IEA1501

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Inclusive Education Approaches

IEA1501

Year module

Department of Inclusive Education

Compiled by

Dr H Maapola-Thobejane, Dr JMC Motitswe & Dr MG Clasquin-Johnson

Department of Inclusive Education

2023

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Table of contents
INTRODUCTION TO THE MODULE IN INCLUSIVE EDUCATION APPROACHES
(IEA1501) ……………………………………………………………………………………………......6
LEARNING UNIT 1: THE NOTION AND PHILOSOPHY OF INCLUSIVE EDUCATION
Learning outcomes/objectives
1.1 Introduction ……………………………………………………………………………………….6
1.2 What is inclusive education?……………………………………………………………………7
1.2.1 Principles of inclusive education………………………………………………………………11
1.2.2 Barriers to learning in Grade R………………………………………………………………...12
1.3 The philosophy of inclusive education in relation to African ways of life…………………..16
1.3.1 Principle of ubuntu………………………………………………………………………..........17
1.3.2 Collectivism………………………………………………………………………….................19
1.3.3 Interdependence.……………………………………………………………………………….19
1.3.4 Communalism……………………………………………………………………….................20
1.4 Summary………………………………………………………………………………………...22
1.5 References………………………………………………………………………………………24

LEARNING UNIT 2: POLICIES ON INCLUSIVE EDUCATION

Learning outcomes/objectives
2.1 Introduction…………………………………………………………………………………………..26
2.2 International policies on inclusive education……………………………………………………..27
2.3 South African educational policies on inclusive education……………………………………..34
2.4 The role of inclusive education in nation building and the promotion
of social cohesion……………………………………………………………… ………………………42
2.4.1 Education and social cohesion……………………………………………………..……………42
2.4.2 Enhancement of inclusive education in nation building………………………..……………..43
2.4.3 Inclusive education as a societal obligation……………………………………..……………..44
2.5 Summary………………………………………………………………………………..……………46
2.6 References……………………………………………………………………………..….………...47
LEARNING UNIT 3: APPLICATION OF THE PRINCIPLES OF INCLUSIVE
EDUCATION IN CONTEXT TO ACHIEVE QUALITY EDUCATION FOR ALL LEARNERS
Learning outcomes/objectives

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3.1 Introduction………………………………………………………………………………..…………49
3.2 Understanding quality inclusive education……………………………………..……..................49
3.3 Strategies to achieve quality education through inclusive education…………….……………50
3.3.1 Individual educational plans…………………………………………………………….............51
3.3.2 Inclusive pedagogical approaches………………………………………………………………56
3.3.2.1 Universal Design for Learning (UDL)…………………………………………………………56
3.3.2.2 Differentiated instruction……………………………………………………………………….58
3.3.3 Teaching strategies for inclusive education……………………………………..……………..63
3.4 Assessing inclusive education in context……………………………………………….………..66
3.5 Reflection on teaching practice…………………………………………………….….................67
3.6 Summary…………………………………………………………………………….……………….69
3.7 Self-assessment questions
3.8 Additional learning resources………………………………………………………………………69
3.9 References…………………………………………………………………………………………..70
LEARNING UNIT 4: RECOGNISING AND UNDERSTANDING DIVERSE WAYS OF LEARNING
Learning outcomes/objectives……………………………………………………………………..72
4.1 Introduction…………………………………………………………………………………………72
4.2 Identifying diverse strengths, needs and abilities………………………………………………73
4.2.1 Knowing your learners…………………………………………………………………………..75
4.2.2 Diverse strengths, needs and abilities…………………………………………………………76
4.2.3 Strategies for identifying learners’ strengths, needs and abilities…………………………..77
4.2.3.1 Observation……………………………………………………………………………………..78
4.2.3.2 Observation book and screening checklist………………………………………………….79
4.3 Catering for multiple intelligences in the classroom…………………………………………….81
4.4 Identifying learning styles………………………………………………………………………….85
4.5 Universal milestones for learning…………………………………………………………………88
4.5.1 Physical developmental milestones……………………………………………………………89
4.5.2 Cognitive and language developmental milestones………………………………………….93
4.6 Summary…………………………………………………………………………………………….94
4.7 References………………………………………………………………………………………….95
LEARNING UNIT 5: ASSESSING THE NEEDS OF GRADE R LEARNERS TO DETERMINE
THE REQUIRED LEVEL OF SUPPORT

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Learning outcomes/objectives
5.1 Introduction…………………………………………………………………………………….…….96
5.2 Purpose of assessment in initial identification of barriers to learning……………………..…..97
5.3 Emerging trends in assessment of barriers to learning ……………………………………....100
5.4 Culturally sensitive and appropriate assessment tools and methods…………………….….101
5.4.1 A team approach to assessment (SIAS)………………………………………………………101
5.4.2 Observation as the main form of assessment……………………………………………….102
5.4.3 Developmental checklists………………………………………………………………………102
5.5 Recommendations for appropriate intervention after screening and
identification …………….……..………………………………………………………………………104
5.6 Analysing/Identifying individual needs………………………………………………………….105
5.7 Summary …………………………………………………………………………………………..107
5.8 Self-assessment questions………………………………………………………………………107
5.9 Additional learning resources……………………………………………………………………107
5.10 References…………………………………………………………………..……………………108
LEARNING UNIT 6: CREATING AN ENABLING INCLUSIVE LEARNING ENVIRONMENT FOR
GRADE R LEARNERS
Learning outcomes/objectives
6.1 Introduction…………………………………………………………………………………………109
6.2 An inclusive learning environment for Grade R learners……………………………………….110
6.3 Optimum learner involvement in an inclusive learning environment…………………………114
6.4 What is curriculum differentiation?……………………………………………………………….115
6.4.1 Significance of curriculum differentiation………………………………………………….......115
6.4.2 Factors that determine differentiation of the curriculum……………………………………..117
6.4.3 Elements of the curriculum to be differentiated………………………………………………118
6.5 Differentiation of the curriculum to enhance accessibility to learning……………………......133
6.6 Self-assessment questions……………………………………………………………………….134
6.7 Additional resources to help you to create an inclusive learning environment………………135
6.8 Summary ………………………………………………………………………...........................136
6.9 References…………………………………………………………………………………………136

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Introduction to the module in Inclusive Education Approaches (IEA1501)

The purpose of this module is to prepare early childhood teachers to understand and
accommodate the diverse needs, interests and abilities of their learners. As an early
childhood teacher, you will learn to apply your knowledge of the developmental
milestones in a flexible manner. Moreover, you will be able to conduct early screening,
identification, assessment and support (SIAS) and recognise developmental delays.

This module prepares you to teach diverse learners in inclusive educational settings and
to provide early intervention and learning support to address barriers to learning.

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LEARNING UNIT 1
THE NOTION AND PHILOSOPHY OF INCLUSIVE EDUCATION

In this unit we will focus on the notion of inclusive education and the philosophy of
inclusive education in relation to African ways of life, namely collectivism,
interdependence, ubuntu and communalism. You are required to read extensively with
understanding, write your reflections as you read and complete all the activities.

LEARNING OUTCOMES/OBJECTIVES
After completing this unit, you should be able to

• define “inclusive education”

• discuss the ideas embedded in the philosophy of inclusive education in relation to
African ways of life (namely collectivism, interdependence, ubuntu and
communalism)

Reflection
• Why did you choose to become a Grade R teacher?
• What do you consider good qualities of a Grade R teacher?

1.1 INTRODUCTION

As Grade R teachers, we need to keep in mind that it is our responsibility to ensure that
every child can access learning. Historically, there were separate education systems for,
among other things, different races in South Africa.
• There were separate education departments for blacks, whites, Indians and
coloureds.
• There were separate schools for blacks, whites, Indians and coloureds.

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• There were separate schools for learners with disabilities.

• There were separate schools for different disabilities.
• There were few schools for black, Indian and coloured learners with disabilities.
• Little money was spent on schools for black, coloured and Indian children with
disabilities.
• More money was spent on urban schools than on rural schools.

This education system was divided into special and mainstream.

• Only a small percentage of children living with special needs had access to special
schools.
• Some learners with special needs were accepted into mainstream schools, but they
were often ignored.
• Some learners with special needs were rejected at schools and excluded from the
educational system.
• The education system failed to respond to diverse learning needs, which resulted in
a massive dropout rate.

The above explanation shows that most learners were excluded from the education
system based on race, class or ethnic group by enforced or voluntary residence in a
restricted area, by barriers to social intercourse, by separate educational facilities or by
other discriminatory means. This prompted the move towards a renewed belief in seeing
education as a human right for all children. The premise was that no two learners are the
same, but all learners can learn. The process of addressing and responding to the
diversity of needs of all learners through increasing participation in learning, cultures and
communities and reducing exclusion within and from education is known as “inclusion”.
Thus, in education, the concept of inclusive education was born. Let’s now take a closer
look at what this entails.

