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Guidelines for Inclusive Learning Programmes
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- University Of South Africa (Unisa)
Guidelines for Inclusive Learning Programmes
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DRAFT GUIDELINES FOR INCLUSIVELEARNING 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
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