structure and routine built into their activities and daily
programme. They are easily upset by sudden changes to the programme. Routine and
structure allow the learners to feel secure, and builds the learners’ confidence, allowing
them to try out new learning experiences in the classroom.

2.12 Conclusion

The National Curriculum Statement is the curriculum for ALL learners. The assessment
standards of all learning outcomes are the minimum requirements per grade to be
demonstrated at the end of the year. For learners experiencing barriers to learning, the
strategy of “designing down”, “breaking down” or “scaffolding” the assessment standards into
manageable steps, allowing enough time for learners experiencing barriers to learning to
demonstrate their attainment of the skills, knowledge, values and attitudes practically, is
essential and recommended. All learners may not attain a GETC but they will all achieve to
their full potential which will be acknowledged through certification.

Teachers are encouraged to use the principle of ‘designing down’, ‘breaking down’ or
‘scaffolding’ in planning or adapting learning programmes, work schedules and lesson plans.
In order to meet the needs of individual learners the following process is essential:
 First determine the learners’ operational level in the Learning Area.
 Design Baseline Assessments using the assessment standards of the previous
grade.
 Administer the Baseline Assessments
 Analyse the responses of the Baseline Assessments
 Use the results of the Baseline Assessments to plan or adapt the learning
programmes, work schedules and lesson plans.
 Ensure that the necessary adapted learning and teaching support material and
assistive devices are available.
 Support learners through clear accessible, attainable tasks or activities, allowing
enough time and multiple opportunities for the learner to master the task or activity
and to experience success thus building their confidence.

Guidelines for Inclusive Learning Programmes 41

 Ordinary Schools Special Schools, Special Schools as Resource Centres and Full Service Schools
The Grade structure of the GET band The Grade structure of the GET band
The GET band of education ranges from Grade R - 9. This band is divided Currently many special schools are not organised strictly according to grades, as most
into three phases: Foundation (Gr R – 3), Intermediate (Gr 4 – 6) and of the learners (although they are more or less of the same age) are at very different
Senior Phase (Gr 7 – 9). levels of development. This is especially true in schools for severe and mild intellectual
disability.
Learners of compulsory school going age who attend special schools are mainly
admitted because of their need for additional or specialised support which is being
made available through a range of support strategies including smaller class sizes,
interventions by specially trained staff, the availability of specific resources and in
many cases a focus on more vocational and skills orientated learning programmes.
The level and nature of the support needed should be based on individual learner
needs, strengths, barriers (of both an intrinsic and extrinsic nature), learning style and
learning tempo. Most of the learners who are admitted to special schools, have fallen
behind with the work or have experienced learning breakdown, because their needs
were not adequately addressed in the ordinary school setting. Within the first stage of
implementation of Education White Paper 6, some additional support sites will be
developed, such as full service schools and special schools as resource centres. In all
of these sites the emphasis will be on developing learning programmes which will
answer to the individual needs of learners and contribute to the development of the
necessary and relevant skills, knowledge, values and attitudes which would be
necessary for them to enter the world of work.
The 1998 policy on Assessment allows for learners to spend a maximum of The 1998 policy on Assessment allows for learners to spend a maximum of one extra
one extra year per phase. An additional year over and above what the year per phase. An additional year over and above what the policy currently states
policy currently states, may be granted by the head of education of the may be granted by the head of education of the province. This would mean that
province. This would mean that learners experiencing barriers to learning learners experiencing barriers to learning may be older than their peers. The criteria
42 Guidelines for Inclusive Learning Programmes
may be older than their peers. used for making the decision whether they should be retained longer in a certain
phase have to be clearly outlined and must be based on a support programme which
will be addressing their needs. Clear developmental and incremental curriculum
outcomes must be outlined so as to ensure that they will not simply be left without the
relevant support, doing more of the same work.
Majority of learners Majority of learners
The needs and strengths of the majority of learners in ordinary schools are The needs of the majority of learners in a special school, special school as a resource
more or less the same. The diversity among these learners can be dealt centre or full service school will be different to the needs of the majority of learners in
with through scaffolding assessment standards and planning differentiated an ordinary school. Therefore special schools, special schools as resource centres
activities. In a truly inclusive education system you could also have learners and full service schools need to take their learner profile into account when designing
that will not be able to work towards the same assessment standards, but learning programmes, work schedules and lesson plans, also acknowledging that
towards the same learning outcomes. The related assessment standards of learners have individual strengths, interests, and barriers. The level and type of
different grades and phases will indicate the level of performance of these resources and activities in the full service schools, special schools and special schools
learners. as resource centres must be true to the profile of the majority of the learners in those
schools. The availability of resources, whether human, physical or material is a further
determining factor.

Differentiation Differentiation
All teaching should be differentiated to cater for different learning styles, Differentiation is applied to the design of Learning Programmes.
learning tempos and intelligences. Differentiation is applied to the Learning The differentiation of the design of Learning Programmes in special schools, special
Programme, Work Schedules and Lesson Plans of the few individual schools as resource centres and full service schools to suit the needs, strengths and
learners who will experience difficulties in working strictly according to the interests of learners experiencing barriers to learning could influence:
planned learning programmes, work schedules and lesson plans (that  The straddling of Grades and Phases
already make provision for differentiated tasks) of the majority group of  The number of Learning Programmes
learners. The extent and nature of the differentiation will differ from learning  The weighting of Learning Programmes
area to learning area in accordance with the individual learner’s strengths
Guidelines for Inclusive Learning Programmes 43
and limitations.  The duration of Learning Programmes
Differentiation is applied to the Learning Programme (phase plan) and  The use of programmes-to-work linkages to facilitate access to the curriculum
Work Schedules (year plan) of learners by developing Individual Support  Measures for portability
Plans for the phase and more detailed plans for a year.  Decision-making criteria around progression and certification.
The Lesson Plans of the majority group is the basis for differentiation to
meet the needs, strengths and interests of the minority group or individual
learner(s). When differentiating the Lesson Plans the learner’s detailed
Individual Support Plan for the year should be used as a guide to “scaffold”
or “break down” the selected assessment standards and adapt the
activities, learning and teaching support material, teaching and learning
strategy and the assessment. It is important that all the learners in a class
should work at the same type of activity with related Learning Outcomes
and Assessment Standards but at different levels in order to cater for the
diverse needs in a class. In such activities co-operative learning is still a
possibility.
Learning Programme Design Learning Programme Design
“Learning Programmes are structured and systematic arrangements of “Learning Programmes are structured and systematic arrangements of activities
activities that promote the attainment of learning outcomes and that promote the attainment of learning outcomes and assessment standards (for the
assessment standards for the phase. phase) that can straddle grades and phases.
Learning Programmes specify the scope of learning and assessment Learning Programmes specify the scope of learning and assessment activities per
activities per phase. Learning Programmes also contain work schedules phase. Learning Programmes also contain work schedules that provide the pace and
that provide the pace and the sequencing of these activities each year as the sequencing of these activities each year as well as exemplars of lesson plans to
well as exemplars of lesson plans to be implemented in any given period. be implemented in any given period. The underlying principles and values of the
The underlying principles and values of the National Curriculum Statement National Curriculum Statement also underpin the Learning Programmes.
also underpin the Learning Programmes. Learning Programmes must ensure that all learning outcomes and assessment
Learning Programmes must ensure that all learning outcomes and standards are effectively pursued (and that each learning area is allocated its
44 Guidelines for Inclusive Learning Programmes
assessment standards are effectively pursued and that each learning area prescribed time and emphasis) in and amongst the number/set of Learning
is allocated its prescribed time and emphasis. Learning Programmes will be Programmes developed. Learning Programmes will be based on relationships
based on relationships amongst learning outcomes and assessment amongst learning outcomes and assessment standards, without compromising the
standards, without compromising the integrity of Learning Areas.” (integrity) origin, of Learning Areas, of the learning outcomes and assessment
(Overview, p.15) standards.” (Overview, p.15)
The special educational, social, emotional and physical needs of learners “The special educational, social, emotional and physical needs of learners will be
will be addressed in the design and development of appropriate Learning addressed in the design and development of appropriate Learning Programmes.”
Programmes. (Overview, p.10) (Overview, p.10)
Selecting Learning Outcomes and Assessment Standards Selecting Learning Outcomes and Assessment Standards
The learning outcomes describe what learners should know and be able to Straddling is when a learner or group of learners at a specific grade or level work
do. Assessment standards describe the minimum level, depth and breadth towards attaining assessment standards from more than one grade or phase within
of what is to be learnt. In practical terms this means that learning outcomes learning areas/programmes. Learners who experience one or more of a range of
can and will, in most cases, remain the same from grade to grade while barriers to learning may not fit comfortably within a particular phase or grade. In such
assessment standards change from grade to grade. (Overview, p.14) cases straddling must be implemented.

Assessment standards describe the level at which learners should When the needs of the majority of learners in a special school, special school as
demonstrate their achievement of the learning outcome(s) and the ways resource centre or full service school require straddling of grades and phases it should
(depth and breadth) of demonstrating their achievement. They are grade be reflected in the learning programmes designed for such groups of learners. The
specific and show how conceptual progression will occur in a Learning recording and reporting of learner performance have to reflect this.
Area. They embody the knowledge, skills and values required to achieve
learning outcomes. They do not prescribe method.(Overview, p.14)

The learning outcomes describe what learners should know and be able to
In the case where learners are given the option to select Learning Programmes from
do. Assessment standards describe the minimum level, depth and breadth
an available set of Learning Programmes the schools should ensure that all the
of what is to be learnt. In practical terms this means that learning outcomes
Learning Outcomes (LOs) and Assessment Standards (ASs) are covered in the set.
can and will, in most cases, remain the same from grade to grade while

Guidelines for Inclusive Learning Programmes 45

assessment standards change from grade to grade.

The learning outcomes and assessment standards should be seen as

minimum or essential knowledge, values and skills to be covered but
should not be all that is taught. (Overview. P.13)

… learners should not deal with assessment standards in isolation. Links

must be made within and across learning outcomes and Learning Areas.
(Overview, p.13)

A set of learning outcomes should ensure integration and progression in

the development of concepts, skills and values through the assessment
standards. Learning outcomes do not prescribe content or method.
(Overview, p.14)

The number of learning programmes The number of learning programmes

Foundation Phase: Three learning programmes (Literacy, Numeracy, The number of Learning Programmes for the Intermediate and Senior Phases at
Life Skills) special schools, special school as resource centres and full service schools could vary
Intermediate Phase: Languages and Maths as distinct Learning according to the needs and interests of the learners and available human and physical
Programmes. Schools may decide on the number resources of the individual schools.
and nature of other Learning Programmes based on Languages and Maths should be distinct learning programmes.
the organisational imperatives of the school,
provided that the national priorities and In special circumstances extended Learning Programmes could be implemented to
developmental needs of learners in a phase are address the needs of learners e.g. blind learners may have a learning programme
taken into account. which focuses on mobility and orientation or Reading Braille.
Senior Phase: Eight Learning Programmes based on the Learning Area
Statements. It is essential that the Learning Outcomes and Assessment Standards as stated in the

46 Guidelines for Inclusive Learning Programmes

 eight Learning Areas be addressed by the various Learning Programmes at a school,
irrespective of the final number of Learning Programmes offered.

The weighting of learning areas/programmes The weighting of learning areas/programmes

The weighting of Learning Programmes in ordinary schools will mainly be The weighting of learning programmes refers to the percentage of time allocated to a
according to the time allocations for the different learning areas as in the specific Learning Programme. The Mathematics and Languages Learning Areas
Overview document of the NCS (Grades R-9) Schools. would be distinct Learning Programmes and will form the basis from which all other
learning will take place. Other Learning Programmes could also address some of the
LOs and ASs required in the Mathematics and Language Learning Areas, thus
facilitating total integration of the learning process across the eight Learning Areas.

Duration Duration
The duration of the Learning Programmes in the ordinary is either 3 or 4 The duration of a Learning Programme in other types of schools or learning institutions
years in the Foundation Phase or 3 years in the Intermediate or Senior can be longer or shorter based on the range of needs of the learners.
Phases.
The duration of the Learning Programmes will be linked to the age of learners on
admission and to the duration of the learners’ stay within the GETC band.

The duration and complexity of a Learning Programme should depend on the level of
support required by the learner and the number of years that the learner may remain
in the GET band, keeping in mind that the average exit age from the GETC is 15 and
learners may take one year longer to complete each of the three phases. Should a
learner require special dispensation beyond the age of 18 the school should apply for
such permission from the head of education of the province.
Measures of portability:

Guidelines for Inclusive Learning Programmes 47

 The variety of Learning Programmes that is presented for learners must ensure that all
Learning Outcomes and Assessment Standards of the eight Learning Areas are
effectively and comprehensively pursued.

The Learning Outcomes and Assessment Standards achieved within the range of
Learning Programmes must be recorded against the appropriate Learning Areas and
according to the grades in which they were achieved. For example the performance of
Learning Outcomes shown in practical Learning Programmes such as manicure,
woodwork and panel beating should be recorded against the appropriate Learning
Areas e.g. Life Skills, Technology, Economic and Management Sciences.

The assessment standards also contribute towards the qualification. In the Some learners may not be able to attempt doing/writing the CTA for gr 9. Some
case of the General Education and Training band, this will mean the learners will be able to participate in the CTA but only in some Learning Areas. All
General Education and Training Certificate. learners must be afforded the opportunity to work towards the CTA so that there isn’t
an undue lowering of expectations. It must be remembered that the CTA must also be
adapted.

48 Guidelines for Inclusive Learning Programmes

SECTION 3

DIFFERENTIATION OF THE LEARNING AREA STATEMENTS OF THE NCS TO

ACCOMMODATE ALL LEARNERS IN AN INCLUSIVE EDUCATION SYSTEM

3.1 Introduction

The National Curriculum Statement (NCS) of 2002 is a curriculum for all learners; this implies
that, it includes also learners experiencing barriers to learning. Suggestions on ‘how to’ adapt
this curriculum without changing the NCS are given. It is through application of the principle
of flexibility that the needs of the learner can be addressed.

3.2 How do I adapt the Learning Areas?

The eight Learning Areas each have a prescribed number of learning outcomes. A learning
outcome is a description of what (knowledge, skills and values) learners should know,
demonstrate and be able to do at the end of the General Education and Training band.
Assessment standards describe the level at which learners should demonstrate their
achievement of the learning outcome(s) and the ways (depth and breadth) of demonstrating
their achievement. They are grade specific and show how conceptual progression will occur
in a Learning Area.

The learning outcomes describe what learners should know and be able to do. Assessment
standards describe the minimum level, depth and breadth of what is to be learnt. In practical
terms this means that learning outcomes can and will, in most cases, remain the same from
grade to grade while assessment standards change from grade to grade. (Overview, p. 14)

Each learning outcome has a number of related assessment standards through which the
competencies of learners can be demonstrated. The way in which the competencies are
demonstrated should NOT be a barrier to learning. Competencies can therefore be
demonstrated in a variety of ways, using different modes of response, both, verbally or non-
verbally.

Another important fact, which would help with differentiation of the assessment standards of
all learning outcomes are the minimum requirements per grade to be demonstrated at the
end of the year. For learners experiencing barriers to learning, the strategy of “winding

Guidelines for Inclusive Learning Programmes 49

down”, “designing down” or “scaffolding” the assessment standards into manageable steps
are essential and recommended. This process should include the practical demonstration of
skills, knowledge, values and attitudes.