1.2 WHAT IS INCLUSIVE EDUCATION?

Inclusive education focuses on the transformation of schools so that they cater for all
children irrespective of their race, class, gender, ability, religion, culture, sexual
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preference/orientation, learning needs or ethnicity. It is intended to counter any form of

discrimination or exclusion. UNESCO (2005:8–9) defines “inclusive education” as a
process of addressing and responding to the diversity of needs of all learners through
increasing participation in learning, cultures and communities and reducing exclusion
within and from education. It involves changes and modifications in content, approaches,
structures and strategies, with a common vision that covers all children of the appropriate
age range and a conviction that it is the responsibility of the state to educate all children.

Reflection
Describe instances where you might have felt discriminated against when you were at a
primary school.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________

1. How did that experience make you feel?

______________________________________________________________
2. Did you tell anybody about the discrimination you experienced?
_______________________________________________________________
3. Whom did you tell and why?
_______________________________________________________________

As a Grade R teacher, you must be aware that the learners you teach will always
remember the injustices they suffered during their years of schooling. This module will
equip you with knowledge about inclusive education that will ensure that the memories
that learners have of you, as their Grade R teacher, become long-lasting positive ones.

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Inclusive education is a rights-driven approach to include all learners in education in the

21st-century knowledge economy. The inclusion of all learners emerges from the clarion
call of Education for All (EFA), a global movement led by the United Nations Educational,
Scientific and Cultural Organization (UNESCO), which aims to meet the learning needs
of all children, youth and adults.

Inclusive education has been at the apex of the international agenda since the World
Conference on Education for All, held in Jomtien, Thailand in 1990. From the outset, the
focus of inclusive education has been to address educational and social exclusion and
increasing inequality and cultural fragmentation, among other exclusionary social ills.
Inclusive education includes the following:
• access to childcare services
• respect and support for all children and their families, including those from
marginalised groups
• ensuring that young children with disabilities and their families are full members of
the early childhood community
• giving children multiple opportunities to learn, develop and form positive relationships
• adaptation of materials and equipment to ensure all children have equal access

The responsibility of Grade R teachers is to ensure that there is always equality in their
classrooms. Equality is achieved when Grade R teachers do the following:
• Recognise, respect and accept the diversity and needs of children.
• Recognise that children’s needs are sometimes best met in different ways.
• Ensure that children are not treated differently or unfairly based on their race, gender,
disability, religion or beliefs, sexual orientation or age.
• Provide equal opportunities in terms of access, participation and benefits for all
children and their families.

As a Grade R teacher, you need to do the following to ensure that you promote equality
among learners:
• Treat all children fairly./

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• Create an inclusive culture for all children.

• Ensure equal access to opportunities.
• Enable all children to develop to their full potential.
• Equip children with the skills to help them challenge inequality and discrimination.
• Prepare learning materials that do not discriminate against any individuals or groups.
• Ensure that your classroom policies, procedures and processes are not
discriminatory.

Activity 1.1
Read the case study below and answer the questions that follow.

Catching a ball
Lemana is a four-year-old toddler in your Grade R class. You want the whole class to
practise catching a ball outside. Lemana is physically behind his peer group and struggles
to play with a ball. There is also Moremi, who has a vision problem. Furthermore, you
have a Muslim boy, Romshed, in your class. He speaks English, while the rest of the
class speaks Sepedi.

1. What differences do you have in your classroom?

a) __________________
b) __________________
c) __________________
d) _________________

2. How will you ensure that equality is realised in this classroom?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

a. How will you ensure that Lemana, Moremi and Romshed benefit from the ball-
catching activity?

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Lemana
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Moremi
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Romshed
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.2.1 Principles of inclusive education

In inclusive education, we acknowledge that all children can learn and that all children
need support. We should therefore make sure that we
• enable education structures, systems and learning methodologies to meet the needs
of all learners.
• acknowledge and respect differences in learners based on age, gender, race,
language, class, ability/disability, background, etc.
• acknowledge that learning takes place everywhere (at home, in the community)
through formal and informal modes and structures.
• change our attitudes, behaviour, teaching methodologies, curricula and the
environment to meet the needs of all learners.
• accept and respect that learners are different and have different learning needs,
which are equally valued.
Note:

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You will learn more about how the principles of inclusive education can contribute to the
achievement of quality education for all learners in Grade R when these are applied in
context in unit 3.

1.2.2 Barriers to learning in Grade R

A “barrier” is defined as an obstacle or circumstance that has a negative impact on the
child’s learning. There are two types of barriers to learning:
• intrinsic barriers
• extrinsic barriers

Intrinsic barriers are the conditions within the child that have a negative influence on
their learning and participation. Examples of these are
- illnesses
- chronic conditions that demand care and support
- physical impairments
- sensory impairments
- communication impairments
- intellectual impairments due to genetic inheritance or an accident

The extrinsic barriers are conditions within the environment of the child that have a
negative influence on their learning and participation (Tomlinson 2000). Examples of
these are
- poverty
- educational or systemic barriers
- absence of school–family partnerships
- absence of school–community partnerships
- inflexible curriculum
- lack of resources
- dysfunctional families
- lack of parental involvement
- unsafe environment due to the high level of crime

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- drugs and substance abuse

- different forms of abuse
- streets filled with dropouts
- local taverns or bottle stores

Activity 1.2

1. What is a barrier?
______________________________________________________________________
______________________________________________________________________

2. Name two types of barriers to learning.

a) _______________
b) _______________

3. Give five examples of intrinsic barriers to learning in a Grade R class.

a) _____________
b) _____________
c) _____________
d) _____________
e) _____________

4. Give five examples of extrinsic barriers to learning in a Grade R class.

a) _____________
b) _____________
c) _____________
d) _____________
e) _____________

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The above-mentioned barriers to learning affect Grade R learners. Below we will look
more closely at some of key barriers that affect Grade R learners in disadvantaged
societies.

1. Poverty
Poverty is referred to as a root cause of poor child development. Persistent, cumulative
poverty and exposure to hardship in the first year of life have a detrimental effect on the
cognitive functioning of a child. This becomes evident in the following risk factors
associated with poverty:
• Malnutrition in children could lead to irreparable developmental stunting and delays,
resulting in poor cognitive development, which affects educational success between
the time of birth and the age of four years.
• Poor maternal nutrition, such as a lack of folic acid in the early antenatal period,
can cause substantial structural damage to the foetus.
• Stunting (low height for age) is a form of chronic malnutrition that results in poor
cognitive and language development.
• Infectious diseases in pregnant women, infants and children may negatively affect
the young child’s physical and cognitive development. Examples are antenatal
infections in pregnant women, such as syphilis and rubella, as well as diseases in
infants and young children, such as measles, meningitis, middle-ear infection,
diarrhoea, parasitic infections and HIV/AIDS.

2. Environmental toxins
Pre- and postnatal contact with environmental toxins such as alcohol, drugs, chemicals
and pesticides can cause significant irreversible damage to the developing brain of the
child. This could affect the cognitive, physical, emotional and social development of the
embryo (first trimester) and the foetus (second and third trimesters) and, ultimately, the
young child in Grade R.

3. Stress

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The absence of a supportive caregiver to buffer children against stress caused by factors
such as abuse and neglect, severe maternal depression, parental substance abuse,
family violence and extreme poverty makes what would ordinarily be tolerable stress
become toxic.

Toxic stress can lead to cognitive damage, health-damaging behaviours and harmful
adult lifestyles, as well as greater vulnerability throughout childhood and later adult life to
physical illnesses such as cardiovascular diseases, obesity, diabetes and mental health
problems like depression, anxiety disorders and substance abuse.

4. Exposure to violence
The social and emotional development of infants and young children who are exposed to
violence in their families and communities (including corporal punishment), and who do
not enjoy the protective buffering of strong and supportive caregiving, becomes
compromised. Such children are at greater risk of insecure attachments and behaviour
problems, reduced levels of prosocial behaviour, increased aggressive behaviour and an
inability to regulate their own emotions.

5. Psychosocial risks
Maternal depression poses a significant risk to the cognitive, physical, social and
emotional development of infants and young children because it often leads to
unresponsive caregiving. However, there is a significant relationship between maternal
depression and compromised early childhood development (ECD) and it is increasing
because poverty, low education, high stress, lack of empowerment and poor social
support are also risk factors for poor child development.

6. Disrupted caregiving
This refers to absent parents, ill parents, non-parent caregivers or abandonment.
Disruptions of parental caregiving through illness or death of the caregiver or
abandonment of the child, and the assumption of the caregiving role by a non-parent
caregiver, creates a risk of bullying, mental health problems, abuse and emotional and

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behavioural problems in infants and young children. Infants and young children living
without their biological parents are mainly at risk of being denied the care necessary for
their physical and psychosocial wellbeing.