3.3 General recommendations on resources and terminology used in the Learning

Area Statements

3.3.1 Depending upon the barrier to learning, different modes of response could be used by
learners in the demonstration of assessment standards. Example: Signing, Braille,
using an assistive device, gestures, body language, etc.
3.3.2 Analysing issues could be supported by visual or auditory cues depending on the
learning barriers experienced by learners. These issues should be represented in a
mode accommodating all learners experiencing barriers to learning e.g. visual and/or
auditory.
3.3.3 Enlarged text, worksheets, etc. are recommended for some learners with visual and
physical barriers or limited fine motor skills. The amount of text on a page should also
be considered.
3.3.4 Measuring tools such as clocks, tapes etc. and other learning support material that
accommodate learners that experience visual barriers should be made available
where and when applicable in order to access the different learning areas.
3.3.5 If learners have to collect objects, pictures, etc. ensure that they are in a position to
do so or else provide a variety for them to select and collect.
3.3.6 Communication could include inclusive modes such as: write, sign, using Braille,
auditory tapes, body language, gestures etc.
3.3.7 More time should be allowed for learners when using a Scribe or Reader in
completing tasks, projects or even their assessment activities.
3.3.8 Learners experiencing barriers may avoid tasks rather than asking for help. They are
unable to realise the need for help. Rehearse and reinforce modelled asking for help.
3.3.9 When a verb in an assessment standard requires a verbal response, different non-
verbal modes of response such as signing, etc. could also be used to accommodate
learners experiencing barriers to learning. [See table 1]

TABLE 1

WHEN AN ASSESSMENT STANDARD REQUIRES THE LEARNERS TO:

ask Learners MAY respond in different modes. ”Ask” should be replaced
with “communicating” questions.
answer / discuss / talk Learners could communicate using verbal and non-verbal responses
such as visual representations, concrete objects, etc.
50 Guidelines for Inclusive Learning Programmes
explains / give an explanation Does not only refer to verbal explanations but also non-verbal
modes such as signing, drawing and writing.
recognise This could include verbal and non-verbal responses such as signing
and writing.
name / speak / say Could also include non-verbal modes such as writing, signing or
even pointing to an object or written word.

observes Refers to visual, auditory as well as tactile observations.

suggests/ proposes Should include verbal and non-verbal modes.
investigate Should make provision for the learner to use different verbal and
non-verbal modes such as oral, written and electronic (web).
Could be adapted to allow learners to interview / question others to
arrive at responses.
write Could include communicate, draw a picture or respond in Braille.
handles / draws / observes Should be treated as “handles and/or draws and/or observes” to be
more inclusive.

3.4 Differentiation of Learning Areas

3.4.1 Learning Area: Languages

Learning Outcomes and Assessment Standards

Learning outcomes 1 (Listening), 2 (Speaking), 3 (Reading and Viewing), 4 (Writing), 5

(Thinking and Reasoning) and 6 (Language Structure and Use) all need differentiation to
accommodate all learners irrespective of their barriers.

 It is important to obtain background information regarding language development. An

interview with the learner’s parents will reveal information about Home language, at what
ages were new languages introduced, who speaks what language to whom, exposure to
television and radio, etc.
 Parent guidance is very important regarding stimulation, i.e. home languages should not
be discouraged but rather supplemented by additional interaction in the language of
teaching and learning. (television and radio programmes, reading books, discussing the
schoolwork, etc.)
 For individual tasks the teacher may have a number of activities that the learner enjoys
and can manage on his own so that he does not distract the other learners. A tape
recorder with earphones can be made very useful for the learner if his parents or teacher
record reading lessons or learning texts (before tests). The learner can then listen and
follow in his reader or study his brain maps (reduced study material) while he is listening
to the tape recorder. The tape recorder can also be used with phonics and spelling skills.

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BARRIERS EXPERIENCED IMPLICATIONS: STRATEGIES:
BY LEARNERS
Listening as a Barrier to  Place the learner near the front of the class to minimise distractions.
Learning  Background noise should be eliminated. Keep the learner’s desk clear.
 Position of the teacher or another learner speaking and the learner experiencing a
Auditory perception (listening Learners may barrier is very important.
skills) is an integral part of  Position and source of light needs attention.
the language learning  elicit only parts of what has been  Visual distraction (pollution) e.g. classes that are too full, should be eliminated.
process. To successfully said.  Assistance can be given by a person or by using a technological device e.g.
interpret what learners hear Hearing aid and FM system.
they should be able to:  show frustration associated with  Listening can be supported with non verbal cues e.g. gestures, signing, lip reading,
the inability to communicate. facial expressions (don’t overdo it) and pictures to assist with comprehension of
 Discriminate what is vocabulary / concepts. Never assume that the learner understood what you said,
said  experience difficulty in retrieving rather check by asking questions.
 Remember what is the appropriate words from  Ask the learner to repeat the instruction back to you.
said (memory) memory.  Rephrase questions and sentences rather than merely repeating.
 Form associations  Do not discourage translations by other learners.
between concepts  not have a language as  Learners, who use SASL as a first language, receive visual messages (visually
 Divide the message sophisticated as that of his /her perceive) and not auditory (listening) messages.
into parts (sentences, peers.
 When giving instructions the tempo and clarity of the speech, is important, shorter
words), combine or
sentences, less information per sentence (not too wordy), increase the length of
complete it (analysis,  have difficulty in understanding the pauses between sentences. Gain eye contact and lowering of body to learner’s
synthesis, closure) general level of language. eye level will also help.
 Verbal instructions may be broken down in two or more steps at a time.
 Show the learner what you want him to do, rather than simply telling.
 One learner at a time speaking no overlapping of speaking turns.
 Encourage learners to ask questions for clarity and meaning.
 In some cases you may have to use extended sentences for learners.
 Frequently used non-verbal signs could be placed on the walls of the classroom.

Speaking as a Barrier to  The use of alternative/augmentative communication modes, e.g. signing, miming,
Learning: gestures, facial expressions, writing, using pictures, graphics and any
technological devices can be employed.
The learner needs to Learners may  The learner may need time to organise their thoughts prior to giving a response.
express himself  show frustration associated with Give sufficient time for the learner to respond (wait for the learner to recall the
meaningfully. the inability to communicate. words from memory). Don’t try to hurry him along. If there is no response wait
again before modelling the response.
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BARRIERS EXPERIENCED IMPLICATIONS: STRATEGIES:
BY LEARNERS
 experience difficulty in retrieving  Simple questions can be used as a key to promote speech.
the appropriate words from  Provide the correct model of speech without highlighting the error. E.g.
memory. Question learner asks: ‘I bathroom?’
Teacher responds by saying: ‘Yes, you may go to the bathroom.’
 have language usage that is not as  Expand the learner’s language by providing more advanced vocabulary:
sophisticated as that of their E.g. Learner: ‘I hate that book.’
peers. Teacher: ‘You think that book is boring, do you?’
 Use present tense to simplify your sentences.
 have difficulty in understanding the  Introduce new vocabulary at the beginning of a new ‘theme’. Pay special attention
general level of language. to abstract concepts, e.g. summarise, measure, etc. Teaching categories also
develops vocabulary.
 have difficulty describing pictures  Provide the learner with enough opportunity to communicate and discourage peers
or experiences. from talking for the learner.
 Concrete resources will assist the learner in talking on a given topic and will
 have little variety in language provide visual cues to assist in the understanding and feedback to the learner.
usage.  Teachers and peers need to have an expectation of what the learner will contribute
to conversations and group discussions.
 seem excessively shy and non-  Provide the learner with enough opportunity to communicate and discourage peers
verbal. from talking for the learner.
 Focus on what the learner is telling you and not always on how the language is
 point to things rather than asks for used.
them.  If the learner is not being understood, say to the learner ‘show me, can you tell me
 speak in isolated words or about it?’ The following may help to interpret the learner: Repeat, slow down, tell
sentence fragments. me another way, show me or ask peers to translate.
 Encourage social interaction during break times.
Reading and Viewing as a Learners may  Visual cues, e.g. pictures should be explained in a descriptive way.
Barrier to Learning:  A reader could read the text for the learner.
 display behaviours such as tilting  The learner could listen to a tape with the reading lesson on.
the head back or bringing his  The reading material must be placed on a flat surface.
head too close to a book.  Enlarge print.
 Print on a contrasting background. (e.g. yellow)
 display co-ordination difficulties.  Ensure appropriate sitting and lighting. E.g. Feet flat on ground,chair and knees
at 90, hips right to the back of chair, shoulders and upper back must be in the
 have difficulty managing the correct position, eye hand distance, hands in correct position (straight not
hooked). Place a paper and pencil at the child’s midline (centre of his body).
 routine of wearing glasses.  Implement a co-ordination programme. e.g. cross lateral march, ball play, sport

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BARRIERS EXPERIENCED IMPLICATIONS: STRATEGIES:
BY LEARNERS
 be doing random visual scanning.  Encourage a routine for wearing, cleaning, and storing glasses and other aids.
 Movement of eyes (left to right; top to bottom) will need to be taught, generalised
 find it difficult to keep up with the and maintained.
‘pace and place’ while reading  Provide the class with a pre-reading activity to introduce new vocabulary and to
and viewing. place the story in context. E.g.
o Focussing the learner’s attention on a reading page. It allows children to skim
 have difficulty in selecting the pages, focus visually on words, and become familiar with material on the
relevant key information. pages before they read.
o Discuss the picture:
 have difficulties with articulation, What is happening?
rhythm, timing and intonation. What time of the day is it?
What will happen next?
How do they feel?
How many people do you see?
o Asking the children to quickly find:
A specific word. (May use sight words)
A question mark.
A period.
The first word on the page.
The last word on the page.
o Asking the children to quickly point to a word that:
Begins with the sound of ____
Ends with the sound of ____
Means ______
Means the opposite of ______
Is the name of a girl, boy, animal, etc.
Is a colour word.
Tells what time of day it is.
Tells how the _____ feel.
 Highlight relevant key information.
 If the learner struggle with the volume of text (novels) make use of videos or
audiotapes.
 Talk through a passage with the learner to ensure comprehension.
 Utilise group or peer discussion of text.
 Paired reading to encourage fluency in reading.
 The reading assignment can be shortened, e.g.
o Photocopy a small portion.

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o Highlight only the important words or sentences.
o Summarise the story’s main points
o Rewriting the story in shorter sentences and simpler language
 Differentiation of comprehension:
o The learner may highlight the answers in the text.
o Learner may draw a picture of the answer.
o Multiple-choice answers could be ticked.

Writing as a Barrier to Learners may:  Braillers, computers, typewriters and other assistive devices should be made
Learning: available.
 experience difficulty with the  When the learner needs to write, describe or compile etc. the learners should be
A learner cannot write until mechanics of writing, which may allowed to make use of a scribe.
he has mastered the other reduce the speed, and volume of  Reduce written work.
language skills of speaking writing.  Use worksheets where learners could tick or cross.
and reading. The most  The skill of writing needs to be broken down into small steps, and teach each step
complex of all writing  have difficulty in organising the systematically. Have the learner start with what he can do before moving to more
activities is creative writing: presentation of their work. difficult activities. Go back to lower levels of work if the learner encounters
the writing of a story, a problems.
composition of a letter.  lack creativity.  Wide lined books, graph papers and A3 size worksheets will assist learners with
handwriting.
 experience difficulty in sequencing  Generalising of the learners learning: The learner will sometimes need to practice
ideas in a logical order. the concept with different materials. For example: Writing can be practised in the
sand, with finger paint, with crayons and pencil and pen.
 Sequences may need to be supported with visual and describing representation of
the steps required completing the task.
 Allow more time for the learner to complete their task.
 Provide them with formats or examples of required layout.
 Brainstorm words, develop sentences of words, order sentences and then write out
final copy.
 Peer and cross-age tutors are useful as scribes.
 Allow the learner to copy notes form a peer or from a photocopy on the desk next
to him.
 Provide the learner with a copy of the notes to paste into their book.
 Oral discussions should always precede any writing activity. Start with oral
discussion of experiences, thoughts, feelings and events. Follow the following
procedure:
o Experience (Do it)
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BARRIERS EXPERIENCED IMPLICATIONS: STRATEGIES:
BY LEARNERS
o Auditory language (Talk about it)
o Written language (Write about it)
 From the concrete to the abstract:
o Concrete descriptive:
Learner writes a simple description of the things he can perceive, such as
names of objects, colours and shape. The sentences can gradually become
longer.
o Concrete imaginative:
Use imagination, e.g. Picture of a boy walking. The learner writes about
where he thinks the boy is walking etc.
o Abstract descriptive:
Descriptions become more detailed. More particulars are added and
attention is paid to the sequence of events. Comic strips work well for this
exercise.
o Abstract imaginative:
Now the story consists of a plot, an imaginative setting, occasional figures of
speech and connotations of moral values. Discuss keywords, place names,
names of persons and sequence orally.

Thinking and Reasoning  Learners may  Teach/demonstrate new skills using a variety of approaches/contexts.
as a Barrier to Learning:  Reinforce abstract concepts with a variety of concrete examples. E.g. Visual cues
 experience barriers which are (pictures, concrete objects) give the learner memory ‘hooks’ to grasp the
often the result of delayed understanding abstract concepts in order to help the learner with thinking and
language and speech reasoning skills.
development.  Encourage and teach problem solving skills.
 experience barriers with abstract  Encourage learners to verbalise how they have solved the problem.
concepts.  Provide time and opportunity for repetition and reinforcement of new skills.
 have difficulty in solving  Teach new skills, but check back that the older skills have not been lost.
problems.  Strategies to assist the learner’s language development.
 receive fewer opportunities to  Provide games that stimulate thinking and reasoning. E.g. Chess
engage in language conversation  Where possible use visual cues to reinforce thinking and reasoning.
due to poor language skills  Break the task down into small steps or learning objectives. Have the learner start
 experience greater difficulty in with what he or she can do before moving to more difficult activities.
asking for help.

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Language Structure and Teach spelling by doing sounds, blends, etc.
Use as a Barrier to  Begin teaching consonant sounds before moving to vowels.
Learning:  Use word families to teach phonics. E.g. mat, sat, hat, fat
 Teach learners a specific method to learn spelling words. E.g. ‘Look, say, cover,
Spelling: Barriers with spelling: write, check’
Learners may  Have a few simple, multilingual dictionaries in class. Encourage the learners to
 not hear the differences between look up words for themselves.
language sounds and different  Encourage the learner to use all their senses to learn spelling words, but to use
vowels. them one at a time and to start with vision e.g.
o What can you discover by just looking at the word? (E.g. size, number of
 confuse letters and their sounds. letters, configuration, small words, familiar sounds?)
o Trace the word. (With their fingers on the table) What does it feel like?
 find it difficult to put sounds o Read the word aloud and listen to it while you read it.
together in the right order to make o Close your eyes and visualise the object the word names. What does it look
up words while spelling. like? What does it feel like?
o Hear the word inside your head. What does it sound like? Does the object the
 struggle to sound out words. word names, make any sound?
Teaching syllables:
 be unsure of the sounds of the Words can be divided into parts. Using body movements to emphasise the
language and make many concept may help. Say a compound two-syllable word and ask the learners to say
spelling mistakes. it with you. Tell the learners to imagine two body movements to go with the word.
It is important that they find their own movements with ease. Explain that they
 be slow to learn to spell new have just divided the words into syllables. Write the words on the board, showing
words. the divisions by colour coding each part.
Vertical writing:
Vertical writing organises the letters of the word so that the learners can deal with
them comfortably.
Write the sight words on the chalkboard, sequencing from top to bottom. The
learners say the sound of each letter of the word and name the word. When you
have repeated this several times, have the learners write the words vertically and
horizontally on their papers.

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BARRIERS EXPERIENCED IMPLICATIONS: STRATEGIES:
BY LEARNERS
Flashlight tracking:
Use the flashlight to write shapes, letters, or words on the ceiling or chalkboard.
Have the learner track the light with their eyes and the pointing finger of their
writing hand while they are repeating the number, word or letter.
The learners will be forced to visualise the symbol you are drawing and will
activate the haptic system with the arm movement.
To reinforce their spelling words, write the words with the flashlight on the
chalkboard and have the children tell you the word.
Use the flashlight to speed up the learners’ reading. Write a story on the
chalkboard or chart and move the light along the line at the speed you want the
learners to learn. This method can be used to pace reading, teach phrasing, or to
reinforce left-to-right progression.
 Magazine Tracking:
Once learners have learned to focus on individual words while reading, it often is
difficult for them to progress to reading across a line smoothly.
Magazine tracking not only will correct word-by-word reading but also will help
eliminate problems with directionality, reversals, omissions, and fixations.
Tear a page from a magazine, the larger the print the better. Ads are good to start
with. Have the children loop each vowel in each word. Be sure they do not lift their
pencils except at the end of each line. Limit the activity to no more than ten
minutes.
This activity may be used to reinforce any concept. Try the following activities:
 Loop the alphabet in order.
 Loop punctuation marks.
 Loop ‘b’s’ or ‘d’s’.
 Loop nouns, verbs or adjectives.
 Loop word families.
 Loop all the words you know.
 Loop the letters in your name.
 Loop the first letter of each word.
Grammar Learners may have particular  Teach grammar specifically through meaningful context and in practical situations.
Grammar underpins the difficulties with:  Teach grammar visually – use pictures, concrete objects, Rebus symbols,
ability to understand a  Prepositions Makaton signs or gestures and the written word.
sentence and process it  Use of past tense
accurately.  Agreement of the pronoun and
verb (e.g. he plays, we play)
 Active versus passive construction
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BY LEARNERS
(e.g. The boy kicked the ball – The
ball is kicked by the boy)
 Use of personal pronouns (e.g. he,
she, himself, his, hers)

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3.4.2 Learning Area: Mathematics

Learning Outcomes and Assessment Standards

Learning outcomes 1 (Numbers, Operations and Relationships), 2 (Patterns, Functions and

algebra), 3 (Space and Shape [Geometry]), 4 (Measurement) and 5 (Data Handling) all need
differentiation to accommodate all learners irrespective of their barriers.

 Activity based learning is essential. Practical experience and practical examples are
therefore very important. Learners experiencing barriers may need to use real objects,
pictures, graphic, concrete objects etc. for a longer period in order to grasp Mathematical
concepts. Moving into the abstract to soon may hinder the understanding of concepts.
 Practice of memory training techniques, especially for number is very important.
 The use of resources such as balances, counters, different tools are needed in order to
assist learners to master concepts in the assessment standards meaningfully. These
visual supports will help the learners to see the relationships between numbers.
 Learners experiencing barriers to learning may require more time for mastering of
concepts understanding the terminology (vocabulary and grammar), executing tasks,
acquiring mathematical thinking and for assessment activities. The number of examples
and activities to be completed should be adapted to accommodate learners experiencing
barriers to learning. However, the thinking process that you using to do the calculation or
to solve the problem should not be compromised. The quality of the skill to solve
problems should not be comprised for the quantity (number) of problems solved.
 The use of a calculator should be allowed once a learner has understood the basic
concepts of addition, subtraction, multiplication and division. It could also be used to
verify calculations.
 Solving problems involving money could involve using real money and real objects (or
empty containers)
 Learners struggling to understand the number system should still try all other areas of the
Learning Area Mathematics (learning outcomes and assessment standards). E.g. simple
fractions, measurement, plots and graphs.
 Follow the step by step formal approach: First teach count sequence, then cardinality
(how many), then teach count on, then addition, before the learner will understand
commutativity and place value.

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BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
Numbers, Operations and Learners may:  Pair off:
Relationships:  rote count with no understanding of Give the learner any amount of shapes. The learner must place the
one on one correspondence. shapes on the number line e.g. from number 1 to 5. Do a few of these
exercises.
 not recognise number symbols or  Body exercises for pairing off:
number names. Beat the tin with the wooden spoon. Learner has to walk rhythmical on
the beat of the drum. One step for each number.
 not count and say the numbers in a  Constant exposure by drawing attention to numbers through everyday
one-to-one correspondence experiences, e.g. age, house numbers, clocks, money. Learners must
make the connection that the spoken number is represented in a visual
 not understand quantity. form.
 Matching number cards, pointing to number on number line, matching
 not remember/be able to visualise number cards to their position on the number line.
and remember how many they have o Touch counts each sequenced number.
counted. (Cardinality) When the o Move the object into a line as the number is spoken
learner is asked ‘how many’ they  When counting objects on paper cross out the object with a pen as the
invariably recount the objects as their number is spoken.
response.  Draw a number line on the floor. Learner stands on the naught. Bounce
the ball once on each number. No bounce on naught because it is an
empty group!
 Count real objects often. Allow learners to touch or point to the objects
while counting. One word goes with one item. Encourage learner to
slow down when counting. Use shapes that are not too large or small
and do not roll.
 Pairing off together with estimation:
Use the number line from 1 to 10. Ask the following questions:
In my hand I have 8 shapes / blocks. Are there enough shapes for all the
blocks? Yes / No. The learner can now put the blocks on the different
numbers on the number line. Do the same with other numbers.
 Matching number with shapes/pictures, e.g. 3 = 
 The learner needs to be taught that ‘how many’ means to retain and
recall the last number counted rather than recounting the number
sequence. Teach the cue ‘put the number in your head’ e.g. ‘How
many?’ Response should be 5 and NOT 1,2,3,4,5
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BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
 Play counting games, which end before the whole set has been counted,
also to encourage understanding of cardinality.

Learners may  Play counting games that start at numbers other the one.
 Confuse Next number / One more /  Repeated modelling and practice is needed to teach the learner to count
One less and equal from the given number. ‘Count to 10. Start at 5
Initially use a number line / number grid as a visual prompt. The learner
can now visually check which is more or less
 Quantity – Use everyday experiences (particularly food) to estimate
which is more / less
o Check by pairing objects for each group. The learner then selects
which group is preferred more.
o Using numbers with the same ‘ten’ e.g., which is more, 25 or 21?
o Using multiples of 10 e.g., which is more, 30 or 20?
o Using any two numerals e.g., which is more, 27 or 31?
 Games
Walk to number 3.
Give 1 step forward. Where are you now? 4, therefore 4 steps are more
than 3 steps.
Learner goes back to number 3.
Walk 2 steps forward. Where are you now? 5, therefore 5 steps are
more than 3 steps.
Learner goes back to number 3.
Walk 1 step backwards. Where are you now? 2 therefore 2 steps are
less than 3 steps.
Learner goes back to number 3.
Walk 2 steps backwards. Where are you now? 1 therefore 1step is less
than 3 steps.
Do a lot of these exercises.
 Experience problems with number  Work with each number in isolation until mastered.
concept  These numbers must relate to real life experiences e.g. lining up at the
 not understand ordinal numbers: 1st, door and sports day. Support auditory memory with a card (visual cue)
2nd, 3rd e.g. visually and verbally identify 1st, 2nd, 3rd

Learners may  Learners group real objects e.g. in twos and then count in twos moving
 not be able to count in 2’s, 3’s (Skip two objects at a time as they count.
or interval counting)  Initially the learner will need to be shown how to miss alternate

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LEARNERS
numerals e.g. jumping / stepping over cards on the floor, ‘jumping’ over
numbers on a number line.
 To prepare for addition, play counting games that start at numbers
other than one.
 not understand addition:  Being able to add, it is very important for understanding place value.
 Introduce the vocabulary/symbol to be used while showing the process
of adding objects together. Record the number sentence underneath
the concrete process.
 Pairing off with classification:
Take different coloured shapes (two colours, e.g. red and yellow). Place
3 yellow blocks left and 7 red blocks right on the number line. 3  7 = 10
 Number charts: Learner has to match the number on the number charts
with the matching number on the number line.
 The open number line:
Walk up to number 5. Ask the following questions:
How many steps must you take before you reach number 9?
5+ =9
Walk up to number 6. Place a shape or block on the number 6. Now the
learner has to bounce a ball on each number up to number 10.
 How many times did the ball bounce up to number 10? 4 times.
 Therefore 6 + = 10 Do more examples.
 Introduce visually using the game of ten-pin-bowling. Verbalise the
process i.e. ten empty bottles, five knocked down, five left’.
Record the number sentence. Use a variety of other concrete materials
 not be able to do subtraction
to support the process.
 When learning subtraction, some learners do well until they are asked
to regroup or borrow. It seems that no matter how many times you say,
‘Take the bottom number from the top number they will subtract the
 not understand borrowing
smaller number from the lager number.’
Colour code numbers, making the top number red and the bottom
number green. Say, ‘Take the green number from the red number.’ By
using colour to organise the thinking, the learner seems able to grasp
the concept.
3 4 (red)
-2 7 (green)
 Commutative: (Train game)
Put 4 red shapes / blocks on number line (numbers 1 to 4). Put 5 blue
 not understanding commutativity
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shapes / blocks on the following numbers of the number line.
Now put the two colours together on the right hand side of the number
line. Teacher writes the calculation on the black board.
4+5=9
Repeat the calculation but now the learner uses 5 red blocks and 4 blue
blocks. Now put all the blocks together on the left hand side of the
number line. Teacher writes the calculation on the black board.
The learners are now allowed to compare the 2 rows of blocks
 Writing numbers helps the learner to understand place value in terms of
 experience difficulty with place value how we write large numbers but addition helps the child to understand
10 = 10 units, 5=5 units, 2=2 units and then 12 = 10 + 2
 Until the learner understands tens and units, he has no basis to cope
with the decimal system for money or for weights and measure.

Patterns, Functions and Algebra: Learners may  Start by copying simple sequences using colour or objects e.g. red, blue,
 not be able to follow or design simple red blue, …, or objects e.g. crayon, block, crayon, block, …
patterns  Make the sequences more complex using 3 and later 4 colours, shapes
etc. Learners should understand that a pattern is a repetition of e.g. a
sequence or actions
 Sequence numbered unifix blocks horizontally or vertically. Give verbal
and visual cues.
 Let them repeatedly add the same number e.g.
1 (+2) = 3 (+2) = 5 (+2) = 7 (+2) = 9 (+2) = 11 (+2) =

Shape and Space (Geometry) Learners may  Identifying and describing shapes
The learner feels the outside of the shape while naming the shape and
 have difficulty with the following the characteristics.
concepts of shape and space:  Multiple choice:
naming shapes Practice identifying the shape from a selection of two/more e.g. ‘Give
identifying shapes me the circle’. Repeat these steps until mastered.
sorting according to shape  Practice and Generalisation:
 Sorting shapes of varying size, texture, colour and thickness
o finding the shape in the environment
o drawing the shape
o tracing around the shape
o making the drawn shape into a picture
o select the shape – by touch alone – from a small selection ‘feely bag’

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 The following procedure for concept development is recommended:
over/under o Model of concept:
through o The concept is modelled to the learner using verbal cues. E.g. adult
by or peer shows the concept, moves behind the chair/ places a plastic
in/out object behind the chair.
on/off o Experience the concept:
inside/outside o The learner repeatedly experience the concept while hearing and
behind/in front using the language e.g. playground equipment, classroom
top/bottom situations e.g. hiding behind the chair.
near/next to o Practice with 3-Dimensional Objects:
forward/backward o The learner uses 3 dimensional socio-dramatic play equipment to
back/front practice the skill. E.g. Duplo doll’s house, Fisher Price garage, tea
across sets.
high/low o Practice with 2-Dimensional Objects:
middle o The learner identifies / uses the concepts in books/worksheets.
side/corner/edge  The following activities give practice at developing spatial skills in each
toward/away from step in the procedure:
around o barrier games: A simple game based on giving and receiving
left/right instructions. Set it up by providing each learner with an identical set
of materials. The instructor arranges his materials and instructs the
listeners on how to reproduce this arrangement. The listener uses
questions to clarify information, which is incomplete or unclear.
When the instructions are completed the players compare their
placement of materials. Prevent left-right confusions by seating the
learners next to each other, facing the same way. Turn all the
pieces face up before starting the game.
o listening skill games (using peers/audio tapes)
o drama and dance using positional concepts
o use everyday routines to practice spatial concepts
Peer/cross age tutors can be utilised to give instructions in the
above activities in order to practice these concepts.
 Initially teach left/right in relation to the learner’s own hands and feet.
 left/right: ‘Hokey Pokey’ is a very good game for reinforcing these concepts. Use
practical activities to reinforce the concept. Visual scanning left to right
on the keyboard, number line and games, all need to be specifically
taught and practised.
Measurement: Learners may  constant use of a clock, pictures real events and or calendar is very
 experience difficulty with time: important Introducing a new time concept:
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night/day o discuss and describe vocabulary e.g. morning is before lunch,
morning/afternoon afternoon is after lunch.
today o relate to learners events for that time using pictures/individual learner
age photos etc. e.g. Photo/picture of learner in bed at night, walking to
before/after school etc.
date on written work o use individual timetables (displayed in visual form) showing the
birthday: day and month sequence of events
7 days in one week o teach recording of date e.g. 12 January 2004
order of days of the week o memorise date and month of birthday and know how to plot it on a
weekdays/weekend calendar.
yesterday/today/tomorrow o introduce concepts of weekdays/weekends i.e. weekdays go to
O’clock related to daily activities school; weekends no school
day/month/year o learner places flashcard with word yesterday and tomorrow on blank
am/pm calendar.
seasons
special days/events calendar
 struggle to understand measuring:  Introduce the learner to units of measurement
length Learner needs to be given the opportunity to measure many items
capacity/mass using a ruler, string and other resources.
Select a range of everyday containers to compare volumes.
Generalise the skill to cooking. A similar process is used for mass.
Compare learners’ heights and weights.
temperature  Weather – Relate to the maximum and minimum temperatures from the
TV/radio or newspapers. Record in a graph.

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3.4.3 Learning Area: Social Sciences

Learning Outcomes and Assessment Standards

History: Learning outcomes 1 (Historical Enquiry), 2 (Historical Knowledge and

Understanding) and 3 (Historical Interpretation)
Geography: Learning outcomes 1 (Geographical Enquiry), 2 (Geographical Knowledge and
Understanding) and 3 (Exploring Issues) all need differentiation to accommodate all learners
irrespective of their barriers.

Recommendations

 When an assessment standard requires of learners to show their understanding of

chronology and time visual and tactile timelines could be used to further demonstrate
understanding.