Activity 1.3

1. Name six key barriers that affect Grade R learners in disadvantaged societies.

a) ________________

b) ________________

c) ________________

d) ________________

e) ________________

f) ________________

2. Name and explain four risk factors associated with poverty that cause poor child
development in Grade R learners.

a) _________________________________________________________

b) _________________________________________________________

c) _________________________________________________________

d) ________________________________________________________

1.3 THE PHILOSOPHY OF INCLUSIVE EDUCATION IN RELATION TO AFRICAN

WAYS OF LIFE

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African philosophies are opposed to schools of thought that promote colonial supremacy.
The theories on African philosophies discussed in this section provide you with another
lens on issues that influence inclusive education. Such issues include cultural heritage,
belief systems and values that influence the way learners learn. You are required to read
material on how inclusive education is influenced by African philosophical values. These
values include interdependence, communalism, humanness, respect and equal value of
the uniqueness of individual learners.

Inclusive educational practices and ideals are embedded in the African ways of life. They
are therefore not foreign to African communities as they have always existed. However,
as with “other” ways of knowing, they have been marginalised and negatively referred to
as “primitive”, “backward”, “archaic”, “outdated”, “pagan” and “barbaric” (Ocholla
2007:239). This resulted from European epistemology, which took precedence over
African epistemology (Phasha & Moichela 2011). Ubuntu is a wellspring that flows within
African existence and epistemology. Inclusive education is not a foreign phenomenon in
Africa, since it espouses humanness, human welfare, prioritising moral values, human
needs, interest in and the dignity of individuals, all of which constitute ubuntu. In alignment
with inclusive education, ubuntu is the “morality” of care (Phasha & Moichela 2011). This
unit focuses on the application of the principles of African philosophies to policies of
inclusive education. Let’s now take a closer look at some principles of the ubuntu
philosophy.

1.3.1 Principles of ubuntu

The term “ubuntu” is expressive of a culture. Founded within African societies, ubuntu is
grounded in commonality and interdependence of community members. It conveys the
concept of humanism grounded not only in Western individualism but in a communal
context. Ubuntu espouses significant regard for human worth. It includes compassion,
welcoming, warmth and generosity, willingness to share, openness, approachability and
the affirmation of others. Ubuntu upholds that no one is deprived in a community. Even
widows and orphans are not left on their own in society, as there is always someone in

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the community to take care of them. Ubuntu provides a conceptual paradigm of human
solidarity. The catchphrase that espouses this solidarity is “a person is a person through
others” (Asante 2009).

The three broad aspects of ubuntu.

Ubuntu

Humanness Interdependence Communalism

Figure 1.1: Aspects of ubuntu

Source: Phasha (2016)

The humanness concept of ubuntu entails acknowledging one another with respect,
care, empathy and dignity.

Ubuntu also involves interdependence and communalism, which enables African

communities to demonstrate communal ownership, reciprocity and cohesion. Thus
ubuntu signifies societal acceptance, solidity and support. The objectives of ubuntu
emphasise trust, compassion, altruism, kindness, oneness, solidarity and humanity, all of
which can be obtained through generosity, understanding, mutualism and community

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commitment. In an educational setting, a positive, collaborative culture of ubuntu is

achieved through strong leadership, mutual respect between the school principal and
staff, a shared vision, identification of issues that need addressing, community problem-
solving, effective planning, coordination, organisation and care.

Letseka (2012) argues that ubuntu has normative implications in that it encapsulates
morals, norms and values such as generosity, benevolence, courtesy, respect and
concern for others. Ubuntu emerged during a political period that was marked by civil
unrest. Ubuntu has key interrelated attributes that are embedded in the principles of
community, solidarity, responsibility, interdependence, dignity and striving for
communality.

The ubuntu philosophy is founded on care and support for one another, including those
with disabilities, in the context of mainstream communities. Therefore, its principles,
values and practices are clearly aligned with inclusive education, as they are founded on
respect for human dignity.

In terms of inclusive education, the Grade R teacher is required to uphold the following
values of African philosophies constantly.

1.3.2 Collectivism

Collectivism is an African value that is characterised by an emphasis

on togetherness among individuals and prioritisation of the group over the self. This value
is characterised by people’s seeing value in every individual. Every person is seen as part
of a group that is made up of people from different religious, racial, ethnic or cultural
groups with the aim of achieving a common goal.

Culture is a major factor that influences how Grade R teachers think, behave, interact,
etc. This makes Grade R teachers’ interactions with their peers, learners and the parents
of learners important. A teacher should always prioritise the learners by ensuring that they
work collectively with everyone who is involved in the child’s life.

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Collectivism emphasises the needs, wants and goals of a group over the needs and
desires of individuals. Consequently, teachers should display the following
characteristics:

- They should be less self-centred and more focused on the learners.

- Their social values should revolve around what is best for Grade R learners.
- They should be willing to help others and prepared to ask for help from others.
- They should cultivate strong families and friendship groups among the parents of
Grade R learners.
- They should be willing to sacrifice some of their personal time for the benefit of their
learners.

1.3.3 Interdependence

Interdependence is an African value that refers to the relationship between many people
that depend on one another. It means that each person has something that the other
people need; they are mutually dependent. People depend on one another emotionally
and economically and they are morally reliant on and responsible to one another in the
context of their families, communities and society. This concept differs from a
dependence in terms of which some people are dependent on others, while others are
not. In terms of inclusive education, Grade R teachers must depend on one another on
many different levels.

Consider the following example of interdependence between Grade R teachers and their
learners’ families.

Example

Grade R teachers depend on the families of their learners to bathe and feed their children
before sending them to school every morning, while the families of the Grade R learners
depend on the teachers to provide their children with formal education of a high standard.

1.3.4 Communalism

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Communalism, as an African philosophy, refers to the traditional ways in which people

in the rural areas of Africa functioned in the past. In Africa, society existed for decades
without formal hierarchies, with equal access to land and water for all, in a way that values
equality, human dignity, rights and responsibilities. There was no conflict between
individuals and the community and people were mutually supportive and had the moral
attitude of contributing to the community for their own wellbeing.

In inclusive education, Grade R teachers can display the value of communalism through
maintaining a positive attitude towards all learners in their care, prioritising all children
without any form of discrimination, and providing quality education for all learners.

Activity 1.4

1. Based on the information in 1.3.1 above, explain how you understand ubuntu and how
it can be used to guide the effective implementation of inclusive education.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. As a Grade R teacher, discuss the key principles of ubuntu.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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3. Discuss how you would implement the African value of collectivism in your Grade R
class, giving practical examples.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Discuss how you would implement the African value of interdependence in your Grade
R class, giving practical examples.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. Discuss how you would implement the key principles of communalism in your inclusive
classroom, giving practical examples.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.4 SUMMARY

Inclusive education refers to securing and guaranteeing the right of all children to access,
presence, participation and success in their local regular school. It calls upon

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neighbourhood schools to build their capacity to eliminate barriers to access, presence,

participation and achievement to be able to provide excellent educational experiences
and outcomes for all children and young people (UNESCO 2018: 8).

Inclusive education encourages securing and guaranteeing the right of children to access,
presence, participation and success. The assumption is that Grade R teachers are
responsible for the wellbeing of children and are mandated to secure and guarantee these
basic human rights. Teachers are expected to bring communities on board by applying
the African philosophy of ubuntu and instilling the values of collectivism, interdependence
and communalism so that diverse learners can benefit in the Grade R classes.

It is therefore necessary for Grade R teachers to understand the underlying policies that
guide the implementation of inclusive education. In the next unit we outline South African
and international educational policies on inclusive education, their contribution towards
the adoption of inclusion in education and society, as well as the role of inclusive
education in nation building and the promotion of social cohesion.

1.5 REFERENCES

Asante, MK. 2009. Afrocentricity. http://www.asante.net/articles/1/afrocentricity/

(accessed on 26 February 2021).

Dei, GJS. 1996. The role of Afrocentricity in the inclusive curriculum in Canadian schools.
Canadian Journal of Education, 21:170-186.

Department of Education (DoE). 1996. Assessment policy in the General Education and
Training Band, Grades R to 9 and ABET, No R 1 718. National Education Policy
Act 27 of 1996. Pretoria: Government Printer.

Department of Education (DoE). 1997. Quality education for all – overcoming barriers to
learning and development. Final NCSNET/NCESS report. Pretoria: Government
Printer.

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Department of Education (DoE). 2001. White Paper 6 on special needs education:

building an inclusive education and training system. Pretoria: Government Printer.

Department of Education (DoE). 2005. Curriculum adaptation guidelines of the Revised

National Curriculum Statement. (These are draft guidelines.) Pretoria: Government
Printer

Letseka, M. 2012. In defence of ubuntu. Studies of Philosophies of Education, 31:47-60.

Mbiti, JS. 1970. African religions and philosophy. London: Heinemann.

Nussbaum, B. 2003. African culture and ubuntu. Perspectives, 17(1):1-12.

Ocholla, D. 2007. Marginalized knowledge: an agenda for indigenous knowledge

development and integration with other forms of knowledge. International Review
of Information Ethics, 7:1-10.

Office of the Deputy President. 1997. White Paper on an integrated national disability
strategy. Pretoria: Government Printer.