 If learners have to compare two versions of e.g. a historical event he/she should be
allowed to use visual, written or auditory sources.

 ensure that learners have the vocabulary and understand the explanations, story,
discussions

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History & Geography Enquiry  The learner may experience  Give students an overview of information before beginning the lesson.
difficulty in reading the typical  Relevant key information could be photocopied and the volume could be
texts used in this Learning area. handled by the learner through highlighting and/or underlining key words.
 Slower readers will experience  A reader could read the texts to the learner or texts could be listened to on
barriers to read the required an audiotape.
volume.  Provide texts on a lower reading level.
 The learner may struggle to find  Provide demonstrations and sample items.
relevant information in the library  Visual aids: Videos, films, role-plays, models, real life examples and
or in a book or page. excursions could assist the learner to understand text better.
 They will experience problems  Step by step strategies for research needs to be taught. Allow the learner to
with extracting specific information repeat in his own words what he is to do. A sequence map can be used to
out of a text. map the sequence which the learner needs to follow. This map may be cued
with pictures. E.g. scan the text. Read headings and subheadings and look
at pictures, graphs etc. Read text. Highlight keywords. Answer questions.
Write conclusion.
 Encourage group work with peers to complete an assignment. The
participation of the learner in the group could be adapted to address his
needs.
 Reduce the amount of work on the worksheet or/and divide the worksheet in
segments. Learner may complete part one, part two is group work and part
three is homework.

Historical & Geographical  Abstract concepts may not be  Teach the specific meaning of all terminology and talk through the concepts
Knowledge and Understanding relevant to their life experiences and ideas with them. Be aware of the different meanings a specific word
that will also be problematic with may have in different contexts, e.g. the word ‘stage’ can be used as: a
comprehension skills. period of time, a platform, a performance/robbery etc.
 Lack in exposure to, Terminology research could be dealt with in the following way:
understanding and experience of o Word: continent
the topic discussed. o Word with similar meaning: land mass
o Opposite meaning: Ocean
o Part/Whole: A continent is part of the world.
o Larger category: The world
o Smaller category: A country/island
o Function: Divide land and sea
o When does it occur: Always
o Where does it occur: The world
o Rhyming word: Government

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LEARNERS
 Parents could help to revise concepts and information at home.
 The presentation of an assignment could be adapted in a variety of ways,
e.g. cut and paste, pictorial representation, a display, a tape recorded report,
a model etc.
 Complicated drawings and sketches could be done by the learner tracing the
drawing or photocopying a drawing.
 Provide copy of notes in order to help the learner who struggles to copy from
blackboard.
 Once a topic has been taught and learned, a game show formats such as
‘Who wants to be a Millionaire" could be used to practice and remember
information.
Exploring Issues  The learner may struggle to make  Encourage participation in groups and class discussions. Don’t assume that
informed decisions about the learner has the same understanding of concepts as his peers. Guide the
problems. learner by giving him more than one possible answer to choose from.
 Use visual organisers such as timelines and flowcharts.

Historical Interpretation  Due to the lack of life experience,  It will be necessary to talk through concepts/ideas with them. Ask relevant
the learner may experience questions to guide them to interpret this information.
difficulties interpreting abstract
concepts.
 The learner may not automatically  Be prepared to teach the skill in all new settings.
transfer knowledge and skills
learnt in one setting to another.

Guidelines for Inclusive Learning Programmes 69

3.4.4 Learning Area: Economic and Management Sciences

Learning Outcomes and Assessment Standards

Learning Outcomes 1 (Economic Cycle), 2 (Sustainable Growth and Development), 3

(Managerial, Consumer and Financial Knowledge and Skills) and 4 (Entrepreneurial
Knowledge and Skills) all need differentiation to accommodate all learners irrespective of
their barriers.

Recommendations

 In this learning area learners experiencing barriers to learning often have difficulty in
understanding abstract concepts. This should become a very practical learning area right
from Grade R. Learners should use real examples of till slips, money, cheques, etc.

 Concepts such as profit and loss; tax, economic cycle, economic growth is abstract and
difficult to master. It is of utmost importance that learners have enough time to construct
meaning through the sharing of their understanding and by using practical examples.

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LEARNERS
Economic Cycle:  Abstract concepts may not be  Teach the specific meaning of all terminology and talk through the concepts
relevant to their life experiences and ideas with them. This should become a very practical learning area.
Managerial, consumer and that will also be problematic with Learners should use real examples of till slips, money, cheques, etc. Use
financial knowledge and skills: entrepreneurial skills. the correct terminology at all times and make sure that learners have a clear
 Lack in exposure to, concept of the meaning of these words.
Sustainable growth and understanding and experience of  Refer to terminology research in Social Science.
development: the abstract concepts on  Give enough time to practice entrepreneurial skills in the classroom and
Economic cycle. school.
 The presentation of an assignment could be demonstrated practically using
real money, bank and business slips in the classroom by role-playing
‘shop’/‘bank’.
Entrepreneurial knowledge and  Due to the lack of life experience,  It will be necessary to talk through concepts/ideas with them. Ask relevant
skills the learner may experience questions to guide them to interpret this information.
difficulties interpreting abstract  Videos, films, role-plays, models, real life examples and excursions could
concepts. assist the learner to understand text more.
 The learner may not automatically  Be prepared to teach the skill in all new settings.
transfer knowledge and skills
learnt in one setting to another.

Guidelines for Inclusive Learning Programmes 71

3.4.5 Learning Area: Natural Sciences

Learning Outcomes and Assessment Standards

Learning Outcomes 1 (Scientific Investigations), 2 (Constructing Science Knowledge) and 3

(Science, Society and the Environment) all need differentiation to accommodate all learners
irrespective of their barriers.

Recommendations

 Learning and teaching support material should accommodate different communication

needs.

 The use of real objects or representations of such objects would facilitate learning
example e.g. having real flowers instead of pictures or using a globe instead of just
explaining certain aspects of earth and beyond. Should the learners be unable to have
access to real objects or natural phenomena it should be made available to them.

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LEARNERS
Scientific investigations  Safety: Due to limited motor  Use peer/adult support.
control / lack of understanding /  Use pictures to enhance safety procedures.
lack of memory for the correct  Allow the student more time to complete experiments.
procedure the student may be at
risk of injury.
 The learner may have difficulty  Relevant key information could be photocopied and the volume could be
understanding some terminology handled by the learner through highlighting and/or underlining key words.
that is specific to the Learning
Area. E.g. Habitat, Botanist,  A reader could read the texts to the learner or texts could be listened to on
radical root etc. an audiotape.
 The learner may experience  Provide texts on a lower reading level.
difficulty in reading the typical  Visual aids: Videos, films, role-plays, models, real life examples and
texts used in this Learning area. excursions could assist the learner to understand text more.
 Slower readers will experience  Step by step strategies for research needs to be taught. Allow the learner to
barriers to read the required repeat in his own words what he is to do. A sequence map can be used to
volume. map the sequence of which the learner needs to follow. This map may be
 The learner may struggle to find cued with pictures. E.g. scan the text. Read headings and subheadings and
relevant information in the library look at pictures, graphs etc. Read text. Highlight keywords. Answer
or in a book or page. questions. Write conclusion.
 They will experience problems  Encourage group work with peers to complete an assignment. The
with extracting specific information participation of the learner in the group could be adapted to address his
out of a text. needs.
 Reduce the amount of work on the worksheet or/and divide the worksheet in
segments. Learner may complete part one, part two is group work and part
three is homework.

Constructing science  Abstract concepts may not be  Teach the specific meaning of all terminology and talk through the concepts
knowledge relevant to their life experiences and ideas with them. Be aware of specific words with different meanings in
that will also be problematic with different contexts, e.g. the word ‘base’ can be used as: a a platform, or the
comprehension skills. bottom of an object etc.
 Lack in exposure to,  Refer to terminology research Social Science.
understanding and experience of  Parents could help to revise concepts and information at home.
the topic discussed.  The presentation of a assignment could be adapted in a variety of ways, e.g.
cut and paste, pictorial representation, a display, a tape recorded report, a
model etc.
 Complicated drawings and sketches could be done by the learner tracing the
drawing or photocopying a drawing.
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 The learner may experience  Use simpler language and shorter questions.
barriers with types of question  Ask fewer questions.
because they may struggle to  Ask multiple-choice questions.
interpret what information is  Reduce page turning. Try to put answers and questions on same page.
required. Learners may have
problems with the ‘how, why and
when type of questions.
 The learner may experience  Give good guidelines in order to sequence the task in a structured way. Talk
problems with the planning of a the assignment through and make use of visual cues. Make sure the learner
task, understand the steps of conducting and experiment. E.g. Aim, Method,
Observation and Conclusion. A sequence map with picture cues can be
used to map the sequence of which the learner needs to follow.
Science, society and the  Due to the lack of life experience,  It will be necessary to talk through concepts/ideas with them. Ask relevant
environment the learner may experience questions to guide them to interpret this information. Use visual organisers
difficulties interpreting the such as timelines and flowcharts to help the learner it interpret the texts.
integration between science,
society and environment.
 The learner may not automatically  Be prepared to teach the skill in all new settings.
transfer knowledge and skills
learnt from one setting to another.

74 Guidelines for Inclusive Learning Programmes

3.4.6 Learning Area: Technology

Learning Outcomes and Assessment Standards

Learning Outcomes 1 (Technological Processes and Skills), 2 (Technological Knowledge

and Understanding) and 3 (Technology, Society and the Environment) all need differentiation
to accommodate all learners irrespective of their barriers.

Recommendations

 In Learning Outcome 1 (Technological Processes and Skills), the assessment standards

could be demonstrated using the strategy of peer groups / buddy system / pairs. One
learner can describe while the other learner designs and/or makes an artefact or
manipulates the tools according to the description given by the other learner. (The one
becomes the “hands” of the one giving instruction).

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Technological Processes and  The learner may experience  The teacher may adapt the project in such a way that the learner works in a
Skills problems with fine motor skills by: larger scale.
o Unlikely to have dexterity skills  Simplify the project by requiring fewer steps and more time to complete.
o Struggle to use both hands in a  The teacher may begin the project for the learner and then allow the learner
co-ordinated way to complete the project.
o May not use the non-dominant  Encourage the learner to use both hands.
hand to naturally stabilise  Group tasks and peer support may help the learner with the constructing of
their work. the project.
 Projects that include numerous
steps, which must be followed in a  Visual cues (pictures/concrete/written) to guide the learner through the
sequential way, may cause sequential steps, where an example of the completed project is shown, will
barriers. be of great value.
 Learners may not understand the  Make use of the help of a peer to guide the learner through the steps.
importance of following sequential
steps in order to have a
successful result.
 The learner who lacks creativity
may struggle with the designing of  Relate the project to real life experiences. E.g. make an object from wire,
the project. which you can use to hang objects from. Make a box from cardboard in
 Insufficient control of motor skills which you can store birthday cards.
may occur. E.g. too much or  Allow the learner to work with less accuracy.
uneven pressure while using  Make use of buddy assistance.
electric tools.
 Learners may be tactile defensive.  The learner may use gloves, brushes.
 Peers may help the learner to complete tasks that are uncomfortable for the
 In Technology the project results learner experiencing barriers.
are visual. The learner may  The emphasis must be on the process and not on the result.
experience loss of self-esteem  Praise the learner on the positive aspect of his work.
when he compare and evaluate
his project to those of others.

 Sensitivity to different sounds.

 Wear earmuffs
 Safety: Due to limited motor
control / lack of understanding /  Use peer and adult support.
lack of memory for the correct
 Use pictures to enhance safety procedures.
procedure the learner may be at
 Allow the learner more time to complete experiments.
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BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
risk of injury.
Technological Knowledge and  Abstract concepts may not be  Teach the specific meaning of all terminology and talk through the concepts
Understanding relevant to their life experiences and ideas with them. Be aware of specific words with different meaning in
that will also be problematic with different contexts, e.g. the word ‘stage’ can be used as: a period of time, a
comprehension skills. platform, a performance/robbery etc.
 Lack in exposure to,  Parents could help to revise concepts and information at home.
understanding and experience of
the topic discussed.
 The learner may experience  Give good guidelines in order to sequence the project in a structured way.
problems with the planning of a Talk the assignment through and make use of visual cues. Make sure the
task. learner understand the steps of planning a project
 The learner may have difficulty to  Flashcards with pictures that explain the computer commands clearly could
read instruction related to be used.
computers.
Technology, Society and the  Due to the lack of life experience,  It will be necessary to talk through concepts/ideas with them. Ask relevant
Environment the learner may experience questions to guide them to interpret this information.
difficulties interpreting the
interrelationships between
science, technology and
environment.
 The learner may not automatically  Be prepared to teach the skill in all new settings.
transfer knowledge and skills
learnt from one setting to another.

Guidelines for Inclusive Learning Programmes 77

3.4.7 Learning Area: Arts and Culture

Learning Outcomes and Assessment Standards

Learning Outcomes 1 (Creating, Interpreting and Presenting), 2 (Reflecting), 3 (Participating

and Collaborating) and 4 (Expressing and Communicating) all need differentiation to
accommodate all learners irrespective of their barriers.

Recommendations

 Scaffold tasks to allow for gradual learning of skills / techniques in developmental steps.
 Allow a variety of modes of response on the part of the learners to cater for different
paces of learning where assessment standards require of learners to talk, share, tell and
express.
 When wanting assess a learner’s participation a process, focus on the role that learner is
to play in the process according to the specific barrier experienced by the learner. Do not
expect of all learners to display the same level of participation or roles in a process.
 Provide appropriate learning, teaching and support material in a variety of media forms to
allow learners to access materials for the creation of products.
 Provide instructions in a variety of media and in varying detail to cater for all barriers. The
instruction must match what you expect from the learner, taking into account that your
expectations will differ to accommodate the different barriers of learning manifested in
your classroom.
 The Music assessment standards need to be adapted to allow all learners to participate
in this art form.

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Creating, interpreting and
presenting

Visual Arts:  The learner may experience  The teacher may adapt the project in such a way that the learner work in a
problems with fine motor skills: larger scale.
o Unlikely to have dexterity Skills  Simplify the project by requiring fewer steps and more time to complete.
o Struggle to use both hands in a  The teacher may begin the project for the learner and then allow the learner
co-ordinated way to complete the project.
o May not use the non-dominant  Encourage the learner to use both hands.
hand to naturally stabilise  Group tasks and peer support may help the learner with the constructing of
their work. the project.

 Lack of creativity  Art activities need to be based on real life experiences.

 Struggle to represent 3  Be specific with instructions. E.g. Design a pattern, use curved lines and
dimensional objects. only two colours.
 The learner may trace the object.
 Simplify the task. The learner doesn’t have to paint a flower, he may paint an
apple or ball.
 Sensitive to touch textures, e.g.  The learner may wash or wipe his hands frequently. Give him gloves,
glue, clay and paint. brushes and glue sticks.
 Projects that include numerous  Visual cues (pictures/concrete/written) to guide the learner through the
steps, which must be followed in a sequential steps, where an example of the completed project is shown, will
sequential way, may cause be of great value.
barriers.  Make use of the help of a peer to guide the learner through the steps.
 Choose groups carefully, group peers need to be supportive.
 Lack of confidence to participate.
Drama:  Encourage participation.
 Reluctant to share their own ideas
 Allow enough observation time, until they feel confident to participate.
with peers.
 Talk through the activity. Make sure everybody understands what is
expected from him or her.
 Needs more time to respond
 Use visual or verbal cues to prepare the learner for response on a given
time. Peers may help with cues.
 Responding time may be slower.
 Lots of practice to ensure automatic response. Give appropriate models.
 Experience difficulty in
 Help him with visual aids to help him to read the dialogue.
remembering action sequences.
 Experience difficulty in
independent finger movement,
Music:  Choose music instrument that will be more suited to the learners needs e.g.
which results as a problem in
drums and keyboards will be easier to play than a guitar.
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LEARNERS
playing of musical instruments.  Remove unnecessary keys of colour coding the notes may be useful.
Experience pincer grips and
general fine motor control
problems.
 Responding time may be slower.

Dance:  The learner may experience  Visual and verbal cues. Divide the dance group in two separate groups. The
problems with gross motor skills first group dance first and the second group echoes the first group. This will
by: prepare the learner to respond on the correct time.
 Balance  Simplify the sequence of steps, e.g. leap twice with full pirouettes in
 Co-ordination between, and allow the learner just to do the two leaps without the turns.
 May by struggling to remember  Practice each step individually before putting the different steps in
steps of sequence. sequence.
 Sequences should be built up slowly. Add only one new step at a time to a
known sequence.
 Separate leg and arm movements before the two movements are combined.
 Learner could be placed in the middle of the group. In this position the
learner can always model from another student.
 Enough rehearsal time.
 Visual cues to indicate the sequence of the different steps.
Participating and Collaborating:

Expressing and communicating:  The learner may experience  See the section on Languages where adaptive strategies for listening,
problems with listening, speaking, speaking and reading are dealt with comprehensively.
and reading skills.  Allow them to respond in other forms, which accommodate their barriers.
 The use of gestures, body language, sign language, and mime actions must
be encouraged.
 Each learner must be accommodated in a drama group by allowing them to
contribute to the product in a manner that accommodates their barrier.
 Allow learners to work with assistants, i.e. peers, to record their product or
Visual Arts:  Experience problems to create allow learners to describe what, how and why of the process
visual images.  Allow learners to work with a medium that suit their abilities.
 Work with different materials that differ in texture so that they can use their
tactile sense to create a visual product.
 Learners can make a contribution to the creative process by making input
Drama;  Experience problems to perform in into the words and actions of the “actors”, and can contribute to the product
a group by assisting with the refinement thereof during the development process.
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LEARNERS
 They can also be used to assess final products according to given criteria.
 It needs to be emphasised that it is not only the “actor” who develops the
product, but also those role players such as playwrights and directors also
have a role to play in the process and product.
 Individual’s strengths may lie in different roles in the process.
 The learner who experience a  Allow gestures, body language and facial expression as forms of
barrier with voice in drama. communication.
 Learners who are good at visual art may choose to create the backdrops for
 The use dramatic devices may a drama piece, while the learner who is good at drama will perform a role in
become a barrier. the drama piece which will be complemented by music from the learner who
is good at music, etc. Writing the drama is also a. creative process, so some
learners may choose to do this rather than perform.
 Allow each learner to fulfil a role in the process and product which
 The planning and making of a accommodates the individual’s barrier to learning
puppet and use it to create a  Guide them to understand and experience that people with differing abilities
puppet shows with music and complement one another in the artistic process in developing a composite
movement. product, and that not all people will be talented equally in all facets of the
artistic process.
 Do not expect of the learner to fulfil all roles.
Emphasise that making a contribution to the process is the focus, and not
how good one is in all the facets of the process.
 A visual demonstration and/or representation of these will need to be given
 Demonstration of rhythm and via actions such as clapping and beating of a drum.
Music: changes in tempo may cause
barriers.  Allow miming actions to communicate message of song, story, etc
 Demonstrate singing and
movement.  Allow learners to describe / explain these to you or to someone else to
 Demonstrate a graphic record them on their behalf
representation of music notes.  Allow learners to explore techniques of playing drums using tactile sense.
 Gestures, repetition of basic movements could be encouraged.

 Each learner must be accommodated in a dance group by allowing them to

 Express different movement contribute to the product in a manner that accommodates their barrier.
Dance patterns to express feelings, ideas
 Learners who are unable to perform these sequences may make a
or moods.
contribution to the design process by making verbal input into choreography
 Perform dance sequences.
 Can contribute to the product by assisting with the refinement thereof during
the development process
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LEARNERS
 They can also be used to assess final products according to given criteria.
 A role player such as a choreographer also has a role to play in the process
and product.
 Individual strengths may lie in different roles in the process.
 Perform movements on the spot or in tandem with other peers who lead the
learner on the pathway or by holding hands
Reflecting:  Abstract concepts may not be  Teach the specific meaning of all terminology and talk through the concepts
relevant to their life experiences and ideas with them. Be specifically aware of homonyms in different
Visual Arts: that will also be problematic with contexts, e.g. the word ‘stage’ can be used as: a period of time, a platform, a
Drama: comprehension skills. performance/robbery etc.
Music:  Lack in exposure to,  Parents could help to revise concepts and information at home.
Dance: understanding and experience of
the topic discussed.
 The learner may experience  Give good guidelines in order to sequence the project in a structured way.
problems with the planning of a Talk the assignment through and make use of visual cues. Make sure the
task. learner understand the steps of planning a project
 The learner may have difficulty to  Flashcards with pictures that explain the steps of designing plays, artwork,
read instruction related to projects etc clearly, could be used.
 Due to the lack of life experience,
the learner may experience  It will be necessary to talk through concepts/ideas with them. Ask relevant
difficulties interpreting the questions to guide them to interpret this information.
interrelationships between artistic
and cultural processes, products
and styles in past and present
contexts.
 The learner may not automatically  Be prepared to re teach the skill in all new settings.
transfer knowledge and skills
learnt from one setting to another.

82 Guidelines for Inclusive Learning Programmes

3.4.8 Learning Area: Life Orientation

Learning Outcomes and Assessment Standards

Learning Outcomes 1 (Healthy Promotion), 2 (Social Development), 3 (Personal

Development) and 5 (Orientation to the World of Work) with their corresponding assessment
standards accommodate all learners irrespective of their barriers.

Learning Outcome 4 (Physical Development and Movement) provides unique challenges, for
learners needing a high level of support in the classroom.
NOTE: Assessment of Life Orientation activities will require the teacher to observe the
learners to determine how they behave / handle situations.

Recommendations

The following recommendations are made with respect to LO# 1, 2, 3 & 5:

 Activities may need to be scaffolded to guide learners to achieve assessment standards.

 Some instructions and responses will need to occur in a one-on-one situation, whether it
is between learner and teacher or learner and peer.
 The teacher cannot expect all of the learners to respond in exactly the same mode. A
variety of modes of response must be allowed on the part of the learners to cater for
different barriers and paces of learning. For example where a learner is expected to
investigate an issue and cannot write a response, allow this learner to speak about the
findings as a response. The teacher must be flexible and allow the learner to
communicate in the mode(s) which are most suited to his level of development and/or
learning barrier. This is applicable to assessment standards where the learners are
required to describe, explain, suggest, discuss, express, demonstrate knowledge, know,
name, identify, draw up information, list, tell, reflect, debate, comment, propose, report,
respond
 Assessment standards that require the learner to demonstrate certain behaviour can be
assessed by observing learners and how they react in certain situations in the classroom.
Such assessments should not be once off, but should be made regularly and
continuously while the learner is in the classroom.

Guidelines for Inclusive Learning Programmes 83

 Where certain behaviours are difficult for a child to demonstrate the actual behaviour,
case studies or role play could be used to determine how a learner would react / behave
by getting them to respond in another mode to the situation.
Assessment standards that require the learner to draw and colour could be adapted to allow
the learner to describe the product which is to be drawn, e.g. SA flag, and /or work with a
peer as an assistant who follows verbal instructions to draw the product on behalf of the
learner who experiences the barrier. Alternately the pieces of the flag could be provided in
the form of a jigsaw puzzle of sorts where the different pieces / colours require correct
placement.
 When working with assessment standards that require identification of visual signs:
Example: Road signs
 The teacher needs to adapt classroom methodology to allow all learners to engage in the
activity by providing some learners with actual visuals while explaining the shape and colours
of the signs and their features to other learners.
 In other words the teacher must involve all learners in the same assessment standard, but the
mode in which an instruction and information is given to the learners will differ according to
their learning barrier
 This is applicable for assessment standards where learners are required to identify, distinguish,
recognise, sequence pictures, interpret, consider, select, apply information, implement a
method, evaluate, plan, analyse, examine, match and compare.
 Provision of learning, teaching and assessment in a variety of media (e.g. print, visual, audio,
etc.) to allow all learners to access information.

Objects provided must be age and developmentally appropriate for each learner, so a
variety of one type of object may be necessary in the classroom, e.g. one learner may
require a larger size of the object than other learners or a brighter colour to make
handling of the object accessible.
 The learning context must be the same for all learners, with variances in activity/ies to
cater for diversity – this is important so that learners all feel they belong to the same
class.
 Learners should be grouped according to the focus of the activity. Group learners
according to ability / barrier for the learning of skills. Group learners in mixed groups
when applying skills. They can participate in any mixed group activity/ies where they can
apply a particular skill as main focus of the activity.

Example: Hitting a target activity.

1. Descriptors for each criteria for the activity must be differentiated to accommodate the specific

84 Guidelines for Inclusive Learning Programmes

 barrier – where the sighted child may be required to throw a ball at a hoop, the blind child may
be required to throw a ball in the direction of an auditory stimulus.
2. The learners need to display accuracy.
3. The “target” for which they are aiming will differ

 Scaffold the learning of a skill from basic parts to the complete skill.
 Practise skills as isolated units, not in a sequence, with isolated body parts, not whole
body action where learners experience barriers. Allow such learners to first imitate the
technique, adding objects later.
 Engage in group / class activity/ies and games where they fulfil a specific role with the
skill the learner is able to perform.
Example: Game of rounders
1. A learner can catch a ball, at the end of the field
2. The learner could also record the team’s goals
3. Games need to be adapted to accommodate isolated skills.
 Provision of appropriate learning and teaching support material:
o Different size objects, e.g. range of different size balls
o Brightly coloured objects
o Objects which emit sounds when they move
o Tees for striking and kicking
o Safety of playing area imperative, especially where blind learners are present
 Make use of a buddy system:
o Especially relevant for blind learners where they require a partner to guide them
around the playing area (use “wrist” leash) or in a particular direction or provide
verbal cues
o Cooperative work
o Peer teaching
 Adapt skills, rules and equipment or use thereof to cater for all learners.
 Methodology:
o Verbal instructions accompanied by visual – pictures, demonstration, cue words
o Physical guidance of a learner through a skill where allowed to kinaesthetically
experience the skill by another learner or the teacher actually guiding the body parts
through the skill

Guidelines for Inclusive Learning Programmes 85

BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
Health promotion:  The learner may experience  See the section on Languages where adaptive strategies for listening,
problems with listening, speaking, speaking and reading are dealt with comprehensively.
and reading skills.  Allow them to respond in other forms, which accommodate their barriers.
 The use of gestures, body language, sign language, and mime actions must
be encouraged.
 Each learner must be accommodated in an activity group, by allowing them
to contribute to the product in a manner that accommodates their barrier.
 Learners can make a contribution to the process by making input into the
 Experience problems to words and actions of the peers, and can contribute to the product by
participate in a group assisting with the refinement thereof during the development process.
 They can also be used to assess final products according to given criteria.
 It needs to be emphasised that it is not only the one learner who develops
the product, but all role players in the group.
 Individual strength may lie in different roles in the process.

Social Development:  Due to the lack of life experience,  It will be necessary to talk through concepts/ideas with them. Ask relevant
the learner may experience questions to guide them to interpret this information.
difficulties interpreting the
interrelationships between diverse
cultures and religions
 The learner may not automatically  Be prepared to re teach the skill in all new settings.
transfer knowledge and skills
learnt from one setting to another.
Personal Development:  Certain behaviours are difficult for  AS’s that require the learner to demonstrate certain behaviour, can be
learners to demonstrate. assessed by observing learners and how they react in certain situations in
the classroom. Such assessments should not be once off, but should be
made regularly and continuously while the learner is in the classroom.
 Where certain behaviours are difficult for a learner to demonstrate the actual
behaviour, case studies or role play could be used to determine how a
learner would react / behave by getting them to respond in another mode to
the situation.
Physical Development and  The learner may experience  The learner can spend a lot more time on practising skills before they join
Movement: problems with gross motor skills: competitive games. First start with stationary objects before using moving
They will have difficulty with objects.
activities such as: kicking,  Equipment must be adapted to include learners with barriers.
catching, throwing, hitting, running  Slow down the pace of the activity.
and dodging.  Activities could be adapted in such a way that the peers may for example
only use one hand or their non-dominant hand.

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BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
 Reduced stamina due to low  Be aware of medical conditions. Frequent rests and adequate fluid intake is
muscle tone and other medical important.
defects.
 The lack of strength.  E.g. lighter shot put or hitting a tennis ball instead of a cricket ball.

 The student may appear slower  Shorter distance to run or hit the ball, etc.
than peers.  Encourage learners to take their time.
 Give them clear verbal / non-verbal instructions. E.g. get ready/run/ stop at
 The learners may experience line, etc.
barriers with the estimation of  Verbal and visual prompting will be important. E.g. Teacher physically takes
depth, heights and distances. the learner and show him where the boarders of the soccer field is.
 The planning of sequential moves  Break the movement up in smaller steps and put them in the correct order
may be problematic. and demonstrate this movement frequently.
 The listening to instruction may be  Refer to the listening strategies in the Language section. Make use of peer
problematic. and visual support when long distances become problematic.
 Medical conditions may be a  When these mentioned medical conditions occur it is important to know that
barrier. E.g. heart conditions and horse riding, gymnastics and contact sport is not allowed for these learners.
neck instability.
 Sensitive eyes may become a  Protective measures should be taken in consideration, e.g. wear hat,
barrier when the learner takes part sunglasses and sunscreen, even on days when the sun does not seem to be
in outdoor sport activities. all that strong.
 Learners may lack motivation to  The teacher needs to be aware of the different nature of his/her learners
participate in competitive sport. with regard to participation in competitive sports. Tutor and peer
encouragement is important.
 Offer the learner an alternative role such as timekeeper of judge if they find it
difficult to deal with peers’ competitive spirits.
 Peers may discriminate against  Encourage the peers to take this learner’s feelings into consideration.
these learners. Reward the team choosing the learner experiencing barriers. The other team
may only start later.
 The learner will have difficulty to  Be prepared to re-teach skills in new situations.
transfer information and skills to
different situations.
 The learner will experience  The learner may be given extra time to dress and undress himself. Allow
barriers to change clothes in a set them to change in privacy.
time.
 The learners may experience  Matters to discuss with the learner and or parents beforehand:
problems to adapt to new o Distance and mode of transport.
environments when they go out on o The departure and arrival times.
sport excursions. e.g. sports days
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BARRIERS EXPERIENCED BY IMPLICATIONS: STRATEGIES:
LEARNERS
o What do they need to bring along with them.
o Where the bathrooms are.
o Discuss a particular landmark with the learner in case they get lost.
 Matters to take in consideration beforehand:
o Inform the other people involved about the learner’s barriers and special
needs.
o Make use of peer/buddy help to ensure that the learner does not become
lost in the crowd.