Phasha, TN & Moichela, KZ. 2011. Inclusive education in South Africa. In Nsamenang, B
& Chombe, TMS. (eds). Handbook of African educational theories and practices:
a generative teacher education curriculum. Bamenda, North-West Region: Human
Development Resource Centre.

Geldenhuys, JL. & Wevers, NEJ. 2013. Ecological aspects influencing the implementation
of inclusive education in mainstream primary schools in the Eastern Cape, South
Africa. South African Journal of Education, 33:3: 1-18.

www.Unicef.org/ceecis/Background_NoteFinal.pdf The right of children with disabilities to

education: a rights-based approach to inclusive education in the CEECIS region
(accessed on 23 April 2021).

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LEARNING UNIT 2
POLICIES ON INCLUSIVE EDUCATION

In this unit we will focus on the South African and international policies on inclusive
education, as well as the role of inclusive education in nation building and the promotion
of social cohesion. You are required to read extensively with understanding, write your
reflections as you read and complete all the activities.

LEARNING OUTCOMES/OBJECTIVES
After completing this unit, you should be able to

• describe international policies on inclusive education and their contribution towards

the adoption of inclusion in education and society
• discuss South African educational policies on inclusive education
• explain the role of inclusive education in nation building and the promotion of social
cohesion

2.1 INTRODUCTION

In unit 1 you learnt about the notion of inclusive education. Inclusive education is hinged
on the premise that all children, including those with disabilities and those who are
vulnerable to marginalisation and exclusion, have the same rights to educational
opportunities within their existing mainstream school system. South Africa has been
committed to building an inclusive education and training system since 1994. It has
developed education laws and policies based on the Constitution that aim to develop a
just, equitable, safe and productive society for the benefit of everyone. Through the United
Nations and other international organisations, many other countries around the world
have also been working to develop policies and guidelines around inclusive education. In

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this section we will look at the development of these inclusive education policies.
Reflection

• What do you already know about inclusive education policies

and laws? For example, do you know which policies and laws
exist? Do you know what they are designed to do?
• What would you like to know about inclusive education policies
and laws?
• What do you think Grade R teachers working inclusively with
diverse learners in schools need to know?

2.2 INTERNATIONAL POLICIES ON INCLUSIVE EDUCATION

Below we discuss international policies on inclusive education, listed from the earliest to
the most recent. These policies embrace aspects of ubuntu, as highlighted in unit 1.

• The Convention against Discrimination in Education (1960)

This convention enshrines the fact that education is a fundamental right to be enjoyed
without any form of discrimination, be it on the grounds of race, colour, sex, language,
religion, political or other opinion, national or social origin, economic status or birth. It also
asserts that parents have the right to choose to have their children placed in a single-sex,
private, faith-based education system.

• The International Convention on the Elimination of All Forms of Racial

Discrimination (1965)

This convention stipulates that inclusive education constitutes access to employment and
education without discrimination on the basis of race, colour, creed, descent or national
or ethnic origin.

• The International Covenant on Economic, Social and Cultural Rights (1966,

enforced in 1976)

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This covenant mandates education as fundamental for the full development of an

individual. It advocates that education needs to be provided to everyone, without
discrimination. It emphasises compulsory primary education, accessibility to secondary
and higher education, and fundamental education intensification for individuals who did
not receive or complete their primary education.

• The United Nations Convention on the Elimination of All Forms of

Discrimination against Women (1976)

This convention mandates inclusive education with respect to equal access to education
for all genders. It includes preschool, general, technical, professional and higher
education and other forms of vocational training. The convention promulgates that any
form of discrimination that exists in curricula, examinations and stereotypes needs to be
discouraged, female school dropout rates need to be addressed and special attention
must be given to girls and women living in rural areas.

• The United Nations Convention on the Rights of the Child (1989)

This convention advocates affording all children the right to education in mainstream
schools without discrimination based on their disability. It also stipulates that a continuum
of services and programme options needs to be provided in circumstances where the
achievement of fully inclusive education is not feasible in the immediate future.

• The International Convention on the Protection of the Rights of All Migrant

Workers and Members of their Families (1990)

This convention advocates the provision of education to children of migrant workers and
equal treatment to that enjoyed by nationals. The convention mandates that immigrant
children should not be refused admission to schools, including for vocational education
and training.

• The UNESCO Salamanca Statement (1994)

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This statement calls upon governments to adopt the philosophy of inclusive schools
through the implementation of practical and strategic changes to accommodate all
children, irrespective of their physical, intellectual, social, emotional, linguistic or other
conditions. It stipulates that school policies should articulate that children with disabilities
must attend neighborhood schools. Special needs education also forms a component of
every discussion in the statement.

• The United Nations Convention on the Rights of Persons with Disabilities

(2006)

This convention presents inclusive education with respect to people’s access to quality,
free, compulsory education. It mandates that people with disabilities, in particular, should
not be discriminated against and they should receive treatment that is equal to that of
their peers without disabilities in educational settings. It advocates that people with
disabilities need to be reasonably accommodated in educational settings. Such
accommodation must be accompanied by effective measures for optimising academic
and social development.

Activity 2.1

1. Name five international inclusive education policies.

a) ………………….

b) ………………….

c) ………………….

d) ………………….

e) ………………….
2. Describe how each of the international inclusive education policies you mentioned
above contributes towards the adoption of inclusion in education and society.

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a) ………………….

b) ………………….

c) ………………….

d) ………………….

e) ………………….

The international policies that influenced inclusive education

Reflection

• Think about children or Grade R learners you know who are at risk of being
marginalised or excluded from education.
• To what extent do you think there is an awareness of international inclusive
education policies related to education in schools in your community? What
helps or hinders this awareness?
• Do you think this awareness has changed over the last five to ten years? If
so, how? What do you think may be the reasons for the change or lack of
change?

Read through the following to enrich your knowledge and understanding of the
international policies on inclusive education.

Year Document Title Impact on Inclusive Education

1948 Universal • Education is a right.

Declaration of • Primary school should be free.
Human Rights • We should learn about the UN and how to get along
(Article 26) with others.
• Our parents can choose what we learn.
• Children should not be discriminated against.

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Year Document Title Impact on Inclusive Education

• The best interests of the child and the child’s view

should be considered.

1965 International • It condemns apartheid and racial segregation and

Convention on obliges countries to "prevent, prohibit and
the Elimination of eradicate" these practices in all their territories.
All Forms of • It combats racial prejudice and encourages
Racial understanding and tolerance between different
Discrimination racial, ethnic and national groups.

1982 World • It is a strategy to enhance disability prevention,

Programme of rehabilitation and equalisation of opportunities.
Action • It refers to full participation of people with
Concerning disabilities in social life and national development.
Disabled Persons • It emphasises the need to approach disability from
a human rights perspective.

1989 UN Convention It protects the rights of children in all areas of their life.
on the Rights of Governments have a responsibility to
the Child ● take all available measures to make sure children’s
rights are respected, protected and fulfilled
● agree to review their laws relating to children

● It calls on governments to assess their social

services, legal, health and education systems, as
well as levels of funding for these services.

1990 World Education • It is a major milestone in the international dialogue

Forum: Jomtien on the place of education in human development
Conference on policy.
Education for All
(EFA)

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Year Document Title Impact on Inclusive Education

• It makes education a top priority and broadens the

discussion about education from its previous,
limited focus on access to primary school.

1993 Standard Rules • It emphasises strong moral and political

on the commitment of governments to take action to attain
Equalisation of equity for persons with disabilities. It is still a basis
Opportunities for for policy-making and cooperation between
Persons with countries.
Disabilities: UN
General Assembly

1994 Salamanca • It calls for major school reform.

Statement and • It recognises the need for and urgency of providing
Framework for education for all children, young people and adults
Action on Special “within the regular education system”.
Needs Education: • Children with “special educational needs” must
92 countries, 25 have access to regular schools as the most
international effective way of addressing discrimination, creating
organisations welcoming communities, building an inclusive
society and achieving “education for all”.

2000 World Education • It is the culmination of a major assessment of the

Forum: Dakar state of education across the world from 1990–
Framework 2000.
• It resulted in a set of priorities that aimed to address
equitable access to quality education with a
particular focus on gender.

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Year Document Title Impact on Inclusive Education

2000 UN Millennium It sets out eight global goals, including halving the
Development extreme poverty rate, halting the spread of HIV/AIDS
Goals 2000–2015 and providing universal primary education.

2006 UN Convention • This followed decades of work by the UN to

on the Rights of change attitudes and approaches to persons with
Persons with disabilities.
Disabilities • It aims to shift the culture of viewing people with
disabilities as “objects” of charity, medical
treatment and social protection to viewing them as
“subjects” like anyone else – people with rights,
who are capable of claiming those rights, making
decisions and being active members of society.

2015 UN Sustainable • It sets out seventeen global goals, following on

Development from the Millennium Development Goals. SDG 4
Goals 2015–2030 ensures inclusive, equitable, quality education and
promotes lifelong learning opportunities for all, with
a specific focus on all marginalised groups.