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SECTION 4

IMPLICATIONS OF INCLUSION FOR TEACHING METHODOLOGIES

4.1 Introduction

Education White Paper 6 on Inclusive Education provides a very clear direction regarding the
importance of curriculum flexibility in meeting the full range of learning needs. The policy states
that: Central to the accommodation of diversity in our schools, colleges, and adult and early
childhood learning centres and higher education institutions, is a flexible curriculum and
assessment policy that is accessible to all learners, irrespective of the nature of their
needs. In addressing the diverse needs of the learners, the curriculum needs to be understood in
its entirety. This includes:
 The content (i.e. what is taught)
 The language or medium of instruction
 How the classroom is organised and managed.
 The methods and processes in teaching
 The pace of teaching and the time available to complete the curriculum
 The learning materials and equipment that is used
 How learning is assessed.
The aforementioned issues need to be seriously considered in making curriculum accessible to all
learners.

This section will pay particular attention to the teaching methodology component, however it should
be noted that in the discussion of the teaching methodologies other factors such as classroom
management, the content of teaching and learning, the pace of teaching and learning, learning and
teaching support material, will also come into play.

4.2 Framework for Teaching Methodologies

All teaching methodologies should be underpinned by the following principles:

 The learner is the focal point of all teaching, learning and assessment.

 All learners are equally valuable.

 Lessons encourage the participation of all learners (full or partial)

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  Learner differences are an important resource for teaching, learning and assessment,

 All teaching learning and assessment should be adapted to suit the needs of learners, and
not the other way round.

 Appreciation of people who are from different backgrounds, be it cultural/language/ religion

etc.

 Give learners the opportunity to record their work in different ways.

 High expectations for all learners

 Clear expectations (clarity of focus)

 The interests of the learners are considered.

 Levels at which the learners are.

 How learners learn best

 The pace at which learners learn.

The implications of the above principles for the delivery of teaching methodologies are of vital
importance to this section. Effective teaching methodologies will have the principles as their point
of departure.

4.3 Teaching Methodologies

It should be noted that there are several methodologies, but only one methodology has been
selected to illustrate how the different needs of learners could be catered for in one lesson, and
that is co-operative learning.

In applying teaching methodologies, teachers should bear in mind that there is no single classroom
where all learners will be exactly the same, or learn in the same way, and at the same pace. As a
result, teachers are required to be creative in the use of a variety of teaching methodologies to
reach learners who are at different levels. Multi-level teaching is of vital importance in addressing
the different needs of the learners. It should be noted that multi-level teaching is not a methodology
as such, but a golden thread that should run through the implementation of all methodologies to
reach learners at different levels.

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4.4 Multi-Level Teaching

4.4.1 What is multi-level teaching?

It is an approach that assumes the principles of individualisation, flexibility and inclusion for all
learners regardless of their personal level of skills. Teachers should unconditionally accept the
learners who experience barriers and involve all learners in all classroom activities.

In contrast to preparing different lessons for different learners, multi-level teaching advocates for
one lesson with varying methods of learning, teaching and assessment. The lesson must include a
variety of teacher techniques aimed at reaching learners at all levels. This means:

- Considering learners’ learning style when planning presentation methods.

- Involving them in the lesson through questioning that is aimed at different levels of thinking
(Bloom’s Taxonomy)
- Acknowledging that some learners will need adjusted expectations
- Allowing learners to choose a method of their preference/or competence in demonstrating
knowledge, skills and values.
- Accepting that these different methods are equal value
- Assessing learners in terms of their differences.

4.4.2 The three-step process in developing a lesson to accommodate diversity

See also above under Section 2: Differentiated Lesson Planning

For teachers to develop lessons that accommodate the different levels of learners, the following
steps are important:

Step 1: Identify assessment standard(s) with the underlying Skills, Knowledge and
Values (SKVs)

Identify the assessment standard(s) you are working towards and the SKVs that you want to
achieve. Then clearly communicate to learners what they are expected to achieve at the end of the
lesson.

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Example: Life Skills
Learning Area: Life Orientation: Grade 2
Learning Outcome 3: Social Development:
Assessment Standard 2: Identifies, draws. and colour the South African flag.

The SKV from AS2:

Identifying
Drawing
Colouring
Knowledge of the South African flag

Step 2: Determine the teacher’s methods of presentation

The lesson cannot be presented in one way to all learners who are able to benefit in varying
degrees of SKVs. The teacher’s methods of presentation should consider the learners’ learning
styles, levels of thinking and levels of participation.

Bloom’s Taxonomy

Bloom’s taxonomy is one of the useful tools for reaching learners who are at various levels. All
learners are involved in the lesson.
The teacher asks questions that are suitable for the different levels to allow maximum participation
of all learners. The following table gives examples of how to apply the tool, to enhance
participation:
This example on ‘recycling’ could be applied to the lesson on ‘The South African Flag’.

Areas Definition Examples of Key verbs Classroom

questions products
Knowledge Knowing and What does Match, recognise, Report, Map,
remembering facts ‘recycling’ mean? list, describe, worksheet chart.
name, define,
show, record,
select, identity.
Compre-hension understanding Explain ‘recycling’ Explain, locate, Diagram, model,
in your own words. inquire, game, picture,
demonstrate, teach a lesson,
discover time line.
Application Doing, making use How can you Model, apply, code, Survey, diary,
of what is known ‘recycle’? collect, organise, code, scrap book,
construct, report, photographs,
report, experiment, cartoons, model,
sketch, paint, draw, illustration,
group. sculpture, learning

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 centre, construction
Analysis Explaining what is Give reasons why Categorise, take Graph, survey,
known recycling is part, analyse, report, time line,
important in South separate, dissect, family tree,
Africa. compare, and commercial, fact,
contrast. file, questionnaires.
Synthesis Putting together the Design a Add to, create, Story, poem, play,
known into programme on imagine, combine, song, news article,
something new. improving recycling suppose, predict, invention,
at school and at role-play, change, radio,show, dance,
home. hypothesise, What comic strip.
if? Design, invent,
infer, , improve,
adapt, compose
Evaluation Judging the Evaluate the Justify, debate, Survey, panels,
outcome benefits of the solve, recommend, self-evaluation,
recycling judge, criticise, Conclusion,
programme at prove, dispute. recommendation.
school and at
home.

The teacher does not need to use all the levels in all lessons – but there should always be
possibilities for several levels of cognitive skills. The next example combines some of the levels:

The teacher may choose to use the research method. Learners are given a list of questions
to guide the research projects. The levels of questions are varied from simple to complex e.g.

1. How many colours does the flag have?

2. Identify shapes on the flag?
3. Which colours are there?
4. Draw the flag
5. Compare the S.A flag with the American Flag.
6. What are the differences?
7. What are the similarities?
8. Why is it important for every country to have a flag?

The different levels of questions will allow participation by all learners.

Learning styles: Make the flag available for the visual learners to see, explanation of the flag
will be necessary for the learners with visual barriers, allow the oral presentations to
accommodate the auditory learners, this should be accompanied by sign language to
accommodate learners with auditory barriers.

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Step 3: Determine the assessment standards which will determine the learners’
method of practice

The teacher should allow and encourage learners to demonstrate their attainment of SKVs in terms
of their own abilities.

Example

Learners who have a strong linguistical intelligence, do literature review on flags and explain
to the other learners what they have learnt about flags in the literature. Learners with a
strong logical mathematical intelligence will analyse patterns of the flags and their
relationships, learners with a strong musical / rhythmical intelligence may compose a song
about the South African Flag.

Use different strategies to assess the evidence of a learner’s performance. Equal value should be
attached to all strategies of assessment. Evidence can be collected of oral, written, and/or art work
and the one is not more valuable than the other. (See section on alternative assessment.)

4.5 Co-operative Learning as a Teaching Strategy

4.5.1 What is co-operative learning?

Co-operative learning is a way of teaching in which learners work together to ensure that all
members in their groups have learnt the same content. In co-operative learning groups are
organised and tasks are structured so that learners must work together to reach a goal, solve a
problem, make a decision, or produce a product.

4.5.2 Grouping

Flexibility and variety in groupings should be encouraged. Although heterogeneous groups are
recommended, there are times when it is appropriate to group learners in homogeneous groups

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 GROUPING OF LEARNERS
Type of Possible uses Points to consider
Grouping
Whole class – Promotes belonging, reduces isolation Physical inclusion does
large group o Discussions and sharing information and experiences not guarantee
o Introducing new topics, themes, units instructional inclusion!
o Developing new concepts, skills and understandings
o Developing and refining classroom expectations, rules
and procedures
Small group Can be facilitated by the teacher, a learner or the group Same ability/skill groups
instruction itself should not become
o Same ability/skill group can help the teacher to focus on permanent and they
developing a particular skill; learners with specific should not be composed
disability could also work around certain skills in a ‘same of same learners all the
disability’ group (e.g. Braille, sign language, mobility, life time in order to avoid
skills instruction) labelling and isolation.
o Mixed ability/skill group useful for project work, learning a They should only be
new skill or practicing one recently learned, discussing an used to learn a particular
assignment, problem solving – different objectives and skill.
sub-tasks can be assigned to different learners; it
promotes co-operation, peer-support and valuing
individual contributions
Paired groups Two learners work together: offers opportunities to This way of working
enhance social and communication skills and needs some practice so
friendships; can provide direct instruction and build self- that ‘tutors’ will not just
esteem pass on ‘correct
o Can be formed on the basis of same/mixed skill/ability, answers’. Pairing needs
interest, etc. Could also pair a disabled and non-disabled to be grounded on
learner learning for both, and the
o Can be same Grade mates or cross-Grade mates tutor should not always
o One learner is assigned as a ‘tutor’ based on the skill, be non-disabled learner.
ability or experience.
Interest group Paired or small group where learners share the same o Usually highly
interest. motivational
o Interest can be a topic, a learning area, a specific skill. o Learning outcome
o Encourage learners to learn more about their specific should be shared with
interest – at their own level other learners to
increase learning of
all learners
Co-operative All groups are given the same topic but each learner in o It is important to
expert groups the group is given one part of the topic to learn ensure that each
(jigsaw) (according to his level, interest, etc.) member gets to his/
o It is the responsibility of each member to learn his/ her her work done –
part, thus becoming ‘expert’ support might be
o After studying individual parts, the group comes together needed here
and each learner presents his part to complement to the o Allows for individual
whole. and group activity
o Another possibility: A topic and its sub-topics are o Feedback – sharing in
identified. In each group, each member is assigned with a the groups is
sub-topic. New groups get together according to sub- essential. This might
topics. These groups are now ‘experts’. In the expert require support.
groups learners study about the sub-topic. Then they get
back to their original group and share what they have
learned in the ‘expert’ group.
Cluster groups Cluster groups are grouping of all learners within a class o Cluster group should
for small instructional groups, based on one or more not be used for
learner characteristics. anything else than for
o Usually learners stay in the cluster group for a longer an instructional
period for a specific instructional reason (e.g. accelerated purpose.

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 Type of Possible uses Points to consider
Grouping
maths, community project, second/ third language tuition) o Grouping should not
encourage negative
labelling.
o Learners can belong
to several clusters in
different learning
areas

4.5.2 Characteristics of effective Co-operative Learning Activities

Characteristics Explanation How to achieve Examples

Learners should The seating Auditory barriers:
Face-to-face interact directly arrangement Learners who lip-read will benefit from the
interaction with one another should allow face- ‘circle’ seating arrangement.
when carrying out to face interaction,
collaborative e.g a circle. Visual barriers:
activities. Excessive/inadequate light should guide
Various modes of the sitting arrangement in the classroom.
Interaction needs communication
to take place should be provided The modes may include and not limited to:
among learners, to facilitate proper SASL, AAC, spoken, computers with voice
not between interaction. recognition software etc, gestures and
learners and symbols.
learning materials.

Equal opportunity All learners should For learners who Learners who are to perform specific tasks
for success have a chance to experience should be provided with the necessary
contribute to the barriers to learning support and resources e.g.
success of the the teacher should Those learners who experience
group. adapt the criteria communication barriers (specifically
for success and auditory) the telephone may not be an
expectations appropriate means of making
according to the appointments. Therefore writing and
needs. faxing/posting/ hand delivery could be a
viable option.
Individual All learners should Learners are Teacher looks at the ability of the tasks in
accountability be held individually allocated various task allocation.
responsible for tasks, such as Learners experiencing visual barriers may
learning the conducting need audio-tapes, Braille, computers with
material and interviews, voice synthesisers when allocated the task
contributing to the consulting of recording information when conducting
group. literature visiting interviews to enhance participation.
polluted sites, and
visiting
municipality offices
to investigate
costs of cleaning
up.

Interpersonal To ensure that Learners should When visiting dumping sites, learners who
skills members learn a be encouraged to experience mobility barriers may be
range of value each others’ assisted by others, e.g. pushing the wheel
interpersonal and contribution. chair.
social skills for

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 Characteristics Explanation How to achieve Examples
example Learn to listen to Where shelves are too high, they may help
communication each other and not with bringing the books nearer.
skills, leadership to outsmart each
skills, decision- other. At the dumping site, learners with visual
making skills, trust barriers; may be offered sighted guidance
building, time Learn to take turns
management and in discussions and
conflict not dominate.
management.
Learner reflection At the end of the Learners raise Communication barrier:
activity learners problems e.g. learners entitled to SASL were not
evaluate how well experienced, what accommodated.
their group they learnt from
functioned and the exercise. Physical Barrier:
whether their goals Appropriate transport was not provided.
were achieved. Write about the Visual barrier:
challenges, how
they overcame the At the dumping site there was no person
obstacles. to explain to learners.

Social barriers:
Lack of co-operation among learners.

Positive inter- The Each learner Identify strengths of learners within the
dependence accomplishment of should be group ( logical-mathematical, linguistic,
the group goal encouraged to spatial, intra-personal, interpersonal,
should depend on participate fully or musical, bodily-kinesthetic and visual
all group members partially in group intelligences). E.g. The information
working together activities. gathered from interviews or field work in
and co-ordinating Braille, tape-recorder and computer (were
their actions. possible). They may also conduct
interviews learner with strong linguistic
intelligence will do report writing, and the
one with a strong mathematical
intelligence will interpret graphs, loads of
trucks and their cost. and the with musical
intelligence can compose a song about
pollution. In be responsible for recording

A learner with very little written language

might be expected to do an oral
presentation that is shorter than that of
others. (Communication barrier)

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SECTION 5

INCLUSIVE STRATEGIES FOR LEARNING, TEACHING AND ASSESSMENT

5.1 Introduction

Inclusive strategies for learning, teaching and assessment allow learners to demonstrate a level of
competence and to achieve an outcome in a way which suit their needs. All assessment practices
should be in line with the NCS guidelines. Assessment should be adapted according to the level of
support that each learner needs. The curriculum emphasizes the principles of social justice,
healthy environment, human rights and inclusivity (DOE, 2003: Teacher’s Guide for the
development of Learning Programmes, p.5). Thus, regarding assessment, (i) More time can be
provided for assessment (DOE, 2003: Teacher’s Guide for the development of Learning
Programmes, p.11) and (ii) Methods of assessment are flexible (DOE, 2003: Teacher’s Guide for
the development of Learning Programmes, p.1). There are many practical ways in which teachers
can adapt the way in which activities and assessment are planned, structured and conducted.

 Teachers should be aware that some learners might experience more than one barrier. In
order to determine the nature and extent of support in terms of assessment, each learner
will have to be assessed individually. Some learners may need to be monitored regularly
and encouraged to complete activities.