2015 World Education It focused on the framework for action for SDG 4. It
Forum: Incheon outlines a commitment to “addressing all forms of
Declaration exclusion and marginalisation, disparities and
inequalities in access, participation and learning
outcomes”. In practice,
● it provides twelve years of free education
● it ensures that access to education and learning is
equitable, with a focus on vulnerable groups
● it ensures that outcomes are relevant and effective,
and it provides the building blocks for lifelong
learning

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Activity 2.2

Choose five policies that are relevant to you as a Grade R teacher and describe how they
could help you to be an inclusive education practitioner in your classroom.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

2.3 SOUTH AFRICAN EDUCATIONAL POLICIES ON INCLUSIVE

EDUCATION

As a signatory to several international policies and pieces of legislation on inclusive

education, South Africa has also passed and enforced several policies and pieces of
legislation on inclusive education. Below is a brief discussion of some of the South African
documents on inclusive education.

• The South African Schools Act (DoE 1996)

This Act mandates the provision for all learners, including those with disabilities. The Act
mandates private schools to comply with the principles of the government on non-
discrimination.

• White Paper 6, Special Needs Education (DoE 2001:6)

This paper recognises that every learner has the ability to learn and that support needs
to be afforded to meet the unique needs of each learner. It enshrines the principle that
the unique needs of learners should be respected and considered of equal value. The
paper mandates the education system to respond to all learners, regardless of their

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differences in age, gender, ethnicity, language, class, disability or health status. White
Paper 6 (DoE 2001:6) promulgates that educational institutions must

• maintain flexibility in their structures and methodologies

• acknowledge and respect learners’ differences
• acknowledge that learning occurs in homes and communities and within formal and
informal modes and structures
• change attitudes, behaviour and curricula and the environment to meet the needs
of all
• create an environment for participation of all learners in the culture and the curricula
of education institutions, and uncover and minimise barriers to learning
• empower learners by developing their individual strengths and enable them to
participate critically in the process of learning

In addition to the two policies mentioned above, the following are other inclusive
education policies that benefit Grade R learners in schools:

• Education White Paper 5 on Early Childhood Development (2001)

• Children’s Act 38 of 2005
• National Curriculum Statement Grades R-12 (2011)
• HIV and AIDS in Education Policy
• Care and Support for Teaching and Learning Programme
• School Nutrition Policy
• Minimum Uniform Norms and Standards for Public Infrastructure 2013
• Mental Health Care Act 17 of 2002

Activity 2.3

1. What is the mandate of the Education White Paper 6 of 2001?

………………………………………………………………………………………………………
………………………………………………………………………………………………………

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2. Describe six stipulations of the Education White Paper 6 to educational institutions.

a) ………………………………………………………………………………………………..
b) ……………………………………………………………………………………………….
c) ……………………………………………………………………………………………….
d) ………………………………………………………………………………………………..
e) ………………………………………………………………………………………………..
f) …………………………………………………………………………………………………

Read through the following to enrich your knowledge and understanding of the South
African policies on inclusive education.

YEAR DOCUMENT TITLE ITS IMPACT ON INCLUSIVE EDUCATION

1990 African Union: It emphasises the need to include African cultural

African Charter on values and experiences when dealing with the rights of
the Rights and the child, as their realities are particular to Africa. Any
Welfare of the custom, tradition, cultural or religious practice that is
Child inconsistent with children’s rights is discouraged.

1996 The South African It supports the rights to basic education, a safe
Constitution and environment and acting in the best interest of the child.
Bill of Rights

1996 The South African It articulates the roles and responsibilities of public
Schools Act schools. It ended the system of separate schooling
based on race and created a single system for all
learners. It provides for the right of equal access to
basic and quality education for all learners, without
discrimination of any sort. No learner may be denied
admission to an ordinary school on any grounds. It is
the first step towards a single, inclusive education
system for South Africa.

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2001 Department of It suggests structural and programme changes to

Education (DoE): South Africa’s education system so that diverse
Education White learners can be included in mainstream schools. It
Paper 6: Special outlines an inclusive education system in which all
Needs Education: learners have equal access to quality educational
building an opportunities. It recognises the importance of
inclusive developing learners’ strengths and of empowering and
education and enabling learners to participate actively and critically in
training system the learning process.

2005 The South African It protects the rights of children so that they can grow
Children’s Act up safely and develop properly. If children are abused
or neglected, they will be helped to recover. Children
are allowed to have their say and participate in
decisions that affect their lives. It values and protects
families. It ensures proper and safe aftercare, crèches,
drop-in centres and child- and youth-care centres.

2011 DBE: Guidelines It provides strategies for differentiated teaching and

for Responding to learning to meet the diversity of learners’ needs.
Learner Diversity
in the Classroom

2011 South African It details ten principles for professional teaching.

Council for
Educators (SACE):
Draft Professional
Teacher Standards

2012 DBE: National This document states what should be included in the
Curriculum and curricula for each grade in South Africa and how it
Assessment should be assessed.

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Policy Statement
Grades R–12

2012 The South African It promotes nation building as a key element within
National social cohesion schemes. It identifies 31 actions that
Development Plan will help to achieve this, based on values, equal
2030 opportunities, inclusion, cohesion, citizenship and
leadership.

2013 African Union: This is a strategic plan for the socioeconomic

Agenda 2063 – transformation of the continent. It emphasises the
Africa’s Agenda importance of education and children’s civil and
for Children political rights as the foundations of sustainable, rights-
based development.

2014 Department of Basic It is a framework of procedures to identify, assess and

Education (DBE): provide programmes for all learners who need
Policy on additional support to boost their participation and
Screening inclusion in school.
Identification,
Assessment and
Support (SIAS)

2014 Southern African It aims to realise the educational rights of all children,
Development including those who are most vulnerable, by
Community (SADC): addressing barriers to learning and participation.
Care and Support Through nine programmes, it supports schools to
for Teaching and become inclusive centres of teaching, learning, care
Learning (CSTL) and support.
framework

2015 Department of All teachers need to be familiar with what is needed to

Higher Education implement inclusive education practices.
and Training

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(DHET): Revised
Policy on
Minimum
Requirements for
Teacher Education
Qualifications

2018 DBE: Draft Norms It addresses how an inclusive education system will be
and Standards for funded and resourced.
Funding

2018 DHET: Standards It identifies standards for the development of inclusive

for Inclusive teachers in five key areas: valuing and understanding
Teaching learner diversity; agency for social justice and
inclusion; collaborating to enable inclusive teaching
and learning; developing professionally as an inclusive
teacher; employing classroom practices that promote
learning for all.

Activity 2.4

Read the following case study and then answer the questions that follow:

Case study: Bonolo

Bonolo is a Grade R learner who lives with his mother and father in Mamelodi township,
South Africa. He attends school at Mamelodi Primary School, but he is often absent
from school. He is a quiet boy who loves horror and supernatural movies. He does not
like going to school and often cries when it is time to go to school. His mother is worried
about him, but she has no idea what could be troubling Bonolo at school. On several
occasions she has tried to ask Bonolo, but he never discloses anything. Bonolo spends

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most of his time alone in his bedroom thinking about how difficult it is being a South
African citizen. This is mainly because he thinks that his life is a living nightmare
because there is not a single day that a person like him does not face discrimination –
unless they spend their time indoors. This is because he was born with a medical
condition called “albinism”. As a result, he is called names, such as “mlungu” (white
person) by his fellow learners and even his Grade R teacher. People in the community
also point at him and say hurtful things, such as he bathes in milk.

1. Describe how an inclusive education policy might enable Bonolo to get support from

a. his Grade R teacher

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

b. the school principal

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
c. the district office
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
d. his family
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

2. Do you think that inclusive education policies are being implemented at Mamelodi
Primary School?

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……………………………………………………………………………………………………

3. What do you think Bonolo’s Grade R teacher at Mamelodi Primary School needs to
do to ensure that Bonolo attends school regularly, just like other children?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

4. As a Unisa diploma student who understands inclusive education policies in South

Africa, what would you do to assist other Grade R teachers working in inclusive
settings?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

2.4 THE ROLE OF INCLUSIVE EDUCATION IN NATION BUILDING AND THE

PROMOTION OF SOCIAL COHESION

The underpinning ideal of inclusive education is that all children have the right to be
educated in neighbourhood mainstream schools, despite any special needs or disability
they have. The principle of inclusive education – in which tolerance, diversity and equity
are pursued – should be encouraged in nation building and the promotion of social
cohesion.

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2.4.1 Education and social cohesion

Social cohesion in education includes the following:

- promoting a shared sense of belonging

- offering opportunities for ethnic and socioeconomic mixing
- offering opportunities to acquire skills and knowledge that can equip learners to
become engaged and active citizens

Therefore, Grade R teachers can contribute to social cohesion in the following ways:

- by fostering tolerance among all learners, irrespective of race, age, gender, religion
or social status
- by laying the groundwork for acceptable behaviour that is consistent with social norms
- by decreasing the distance between learners of different backgrounds
- by providing a variety of learner activities in the classroom and on the playing field
- by designing the formal curriculum is a way that values different cultures

2.4.2 Enhancement of inclusive education in nation building

Inclusive education must increase, not decrease, the learning opportunities of all learners.
The quality of a school and its appropriateness for individual learners must be inclusive
in nature. The process of inclusive education needs to involve teachers, parents, support
staff and the learners themselves. It must focus on current barriers to inclusion and issues
such as ethos, attitudes and curricula. The implementation of inclusive education needs
to be monitored continuously to ensure that learners receive the necessary support.
Learners have a right to education and inclusion, but they also have a right to quality
education, access, participation and achievement in all aspects of school life.

The implementation of inclusive education involves overcoming some potential barriers

that teachers and the entire community currently face. These barriers include prevalent
attitudes and values, lack of understanding, lack of necessary skills and limited resources.
Clarity of purpose, realistic goals, motivation, support, resources and evaluation are

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required to overcome barriers to the implementation of inclusive education (UNESCO

2005). Moreover, visionary school leadership, including principals’ attitudes and
approaches to inclusive education, is important in enhancing the implementation of
inclusive education.

The school and staff must embrace the attitude/view that all learners are welcome in the
school, irrespective of their diverse needs. They must all be prepared to work together to
overcome barriers to learning and participation that may exist. To this end, the school and
staff must be prepared to defend inclusive practices and learn about and seek solutions
when certain approaches do not work for some learners. Specialists and support staff
with a strong commitment to developing effective, collaborative and interdisciplinary
support systems for teachers, learners and their families are important in inclusive
education. Furthermore, the development of support teams to help with academic, social
and medical needs enhances the implementation of inclusive education in schools.

2.4.3 Inclusive education as a societal obligation

Education should cease to be regarded as a school process exclusively. It should be a

social process covering all learning that takes place, whether inside or outside the school.
Education should no longer be considered the sole responsibility of teachers and must
become the direct social responsibility of every individual. The right to learn should be
guaranteed to every learner equally, without any form of discrimination. All learners
should receive all the support and facilities necessary in all schools. Families should be
developed and blended with the formal sector in an integrated fashion to create a new
system of education, which will have the advantages of both the formal and informal
education sectors to eliminate the weaknesses that arise when these sectors are
developed independently.

Both formal and informal sectors require an element of trust to allow them to acknowledge
and respect each other. If this task can be done effectively, it will allow the two education
sectors to operate efficiently. School systems should provide an equal opportunity for all
learners. If the public perceives the school system as biased and unfair, the trust that

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citizens place in schools will be compromised. Public schools are expected to incorporate
the interests and objectives of all different groups and, at the same time, attempt to
provide a common foundation for citizenship. Often there are disagreements over the
balance between these objectives. Such disagreements must be decided through
rigorous debate among school governing bodies, teacher unions and civil associations.
The success of an inclusive education school system is based on its ability to gather
public support.

Activity 2.5

1. Explain how Grade R teachers can contribute to social cohesion in their classrooms.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………..

2. As a Grade R teacher, explain how you could enhance the implementation of

inclusive education in your school by giving practical examples.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

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……………………………………………………………………………………………………
……………………………………………………………………………………………………

3. Develop an inclusive education policy for your Grade R classroom to promote the
social obligation of inclusive education. The policy should include the following:

a) aim and objectives

b) the role of the Grade R teacher
c) the role of the parent
d) making the classroom environment inclusive and welcoming
e) collaboration with other stakeholders
f) learner involvement
g) differentiating the curriculum to respond to all Grade R learners

Your policy should be two pages in length.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

2.5 SUMMARY

The state of implementation of inclusive education differs across countries. This can be
attributed to the absence of a single universal definition of it and the different contexts of
countries. Nevertheless, policies are being used to measure and guide the progress of

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the implementation of inclusive education across countries. Grade R teachers can

propose capacity-building initiatives, which can be utilised across different communities
and countries to enhance the implementation of inclusive education.

2.6 REFERENCES

Berlach, RG & Chambers, D. 2011. Inclusivity imperatives and the Australian national
curriculum. The Educational Forum, 75(1):52-65.

Boyle, C, Scriven, B, Durning, S & Downes, C. 2011. Facilitating the learning of all
students: the professional positive of inclusive practice in Australian primary schools.
Support for Learning, 26(2):72-78.

Department of Basic Education (DBE). 2008. National strategy on screening,

identification, assessment and support: School pack. Pretoria: Government Printer.

Department of Basic Education (DBE). 2011. Guidelines for responding to learner

diversity in the classroom through curriculum and assessment policy statements.
Pretoria: Government Printer.

Department of Basic Education (DBE). 2014. National strategy on screening,

identification, assessment and support. Pretoria: Government Printer.

Department of Education (DoE). 1996. South African Schools Act 84 of 1996. Pretoria:
Government Printer.

Department of Education (DoE). 2001. Education White Paper 6. Special needs

education: building an inclusive education and training system. Pretoria:
Government Printer.

European Agency for Development in Special Needs Education. 2010. Inclusive

education in action-project framework and rationale. Odense, Denmark.

Forlin, C. 2013. Changing paradigms and future directions for implementing inclusive
education in developing countries. Asian Journal of Inclusive Education, 1(2):19-31.

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Graham, LJ & Sweller, N. 2011. The inclusion lottery: who’s in and who’s out? Tracking
inclusion and exclusion in New South Wales government schools. International
Journal of Inclusive Education, 15(9):941-953.

Itimu, AN & Kopetz, PB. 2008. Malawi’s special needs education (SNE): perspectives and
comparisons of practice and progress. Journal of Research in Special Educational
Needs, 8:153-160.

Kalenga, R & Fourie, E. 2012. Trekking back to mainstream for inclusive education, is it
there? Educational Studies, 38:175-187.

Kalynapur, M. 2008. Equality, quality and quantity: challenges in inclusive education

policy and service provision in India. International Journal of Inclusive Education,
15:1053-1071.

Murungi, LN. 2015. Inclusive education in South Africa: issues in its conceptualisation
and implementation. Potchefstroom Electronic Law Journal/Potchefstroomse
Elektroniese Regsblad, 18(1):3160-3195.

Opertti, R & Brady, J. 2011. Developing inclusive teachers from an inclusive curricular
perspective. Prospects, 41:459-472.

Slee, R. 2006. Limits to and possibilities for educational reform. International Journal of
Inclusive Education, 10(2-3):109-119.

United Nations. 1948. Universal declaration of human rights. Washington, DC: UN

General Assembly.

United Nations Education, Scientific and Cultural Organization (UNESCO). 1999.

Salamanca 5 years on: a review of UNESCO activities in the light of the Salamanca
Statement and Framework for Action on Special Needs Education. Paris.

United Nations Education, Scientific and Cultural Organization (UNESCO). 2005.

Guidelines for inclusion: ensuring access to education for all. Paris.

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LEARNING UNIT 3

APPLICATION OF THE PRINCIPLES OF INCLUSIVE EDUCATION IN CONTEXT TO

ACHIEVE QUALITY EDUCATION FOR ALL LEARNERS

In this unit we will focus on the application of inclusive education principles and
understanding how they contribute to the achievement of quality education. You are
required to read extensively with understanding, write your reflections as you read and
complete all the activities.

LEARNING OUTCOMES/OBJECTIVES

After completing this unit, you should be able to

• define the term “quality education” in context

• describe strategies to achieve quality education through the implementation of
inclusive education
• assess inclusive education as it is practised in context

Reflection
• List all the principles of inclusive education that you learnt about in unit 1.

3.1 INTRODUCTION

In this unit we aim to guide you, as student teachers, to apply the principles of inclusive
education in practice. This will enable you to achieve quality education for all your Grade
R learners.

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3.2 UNDERSTANDING QUALITY INCLUSIVE EDUCATION

Quality inclusive education provides access, participation and achievement for all
learners (Florian 2015). In addition, Ainscow (2020) contends that inclusive education
relates to the identification and removal of barriers to learning. It is therefore crucial to
focus on historically marginalised and excluded learners, such as those who are living
with disabilities or those from ethic and religious minority communities. Furthermore,
UNICEF (2021) promotes inclusive education as

• the best way for all children to have a fair chance to attend school, learn and develop
the skills to reach their potential
• all children learning together in the same classrooms and schools
• meaningful, relevant learning opportunities for learners who have traditionally been
excluded, for example children who speak minority languages and children with
disabilities
• valuing the unique contributions of learners from diverse backgrounds
• allowing diverse learners to learn together, to the benefit of all

Pedagogy relates to how teachers teach, and learners learn (Loreman 2017). To be
inclusive, teachers’ pedagogy must be meaningful, purposeful and adaptable to diverse
contexts. The inclusive education approaches that you will learn about in this study guide
are Universal Design for Learning (UDL), differentiated instruction (DI) and the Inclusive
Pedagogical Approach in Action framework (Florian & Spratt 2013).

In the sections that follow, you will learn more about the inclusive education approaches
that could be employed to achieve quality education for all Grade R learners.