 It is important to keep in mind that inclusive assessment strategies cannot be separated

from learning and teaching, and that these strategies together form part of a continuous
process. Inclusive assessment strategies thus are not to be limited to formal assessment
situations but are also to be included in everyday learning and teaching.

 The following questions will be dealt with:

o What are inclusive strategies for learning, teaching and assessment?
o What are the logistic arrangements necessary for implementing these inclusive
strategies?
o How will learners be assessed to determine the nature and level of support they
need?
o What is the role of the teacher?
o Which barriers need to be addressed through inclusive learning, teaching and
assessment strategies?

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 o How can inclusive learning, teaching and assessment strategies be applied in the six
main learning outcomes?
o Formal assessment tasks: venues and specific interventions
o Terminology for clarification

5.2 What are Inclusive Strategies for Learning, Teaching and Assessment?

 Inclusive strategies of learning, teaching and assessment allow learners to demonstrate a

level of competence and to achieve an outcome in a way that suit their needs. All assessment
strategies should be in line with the NCS guidelines. Assessment, including CASS, should
be adapted according to the level of support that each learner needs. Different types of
barriers will have to be addressed through different inclusive methods of assessment. A
specific barrier might require differentiation in more than one way. Strategies to be applied
will vary according to whether the barrier is long-standing, recently acquired, fluctuating,
intermittent or temporary.

 Some general strategies, applying to all learning outcomes:

o Some learners may need to write in a separate venue so that a teacher or trained
person assists them to become settled, and to structure the task and time allocation.
This could be a temporary arrangement.
o Long assessment tasks could be broken down into smaller chunks, on separate blocks
of paper. Provide clear deadlines and checkpoints to measure progress.
o Some learners may need minimised visual distractions in the environment.
o Some learners may need to work in short units of time with controlled breaks.
o Demonstrate tasks / activities to learners and provide them with a checklist.
o Emphasise detail / important information through colour coding or isolation.
o For some learners drawings should be embossed or made in such a way that learners
can feel them in order to respond.
o Provide visual auditory reminders indicating the amount of time left for activities.
 Inclusive learning, teaching and assessment strategies may be dictated by factors such as
time, mode and necessity for substitution.

 Inclusive learning, teaching and assessment strategies will be indicated in terms of the six
language learning outcomes identified in the NCS. With the exception of language structure
and use, all the outcomes can be applied to all learning areas.

 Listening

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  Speaking
 Reading and viewing
 Writing
 Thinking and reasoning
 Language structure and use
 Mathematics Learning Outcomes

5.3 What are the Logistic Arrangements Necessary for Successful Implementation of
Inclusive Learning, Teaching and Assessment Strategies?

The learning site where the inclusive learning, teaching and assessment strategies are
implemented must ensure that the following are in place:

Audio equipment:  Audio-tape recorders; cassettes; batteries; microphones; Dictaphones

 Headphones are permissible in order not to create a disturbance.
Video equipment:  Video-recorders, televisions, video cameras, cassettes; batteries; closed-
circuit television
Assistive devices:  FM system1; batteries for assistive listening devices
Computers:  Voice synthesiser programmes; Braille printers; Braille programmes; back-up
systems; headsets / pointers
Electrical equipment:  Cables, power points, extension cables, adaptors,
Accessible and  Ensure that the inclusive learning, teaching and assessment strategies venue
appropriate venues: is accessible to all learners and staff (e.g. ramps and wide enough doors).
 Ensure that bathrooms are close and accessible to all learners while still
allowing privacy.
 Ensure that equipment is accessible to all learners (e.g. pay attention to height
of laboratory tables, etc.).
 Adequate space for equipment and / or extra support staff (e.g. South African
Sign Language interpreters, scribes and readers).
 Separate assessment / task completion venue for learners who use
equipment which may distract other learners or for learners who need to
complete tasks orally.
 Appropriate lighting for different needs (e.g. some learners may need dim
light, others bright light).
Addressing time  Material should be taped well in advance (audio and video).
constraints:  Material should be converted into Braille well in advance.
 Equipment should be checked on a regular basis to ensure equal access to
inclusive learning, teaching and assessment strategies.
 Teachers should make provision for learners who need extra time to complete
tasks.
 Extra time should also be allocated for learners who may need to rest during
activities / tasks.
Access to support  Braille printing services
services:
Support staff for  Staff members who are capable of solving problems with equipment should be
equipment: immediately available.
 Alternatively, all teachers should be trained to deal with equipment.

1
Please note that explanations of all underlined terms are provided at the end of this section.

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Scribes  Learning sites need to employ a number of full-time scribes, depending on the
need of the learners at the learning site.
 Scribes should be trained for educational purposes.
SASL interpreters  If there is a need for SASL interpreters, it means that two interpreters per
class should be employed on a full-time basis.
 SASL Interpreters should be trained for educational interpreting
 Learners, who need SASL, will need it not only for assessment purposes, but
also throughout the inclusive learning, teaching and assessment process.
 Information on available SASL interpreters should be obtained from the DST.
 Teachers and learners should be informed of the role of the interpreter.
Tactile interpreters  Some learners need to access communication through tactile means, which
can only take place by means of one-to one communication.
 Two such interpreters need to be employed for an individual learner.
Readers  Some learners may need a reader to be able to access written texts.

5.4 How will learners be Assessed to Determine the Nature and Extent of their Needs in
terms of Inclusive Learning, Teaching and Assessment Strategies?

Assessment and support teams

Each school must have an assessment team with representation from the different phases, which
will be responsible for determining the policy and procedures as early as possible in the year. This
team will take decisions on:

 Which learners must have access to inclusive strategies of learning, teaching and
assessment
 Please take note that some learners may experience more than one barrier.
 The materials needed and practical arrangements to be made
 The monitoring and reporting of the process

Staff from special schools, special schools as resource centres, full service schools, university
professionals and district officials could train, monitor and support the school teams in the process.
All decisions made by the school team regarding inclusive strategies of learning, teaching and
assessment will be included in the learner profile, which accompanies him/her to the end of his/her
school career. Teachers and school assessment teams should have clarity on the process-taking
place between the District Support Team and the school assessment team. (See District Support
Team Concept Document.)

5.5 What is the Role of the Teacher in the Inclusive Learning, Teaching and Assessment
Strategies?

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  Learners should be assisted by the teacher to settle down and to understand the
structure of the task and the time allocation per activity for continuous assessment.
(CASS).
 Before and during the learning, teaching and assessment process the teacher must
ensure that equipment is in working order (See section on logistics).
 At the end of a ‘formal assessment session', the teacher must make sure that all
assessment sheets/papers are collected and the number of pages written verified.
 Please take note that when an SASL interpreter is used for learning, teaching and
assessment tasks, the interpreting process should not be interrupted under any
circumstances because it will be disruptive and distractive for the learner.

5.6 Which Barriers Need to be Addressed by Inclusive Learning, Teaching and

Assessment Strategies?

 Visual barriers
 Communication barriers
 Physical barriers
 Cognitive barriers
 Social and environmental barriers
 Auditory barriers

5.7 Inclusive Learning, Teaching and Assessment Strategies and the Learning
Outcomes

The six language learning outcomes of the NCS will be used to illustrate implementation of
inclusive learning, teaching and assessment strategies. (Mathematics is included as well.)
Teachers should keep in mind that these outcomes apply to all learning areas.

 Listening
 Speaking
 Reading and Viewing
 Writing
 Thinking and Reasoning
 Language structure and use
 Mathematics

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5.8 How can the ‘Listening’ Outcome of the NCS be Attained Through Inclusive
Learning, Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGIES

MATERIALS
Multimedia texts such as  Repeat information verbally or in writing.
videos, DVDs; radio  Explain visual information contained in multimedia texts to those learners
broadcasts who need it.
 Learners who need SASL use an SASL interpreter. Information is
presented with subtitles or in SASL format. If necessary, learners can
rewind the video to clarify information. Subtitles are also necessary to
improve learners’ reading skills.
 Use tactile forms of communication / language to convey information to
learners.
 Provide simplified, written text based on the multimedia texts for learners
whose home language is not the LOLT. Make provision for extra time for
completion of activities or assessment tasks, based on the needs of
learners.
 Learners who experience auditory barriers should be seated in such a
way that they can optimise the use of their residual hearing (they should
not be seated far away from the person leading information / learning
sessions).
 Make use of lip-reading (lip movements should be clear, but not
exaggerated)
 The teacher should clarify with learners whether or not access to
information is problematic
 Acquire or develop visually orientated materials to augment orally
presented tasks. Use an overhead projector.
 Make sure background noises are minimized when learners are in the
process of accessing information relating to activities.
 Some learners may need to listen to information repeatedly. Audiotapes
could be used for this purpose. Allow opportunities for replaying the tape
if there is a need to do so.
 Provide tactile diagrams.

5.9 How can the ‘Speaking’ Outcome of the NCS be Attained Through Inclusive Learning
Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
All learning activities,  SASL interpreter will voice-over for learners who use SASL.
learning materials; CASS  The voice-over will then be recorded on an audiotape for assessment
Tasks purposes if the assessment task requires this.
 Please take note that an SASL interpreter cannot interpret and act as a
scribe as the same time.
 Learners, whose home language is not the LOLT, should be assessed for
communicative content and not for grammatical correctness. Give
learners pictures and flashcards. Provide extra time for these learners
while others are engaged in group work.
 Encourage learners to share their home languages with each other and
provide opportunities for this interaction.
 Allow learners who are not comfortable with using the LOLT to write and
encourage them to start using the LOLT.
 Learners use gestures to point at pictures or objects to indicate what they

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 ACTIVITY / LEARNING INCLUSIVE STRATEGY
MATERIALS
want to say.
 A practical activity can be arranged for learners experiencing language
barriers to enable them to demonstrate competence
 Intervention in terms of pronunciation may be required.
 ‘Describe’, ‘tell’, ‘speak’, ‘explain’ and similar verbs are to be read as
‘sign’, meaning that learners will participate by using SASL.

5.10 How can the ‘Reading and Viewing’ Learning Outcome of the NCS be Attained
Through Inclusive Learning Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
All learning, teaching and  Ensure that all learners are familiar with their surroundings. When visiting
assessment tasks places, e.g. museums, provide learners with visual information about their
surroundings and assist them in orientating themselves in their new
environment.
 Provide opportunities for learners to work in groups, especially when the
assignment has a visual component (e.g. conducting an experiment in a
science class.)
 Include tactile components in all tasks where possible.
 Do not change the content of tasks.
 Rather ensure that sentences are not too complex and give synonyms for
words, e.g. ‘Provide (give)’.
 Present written material in video / audio format. Include sub-titles / SASL
format.
Illustrations and diagrams  Avoid using illustrations only, especially diagrams with fine details.
 Tactile diagrams could be used.
 Drawings / diagrams could be described.
 This type of question may be substituted with alternative questions,
depending on different needs of learners.
Dictionaries:  Learners should be given dictionaries if they need that. Ensure that an
adequate number of dictionaries are available.
 Teachers should be aware that not all learners are able to use a dictionary
independently.
 Intervention through SASL may still be required.

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5.11 How can the ‘Writing’ Learning Outcome of the NCS be Attained Through Inclusive
Learning Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
All materials, activities and  Learners can respond in Braille, by typing, SASL or orally.
CASS tasks  Allow learners to circle or underline responses or point to the desired
choices for specific activities.
 The use of a computer (including voice-synthesiser programmes) /
typewriter during the learning, teaching and assessment process may be
used for the purpose of a) providing activities / tasks in a format that is
accessible to the learner or, and b) to formulate and produce answers.
The learner should be familiar with the specific software/typewriter.
 When a learner who uses SASL presents a written task, it is essential that
the assessor understand the structure of SASL in order to verify the
content and to assess the task fairly.
 In order to enable learners to improve their writing skills, the teacher
should be able to explain the difference in structure between SASL and
the LOLT of the learning site.
 Provide dictionaries.
 Learners may use personal computers with spelling and grammar
checkers. Teachers should first try other means of developing writing
skills.
 Additional time for learners with different needs, e.g. where the learner
types by means of a head pointer or toe, educational interpreting,
audiotapes etc.
 Allow drawing or oral explanations instead of writing.
 Provide written copies of work that need to be copied from the chalkboard
or overhead projector. Alternatively, a viable solution might be to provide
the learner with a copy of the assessment task produced by the teacher or
the peer.
 Provide worksheets with larger space for writing.

5.12 How can the ‘Critical Thinking and Reasoning’ Learning Outcomes of the NCS be
Attained Through Inclusive Learning, Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
Arguments, debates,  For inclusive strategies refer to speaking, listening, reading / viewing and
analysis of phenomena, writing
evaluation

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5.13 How can the ‘Language Structure and Use’ Learning Outcome of the NCS be
Attained Through Inclusive Learning Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
Learners whose home languages is different from the LOLT, should be
allowed to take their home language as a subject (languages learning area –
11 official languages, including SASL – NCS)

5.14 How can the Mathematics Learning Outcomes of the NCS be Attained Through
Inclusive Learning Teaching and Assessment Strategies?

ACTIVITY / LEARNING INCLUSIVE STRATEGY

MATERIALS
 Use of calculator, matrixes, computer programmes and concrete objects
 Use of reader / scribe
 Multiple choice and short answer questions instead of word-problems
 A graph paper could be used to assist learners to align numbers.
 Have learners use a picture or sequence of pictures to demonstrate
understanding of a concept or a process.

5.15 Formal Assessment Tasks: Venues and Specific Interventions

Some learners may prevent others from giving a true account of their knowledge and skills when
assessed/examined, and might require assessment and assessment concessionary measures.
There need to be some documentary proof to substantiate the following barriers. School teams can
discuss decisions in this area with the institution based support teams, personnel from special
schools, special schools as resource centres, full service schools or necessary district-officials.

Ad-hoc arrangements
 This applies in cases of pregnancy or in cases of injury, trauma, hospitalisation and
imprisonment or problems due to medical conditions just before or during assessment.
Should it become necessary for a learner to apply for alternative assessment procedure
due to one or more of the above reasons, an ad-hoc decision should be taken at that
time,in consultation with the Provincial Assessment Concessions Committee.

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 CLARIFICATION OF TERMINOLOGY

 FM system:
A device which is used by teachers and learners to amplify the teacher’s voice and reduce
background noise.

 Lip-reading
Many learners who are deaf or experience hearing loss have acquired the skill to read lips.
Teachers must in all cases of hearing loss take the necessary measures to ensure that
they face learners when speaking and facilitate lip reading.

 Voice synthesiser programmes:

Computer devices that convert text into audible language for learners who experience
vision barriers.

 Braille programmes
Programmes that convert ordinary text into Brailled text

 South African Sign Language (SASL)

SASL is the primary means of learning and communicating for a number of pupils. It is a
visual-gestural language, which is acquired naturally by young children, provided they are
exposed to it. The minority of learners who need SASL acquires it at home, and the
majority acquires it at schools where SASL is used as the medium of instruction.
Therefore, any spoken /written language must be considered as a second language. Oral
language acquisition is very slow and in most cases inadequate. A learner who needs
SASL support does not necessarily access spoken language fully by means of lip-reading.

Recommendation: It is recommended that legislation be passed according to which SASL

will be recognised as an official language and be offered as such to learners who need it
as a LOLT, and also to other learners who may learn it as a First or Second Additional
Language. This recommendation is linked to the recommendation by PanSALB as stated
in the NCS.