NB: There are many other inclusive education approaches that teachers could employ
in this dynamic field. As a Grade R student teacher, we are introducing you to only
some of these approaches. You need to remember that additional approaches should
be explored constantly to build your capacity to accommodate your Grade R learners’
diverse needs.

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3.3 STRATEGIES TO ACHIEVE QUALITY EDUCATION THROUGH INCLUSIVE

EDUCATION

Quality education is equitable and inclusive (Ainscow 2020) because it includes all
children. All learners should have access to quality education alongside their peers
(Loreman 2017) and the opportunity to develop to their full human potential (Department
of Education [DoE] 2001). This implies that learners with and without barriers to learning
should learn together.

The strategies to implement inclusive education involve the conscious, practical, concrete
actions that you will take in your Grade R classroom to accommodate the needs of all
your learners. Inclusion relates to a teacher’s knowledge, skills and dispositions
(attitudes) to

• provide quality education to all learners (Boyle & Anderson 2020)

• remove barriers to access and participation (Florian 2012)
• avoid segregation (DoE 2001)
• respond to learners’ diverse needs, interests and abilities (Clasquin-Johnson & Phala
2021)
• accommodate learners’ cultural, linguistic and developmental diversity (Clasquin-
Johnson & Phala 2021).

3.3.1 Individual educational plans

Individual educational plans (IEPs) were initially introduced for learners with barriers to
learning in segregated special education contexts. Today, IEPs are utilised to promote
inclusion for learners with barriers to learning or special educational needs in mainstream
and special education settings to promote learning, manage behaviour and monitor their
progress.

Planning for the individual learner requires comprehensive (detailed) planning using a
team approach. The members of the team must communicate openly and honestly and
agree on important focus areas, such as the learner’s life connections. This will involve a

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community survey, paying special attention to the present by indicating “Now”,

considering “What works”, as well as acknowledging the family and learner’s “Dreams”,
formulating realistic goals and then determining “Where, who & when?”

An individual educational plan (IEP) is a written statement of the educational programme

designed to meet every learner's individual needs. In terms of international best practice,
every learner who receives special education services must have an IEP. Each learner’s
IEP must contain specific information, including (but not limited to)

• the learner’s present levels of academic achievement and functional performance,

describing how they are currently doing in school and how their disability affects their
involvement and progress in the general curriculum
• annual goals for the learner, meaning what parents and the school team think the
learner can reasonably accomplish in a year
• the special education and related services to be provided to the learner, including
supplementary aids and services (such as a communication device) and changes to
the programme or supports for school personnel
• how (and if) the learner is to participate in national assessments, including what
modifications to tests the learner needs
• when services and modifications will begin, how often they will be provided, where
they will be provided and how long they will last
• how the school personnel will measure the learner’s progress toward the annual goals

Remember, goals must be

 observable
 measurable
 positive
 attainable

Table 3.1. Components of an individual educational plan

Focus This includes Comments

Team members Class teacher, parents, facilitators,
classroom assistants, therapists. In

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Focus This includes Comments

short, everyone who works with an
individual learner.
Identify life Who are the important persons,
connections services or organisations that
support the learner?
Include a community Identify the skills that need to be
survey targeted in the natural or community
environment. Determine the places
in the community that the family
frequents that may be potential
teaching environments – parks,
church, restaurants, etc.

Begin with the Generate an ability-focused present

present by indicating level of functioning. What are the
“Now” learner’s strengths, abilities and
preferences? What are the learner’s
accomplishments?
Don’t focus on
problems/weaknesses but do
problem-solve challenges.
Consider “What Prompt team members to share
works” information from their experiences
about what supports learning and
create a positive learning
experience. Consider areas specific
to the learner’s needs (e.g.
instruction, communication, adaptive
equipment, behaviour).
Dreams What are the family’s and the child’s
dreams? Create a picture of the
future. If a dream seems unrealistic,
discuss it to discover the motivation
behind the dream. This step can be
used to identify attainable goals.

Goals Determine goals to target. Consider:

• What knowledge does the learner
need to develop?
• What skills does the learner need
to develop?
• What relationships does the
learner need to maintain or build?

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Focus This includes Comments

Where, who & when Determine the following: Where will
support take place? Who are the
individuals involved in the learner’s
educational programme and what
are their responsibilities? What is the
learner’s role? When will each
member of the team accomplish and
report on identified responsibilities?

As you develop an IEP for your Grade R learners, use the template below as a checklist.

Table 3.2 Checklist for developing an IEP

Does the IEP include Description Yes No

the following?
Collaboration among Includes the school-based support
team members team and parents/guardians
Goals Annual goals and short-term
objectives (per term)
Current situation Recognises and builds on a
learner’s present level of
development, taking note of the
learner’s strengths, needs, as well
as relevant assessment information
Services/Supports Indicates what is needed to achieve
goals, including therapists,
frequency and duration
Accommodations and To ensure that the learner can
modifications access the curriculum and benefit
from instruction
Make Either special or general
recommendations for
appropriate placement
Include an evaluation Specifies the timeline for evaluating
plan progress

Outline a possible From the age of 14 years (not

transition plan applicable to Grade R learners)

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At the end of this unit, you will develop an IEP for a Grade R learner who requires
additional support.

Activity 3.1

1. What do you understand by “quality education”?

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2. As a student who has registered for the Diploma in Grade R, how would you make
sure that you provide inclusive quality education to all learners?
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3. What is an individual educational plan?
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4. What are the important aspects that should be considered when developing an
individual education plan for a learner who experiences barriers to learning?
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3.3.2 Inclusive pedagogical approaches

In this section you will learn more about Universal Design for Learning (UDL),
differentiated instruction (DI) and inclusive pedagogy. All three approaches are flexible
rather than prescriptive (Loreman 2017) and promote principles and practices for
teachers to adapt to accommodate their diverse learners.

The inclusive pedagogical approach is based on the Inclusive Pedagogical Approach in

Action (IPAA) framework, developed by Florian and Spratt (2013).

Table 3.3. The inclusive pedagogical approach

Assumptions Concepts Challenges Evidence in the

classroom
1. Diversity I view learning I am concerned about My teaching practices include
potential as open- ‘bell-curve thinking’ all my Grade R learners.
among my
ended. and the ideas of fixed I create environments for
Grade R
I accept differences ability that underpin learning with opportunities for
learners is as part of the human education. all my Grade R learners to
natural. condition. participate.
I reject the idea that I extend what is ordinarily
learners with available to all my Grade R
barriers to learners learners, rather than using
will hold back the teaching and learning strategies
progress of others. that are suitable for most,
I believe that all alongside something ‘additional’
learners can learn or ‘different’ for some who
and progress. experience difficulties.
I differentiate by providing
choices for everyone.
I reject ability grouping as the
main or sole organisation of

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Assumptions Concepts Challenges Evidence in the

classroom
working groups.
I use language to express the
value of all my Grade R
learners.
I focus teaching and learning on
what my Grade R learners can
do, rather than what they
cannot do.
I follow social constructivist
approaches, for example I
provide opportunities for my
Grade R learners to co-
construct knowledge
(participation).
I use formative assessment to
support all my Grade R
learners’ learning.
2. I am capable I am challenged by I identify difficulties in I focus on what is to be learnt
my learners’ barriers learning. (and how).
of teaching all
to learning, but I do I do not focus on what I provide opportunities for
my Grade R
not regard my the learner cannot do, learners to make choices.
learners. learners as the as this would impose I respond to learners’
problem. limitations on my difficulties.
I am committed to expectations for I build a quality relationship with
supporting all my learning. every learner.
Grade R learners. I I am concerned that I am concerned about the
believe in my own many teachers believe welfare of the ‘whole child’, not
knowledge and skills some learners are not simply the acquisition of
to promote learning their responsibility. knowledge and skills.
for all my Grade R I follow a flexible approach that
learners. is driven by needs of learners
rather than ‘coverage’ of
material.

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Assumptions Concepts Challenges Evidence in the

classroom
I see difficulties in learning as
challenges for teachers, not
deficits in learners.
I continually develop creative
new ways of working.
I am willing to work (creatively)
with and through others.
I think about everybody, rather
than about inclusion for ‘most’
and ‘some’.
3. I continually I am willing to I need to change my I create spaces for inclusion
work (creatively) thinking about wherever possible.
develop
with and through inclusion for I try out new ways of working to
creative new
others. ‘most’ and ‘some’ to support the learning of all
ways of I model (creative everybody. Grade R learners.
working with new) ways of I work with other adults in ways
others. working for my that respect the dignity of
Grade R learners. learners as full members of the
I focus on my Grade community of the classroom.
R learners in I am committed to continuing
relation to one professional development as a
another and not in way of developing more
isolation. inclusive practices.
I form partnerships with
teachers or other adults who
work alongside me in the
classroom.