 SASL interpreter: A person who converts spoken language to SASL or visa-versa.

 Scribe

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 A person (scribe) reads questions / tasks / activities to the learner and writes down the
learner’s spoken words verbatim. A scribe could be an teacher or a departmental official,
but does not have to be a member of staff of the centre concerned. Training of scribes is
highly recommended. When transcribing takes place place for assessment purposes, it is
recommended that a separate, venue be provided for each scribe. The scribe and the
learner must each receive a copy of the question paper. In the case of writing an external
assessment, a continuous cassette recording of the assessment must be made. The
recorder may only be switched off to turn or replace a cassette. These recordings must be
kept until the results are known. An application for additional time should accompany the
application amanuensis It is recommended that, in the case of an assessment in subjects
where Mathematical skills are being tested, a scribe should not be used.

 Readers Reading to a learner/group of learners

The reader can read the paper to one or more learners simultaneously. Both the reader
and the learner(s) should have assessment tasks. The reader should preferably be a
qualified teacher, but not necessarily from the same centre. The reader remains neutral
and impartial when reading the assessment task. The learner has to finish the assessment
within the allocated time. In subjects where speed is required, for example, in the speed
accuracy test in Typing, and when the reading of the question paper by the learner is too
time-consuming, the question paper may be read to the learner. This will require the reader
to sit beside the learner throughout the learning, teaching and assessment process.

Assistive Devices for Writing:

Computers can be used to enhance the writing abilities of students by offering alternative
strategies to production and learning.

As students begin the writing process, they associate sounds with the shapes of words and letters.
They look to see if the words make sense and are spelled
correctly. They read what they have written to themselves or out loud. When composing or
revising, they look to previous sections and insert, erase, reorganize or make notes. Pens and
pencils are their writing tools; legibility in written work is important.

The Writing Continuum

Students with disabilities frequently require alternative ways of creating written text. There is a
continuum of writing tools and strategies that includes pencils to computers to input by voice.

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Although low-tech options should be considered, computers offer a variety of features that can
support the writing process.

By using a keyboard to write, legibilty issues are often eliminated. Students are able to see and
hear as they write with special software programs. Computers can also provide assistance with
visual organization, outlining, and step-by-step direction following - - all of which support the writing
process.

How Computers Change the Writing Process

Electronic editing changes the writing process by separating the composition of ideas from printing
the ideas on paper with ink. With a computer as a writing tool…
- Handwriting problems disappear
- Proofreading is easier because text is more legible
- Students experience less frustration with the tool's limitations
- Complete re-writes are unnecessary
- Students produce less cramped vocabulary (and thinking) based on fear of making mistakes
- Spelling and mechanics can be de-emphasized and moved to the end of the writing process
- Organization can be dealt with easily by cutting and pasting and/or using outlining programs

Switches

Purpose of Switch Use

Switches offer access to anything electronic for persons with disabilities and are a great way to
begin experiencing independent control. Through a variety of interfaces, switches are connected to
electronic devices. They work to turn things on and off or indicate choices when used with
scanning software or interfaces. For children with physical disabilities, a single, reliable movement
can cause a toy to move or turn a radio on. Those with sensory impairments learn that they can be
the controlling source of sound, light and vibration; and those with cognitive impairments are able
to interact with toys and computers with a single "button", limiting the need for more complex
directions. Switches provide new opportunities to learn and participate.

For example, a simple battery interface can assist a student in creating a 'Spin Art' picture with
friends.

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Children often begin by using switches with toys. This develops skills that can include: turning them
on and off, moving them for social and communicative purposes and making choices to indicate
preferences. These skills provide a foundation for learning and also for more complex technology
use such as multiple switch use, computer interactions and more extensive environmental control.

Types of Switch Use

- Young girl using a blender controlled by a switch. Environmental Control of appliances such
as radios, fans, blenders, televisions, etc., found in homes and schools.
- Play & Exploration are expanded through using switches to independently participate in
games and other recreation activities. Battery-operated toys or games such as Light Brite
and Spin Art can be easily adapted for switch use.
- Movement can be experienced with motorized mobility items such as powered wheelchairs
and motorized cars (Jeeps, Big Foot cars) that are driven with single and multiple switches.
- Young boy in powered wheelchair.
- Computer Access is achieved through single and multiple switch access. Switches can be
used in combination with other input devices such as head pointers and voice dictation
software. Scanning systems can be employed, giving a single switch user full access to any
commercial software program.
- Young girl pressing switch on computer monitor
- Communication is encouraged through early switch use. Single switch devices with
recorded messages provide a way to relate language to the activity at hand and to initiate
and participate in a variety of activities. More complex systems use multiple switches or
internal scanning methods to access multi-layered designs.

Compact Keyboards

These keyboards have smaller keys, fewer key choices or a more "compact" layout. Some
compact keyboards include a built-in track ball and/or wrist rest and may be a better choice for
smaller hands or for older students with a limited range of motion. These keyboards typically
feature a total of 65-90 keys with 15mm key spacing. Rather than a separate numeric pad, the
numeric keys are embedded within the alpha-numeric keys; a toggle key turns them on and off.

Keyboard Layouts

The physical layout or organization of the keys is another important area to consider when
selecting alternate keyboards. The standard keyboard is designed with a "QWERTY" layout,

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modeled after the typewriter. This layout however may not be ideal for use by non-typists or young
users and may not be the most efficient design for students with single side use.

Some keyboards are available with an alphabetical layout design. These may be preferred by
students just beginning to use the computer for writing. Often keyboards with an "ABC Layout" also
have larger keys. This design reinforces and builds on the student's experience with the alphabet
while making the keys easier to find. The emphasis is on letter location and not on efficiency. (The
first two examples were also describes under Enlarged Keyboards; they contain both features.)

There are also flexible keyboards coming with six standard overlays. The alphabet overlay is
designed with larger key areas that are spaced farther apart for more controlled access. It is often
used for early writing activities.

Another keyboard layout is designed for students who are able to write but who need a more
efficient typing system. The keyboard design places most frequently used keys closer to the
stronger fingers. It also is available in right and left-hand only layouts, making the keyboard more
accessible to persons with a single functional hand.

Software utilities are available which provide the means to redesign the standard keyboard into a
different layout.

In all cases, the keyboard would need new key labels to identify the new key functions.

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SECTION 6

LEARNING STYLES AND MULTIPLE INTELLIGENCES

6.1 Introduction

The diversity of learners dictates the manner of implementing the curriculum. Recognition of the
fact that learners possess different or multiple intelligences is crucial for the inclusive classroom.
The learners’ intelligence and accompanying learning styles, therefore, should be taken as a
starting point in determining the teaching methodologies and assessment procedures to be
applied.

LEARNING STYLES

What are the multiple intelligences?

There are at least 8 different types of intelligences2:

LINGUISTIC
BODILY
INTERPERSONAL KINESTHETIC

MULTIPLE SPATIAL

NATURALISTIC INTELLIGENCES

LOGICAL MUSICAL
INTRAPERSONAL MATHEMATICAL

3
All learners seem to possess these intelligences to a greater and / or lesser degree. Teachers
should be aware of the different multiple intelligences of learners and be able to identify them.
These intelligences are of utmost importance in guiding the choice of appropriate teaching and
learning strategies.

2
Gardner
3
Armstrong 2003

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6.2 How do we Recognise the Way in which Different Intelligences Process Information,
and How do we Link this to Different Learning Styles?

Intelligence Recognize by Learning Style Ways to reach all learners

Logical- Strong at math & The highly logical SOLVING MATHEMATICAL PROBLEMS
Mathematical problem-solving mathematical - Problems should relate to social and
skills learners will be environmental situations
Ability to discern interested in - Ensure that problems presented are
logical or numerical problem solving varied in terms of complexity to address
patterns and hypothesis – difference in abilities.
Ability to pursue testing strategies. - All barriers to learning should be
extended lines of addressed
logic and reasoning - Tactile shapes could be used for some
Asks ‘why’ & ‘how’ learners, word-problems for others etc.
questions, wants to - Special attention should be paid to the
reason things out, language competence of the highly
wants to know mathematical learners
‘what’s coming up - Ensure that learners are adequately
next’ - sequential involved in reading and writing
thinking activities, and discussions
- Provide opportunities for learners to
read stories involving mathematics
word problems
- Provide learners with the opportunities
for solving word problems
-
Examples:
Jane has three bags of oranges. In each
bag there are six oranges. How many
oranges does she have?
Some learners may have to see / feel the
oranges, others will cope with the wording,
yet others may have to draw it for
themselves visually. It may be useful to re-
word the problem in a different context for
some learners, or make it more complex,
e.g. My father has lost six of his cattle and
now has six at his place and another six
are at his brother’s place. How many cattle
did my father have at the beginning?
COMPUTER TIME
- Where possible, all learners need to
have the opportunity to spend independent
time with computers.
- Provide Braille keyboards and printers
- Ensure that voice synthesizer
programmes are available.
-Teacher moves around to assist learners
with different needs
- Ensure that computer tables are of
appropriate height for wheelchair-users
OTHER WAYS TO REACH:
objects to sort, classifying, writing
applications, gadgets to take apart or fix,
magnets, exploring, solving mysteries,
word problems, museum trips, riddles,
analysing information, outlining, grouping
and calculation activities

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Intelligence Recognize by Learning Style Ways to reach all learners

Spatial Strong visual Learners who are - Provide learners with opportunities to
imagination and visually-spatially visualize, and sketch as they read.
other spatial abilities strong learn best - Integrate painting or any other visual art
Likes to design, from information form with learning experiences.
draw, read graphics, that they see or - Unfamiliar words maybe explained by
posters read. They have drawing pictures or by finding relevant
Needs pictures to strong visual images on the Internet or in SASL and
understand, likes imaginations and Braille.
puzzles, mazes, are inclined to be - Allow use of colored pencils and supply
organizing space, involved in spatial paper in a range of shapes and sizes.
objects and areas activities. - Learners should be allowed to illustrate
Has ability to their writing by drawings.
mentally manipulate - Use pictures out of magazines.
forms, objects or - Introduce the drawing of cartoons with
people in space or captions.
transfer them to - Use television shows or video programs
other locations or that allow one to see the action, hear the
into other elements words, and at the same time, read the text
It’s the capacity to of the dialogue at the bottom of the screen;
recognize forms, SASL interpreter if learners with SASL
shapes and how needs in class
they relate and - Allow learners to use colored background
interact with another (on computers) and / or to highlight any
It is also sensitivity component of the reading texts.
to the balance and
composition of OTHER ACTIVITIES
shapes Art, changing locations, stacking objects,
putting pieces together, sports, large
pieces of paper, trying things from a
different angle, movement, likes mind-
mapping, video, films, map making, charts,
theater, wind-surfing, sculpture, roller
blading, drawing and painting

I
nterpersonal Strong people skills Highly - Provide opportunities to read out loud /
Ability to make interpersonal sign and think out loud / sign about the text
distinctions among learners enjoy learners would be reading. (Take note that
others in their engaging in some readers may need SASL
moods, feelings, learning intervention in order to engage with written
biases, thoughts experiences in a texts).
and values social setting. - Allow group discussions (SASL
It’s the ability to act interpreter for learners with SASL needs).
appropriately using Ensure that topic for discussion doesn’t
knowledge of others disadvantage learners on the basis of their
Loves to talk & social economic background
influence, usually a - It is essential for some learners to talk
group leader, an out loud or fingerspell words as they write.
organizer -Encourage learners to create text directly
Communicates well from their spoken language / SASL.
Good at conflict
resolution, listening, OTHER ACTIVITIES :
negotiating & Promote friendships, interactive games,
persuasion teams, pair up with partner, one-on-one
discussion, peer teaching, group work,
collaboration & empathy

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Intelligence Recognize by Learning Style Ways to reach all learners

Bodily-Kinesthetic Ability to handle Learners who are - Allow learners to read standing up, lying
objects skilfully, highly bodily- down or in some any other posture so long
either fine or gross kinesthetic enjoy as it is comfortable for the learner.
motor movements learning whilst - Provide learners with opportunity to read
Also the ability to moving about and move at the same time .An older
control your own freely and learner can read while on an exercise bike,
movements for touching. They for example.
function or also learn best Learners should be allowed to use their
expression from handling hands and fingers while they read.
Desire to move! materials, writing Touching the words that they read
Constant movement and drawing increases their kinesthetic connection to
or commitment to the material
comfort - Learners whenever possible should be
Wants to get up, allowed to write in the books (not
move around, tap, workbooks) they are reading from. It is
touch, fiddle with believed this improves the real sense of
things & do things kinesthetic involvement with a book.
- The use of pens and pencils, as well as
the use of paper that has interesting
textures and surfaces provide tactile
stimulation.
- Physical exercise designed for relaxation
may precede or follow reading and writing
exercises.

OTHER ACTIVITIES
Stretching, role play, Simon Says games,
new games, building models,
demonstrations, changing seating, drama,
exercise, body sculpture, crafts & hobbies,
dancing, games & sporting events (Ensure
that the chosen activities do not exclude
some learners; use parallel activities for
this purpose)

Verbal-linguistic Use of core Learners with Provide opportunities for presentations,

operations of strong oral / SASL speeches, role-play, dialogue, interactive
language language abilities games, writing, group work, doing reports,
Sensitivity to the like to read and discussion, listening to tapes and reading -
meaning, sound, think out loud/ especially books with dialogue.
inflection and order sign Ensure that topics /activities do not
of words exclude some learners on the basis of
Loves language - barriers identified in White Paper 6.
reads and loves to
talk
Constant talking, a
good memory for
dates & names
Likes to tell and
listen to stories
Likes a variety of
voices and
remember jokes
Enjoys reading

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Intelligence Recognize by Learning Style Ways to reach all learners

 Has a good Learners who are - Encourage learners to correspond with

Intrapersonal understanding highly emotionally pen pals to improve personal relationships.
of own sensitive enjoy Teacher should be available to learners
(Emotional) strengths and solitude, like who request assistance.
weaknesses thinking and are - Promote writing contexts and other
 Able to exercise happy to work events where the learners’ writing will be
self-control alone. read in a public setting.
 Good at goal- - Learners should be given the freedom to
setting & is choose their books or texts, they should
comfortable where possible own these books so as to
being alone make it possible for them to write on them
 Make choices in whenever they want, talk back to them or
favour of long in some cases throw them down on the
term benefit ground if they happen to disagree with
 The ability to what is written.
develop - They should be provided with
successful opportunities for unstructured writing in
working models their diaries or anywhere where they can
of oneself record their dreams, poems, and
A way to learn and reflections of their inner lives. Such entries
develop new should not be evaluated, or even read by
behaviours based the teacher.
on self-knowledge - The teacher should further help
learners discover whatever it takes to
get them in the mood of work (reading
or writing).
- Learners experiencing emotional
barriers (e.g. those whose self-worth is
threatened by continual failure) should
be assisted to regain their self-worth.
Provide opportunities for learners to
taste success, to master new skills
and experience a feeling of
competence. Keep failure to a
minimum. Learners should be given
credits for going about a task in the
correct manner even though the final
answer may not be correct.
- Use art, dance, and music to promote
the emotional involvement of learners.

OTHER ACTIVITIES
Activities promoting thinking and
imagination, journal writing, relaxation,
learning about one’s self, focusing and
concentration exercises, self-assessment,
reflection and time to be alone and
process

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