3.3.2.1 Universal Design for Learning (UDL)

UDL was first developed in the 1980s by the Centre for Applied Special Technology
(CAST) and it is a philosophy of education that strives to provide access to learning and
success for all learners. It is based on three principles: (a) multiple means of engagement,
(b) multiple means of representation and (c) multiple means of action and expression, as

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illustrated in Figure 3.1 below. UDL is flexible and can be adapted to any classroom
context according to learners’ diverse needs.

Figure 3.1: The CAST model of UDL

Source: Loreman (2017)

In the sections that follow, we will examine each principle of the UDL model in more detail.

Principle 1: Multiple means of engagement

• Teachers should present many ways for learners to become actively involved in
learning.
• Learners’ interests, abilities, learning styles are catered for in the classroom.
Consequently, learning is relevant and learners are focused on achieving success.
• Learners are motivated to meet clear goals and objectives.
• Learners are provided with choices and select their activities.
• Learners reflect on their own performance and assess their own work.

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Principle 2: Multiple means of representation

• Teachers and learners use a variety of communication strategies to ensure

understanding.
• Learners are supported to understand the main ideas.
• Learners use diverse options for language and mathematical expressions and
symbols to decode information.
• Learners use all five senses to communicate effectively and holistically.

Principle 3: Multiple means of action and expression

• Teachers promote goal-directed learning by using individualised strategies that are

tailored to the individual learner’s needs.
• Teachers and learners work collaboratively to set goals, plan activities and
strategies for learning.
• Teachers guide learners to monitor their progress.
• Multiple modes of communication are used, including visual, written and verbal
communication.
• Learners use movement to demonstrate their understanding.
• Teachers provide a variety of methods for learners to respond to communication,
including a variety of tools such as assistive devices for learners with disabilities.

To summarise, the UDL model aims to accommodate the diverse needs in a single
classroom or learning situation. It is not only for learners with disabilities, but is applicable
to all learners in schools from Grades R to 12. Loreman (2017) asserts, “At the heart of
this model is a process involving promoting personal learning traits, communicating
effectively, and providing a variety of options for the completion of goal-directed tasks.”

/…..

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Activity 3.2

Explain how you would use the three principles of UDL if you were given an opportunity
to teacher a Grade R classroom with diverse learners. In that classroom, imagine that
there is one learner with albinism and another who is hard of hearing.
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3.3.2.2 Differentiated instruction (DI)

DI is related to the UDL approach. However, while UDL aims to provide access and
support for learning through the same strategies, DI provides different teaching strategies
that are tailored for individual learners. Differentiation involves adapting curriculum
content, teaching strategies, learning and teaching support materials and assessment to
meet learners’ individual learning needs. Therefore, in a differentiated classroom, the
teacher focuses on meeting learners’ diverse needs by employing a range of teaching
approaches and methods that allow every learner to achieve and experience success
(Loreman 2017).

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DI is a highly structured method. It is based on behavioural learning principles such as

modelling, practice, reinforcement, corrective feedback and overlearning. Lessons
comprise carefully sequenced units of work and clear, manageable learning outcomes or
objectives. In addition, lessons are fast-paced with intensive interaction between the
teacher and learners.

Teacher-directed adaptations could include

• adapting presentations
• adapting for learners’ attention spans
• adapting questioning
• adapting feedback to learners

Carefully study Figure 3.2 below. It illustrates the sequence or direction of direct
instruction. Teaching should begin with DI and gradually build learners’ confidence and
competence towards independent practice.

Closure
Development Guided Independent
Introduction / Practice Bring the
Review Model the Practice Evaluation
lesson to a
expected conclusion Provide
learning Monitor by learning tasks
outcomes by that are Assess
and highlighting
providing independent learners'
Set the stage engage what was
explanations of teacher progress
for learning learners in covered
and examples activities guidance

Figure 3.2: The differentiated instruction process

Source: Clasquin-Johnson (2021)

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INCLUSION

= Access Partcipation Achievement

+
Figure 3.3: What inclusion entails

Source: Adapted from Florian and Spratt (2013)

As a Grade R teacher, you therefore plan for access, participation and achievement for
all your Grade R learners, rather than thinking about what some learners need or what
most learners can do. YOU PLAN FOR INCLUSION FOR ALL learners. It is crucial for
teachers to hold the fundamental belief that they can teach all children.

Access is much broader than physical presence. It requires us to think about access to
the learning environment, access to the curriculum and access to every activity, to allow
every learner to participate actively and achieve the learning outcomes specified in the
CAPS for Grade R. As a Grade R teacher, you therefore need to reflect continuously on
what you do to facilitate every learner’s access, participation and achievement.

The following section is about the teaching and learning strategies that can be used for
inclusive and pedagogical approaches.

3.3.3 Teaching strategies for inclusive education

Carefully study the table below, taking note of the main principles and practical classroom
application of each teaching strategy.

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Table 3.4. Teaching strategies for inclusive education

Teaching Main principles How I would implement this strategy

strategy in my classroom.
Cooperative • group work Present a wide variety of group
learning • collaboration activities.
• positive Assign clear roles and responsibilities
interdependence to each member of the group.
• communication Use mixed-ability groups and change
• interaction the members of the groups regularly.
• individual Encourage learners to take turns, work
responsibility together to achieve a common goal and
• skills communicate.
Accommodate learners’ diversity.
Give praise for participation and
achievement.
Scaffolding • learners’ home Observe learners closely and get to
language know each learner as an individual.
• connecting to Establish what learners can do.
learners’ prior Plan lessons carefully.
knowledge Provide appropriate support.
• reading aloud Select appropriate learning support
• modelling and materials that accommodate learners’
using gestures diverse needs, skills and interests.
• small-group and Provide as much individual attention
paired activities and support as possible.
• carefully planned Allow time for practice.
questions Provide feedback.
Cubing • examining a Allow learners to analyse a topic (or
concept from theme) and then to complete a variety
different of indoor and outdoor activities related
perspectives to the topic.
• description Each of the six sides of the cube has
• comparison an activity that learners follow.
• association This strategy could be used to allow
• analysis Grade R learners to ask (and answer)
• application who, why, what, how, when and
• argumentation (for where questions on topics that
or against) accommodate learners’ diverse
interests.
Problem-solving • looking for cues For Grade R learners, the teacher will
• making a list compile the list.
• guessing and Learners can participate in looking for
checking cues, e.g. “Find an object that begins
• acting it out with the letter …”

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Learners can guess the answer.

Learners can check if their answers are
correct.
Learners can play games where they
solve problems and act out clues.
Collaborative co- • one teaches and There are two teachers, one teacher
teaching one observes and one student teacher, or a teacher
• one teaches and and an assistant teacher who
one assists collaborate to plan, teach and assess
• station teaching Grade R learners in the same
• parallel teaching classroom.
• differentiated
teaching

Activity 3.3

1. Explain what the capability approach is and how it can be applied in a Grade R
classroom.
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2. Name any four strategies that can be used for teaching and learning and explain
how you could use each to teach the theme “Myself” in a Grade R classroom.
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3.4 ASSESSING INCLUSIVE EDUCATION IN CONTEXT

The successful implementation of inclusive education depends largely on teachers’

knowledge, skills and attitudes. As a teacher, it is essential for you to know how to assess
teaching strategies for inclusion. This will enable you to make suggestions for improving
teaching strategies in different contexts or situations.

Considering the diversity of learners in every classroom, Grade R teachers need to

develop ways to diversify their teaching. Liasidou (2012) recommends that a continuum
of pedagogical approaches be used, characterised by clearer, directed and more
intensive ways of teaching. In addition, teachers need to employ “more intensive
strategies such as more practice and more examples of concepts” (Liasidou 2012:44).
Teachers need to possess adequate knowledge of how to design and use appropriate
teaching approaches.

According to Okeke, Van Wyk and Phasha (2014:219), an inclusive education classroom
is characterised by the following features: (i) a supportive learning climate, (ii) democratic
leadership, (iii) reflective teaching, (iv) learner-centredness and (v) responsive curricula.
These features should guide teachers to assess their teaching strategies and they could
be structured into a checklist, as illustrated below.

Checklist to assess inclusive teaching strategies

Features of inclusive classrooms Yes No
Do I create a supportive learning climate?
Do I demonstrate democratic leadership?
Do I regularly reflect on my teaching?
Do I follow a learner-centred approach?
Is my curriculum responsive to my learners’ diverse needs?
How could I improve my teaching strategies so that they are even more responsive
to my diverse learners’ needs?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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……………………………………………………………………………………………….

………………………………………………………………………………………………

……………………………………………………………………………………………….

Asking ourselves, “How could I improve?” is essential for continuously improving our own
teaching effort and ensuring that the teaching strategies that we implement are
accommodating our diverse learners’ needs, interests and abilities effectively.

3.5 REFLECTION ON TEACHING PRACTICE

Grade R teachers need to reflect on their teaching practice continually to ensure that they
are meeting the needs of all their learners. “Reflection” is defined as a meaning-making
process that allows us to deepen our understanding of our experiences and ideas. In
addition, reflecting with others enables us to become part of a community of practice
(CoP). Reflection is crucial because it enables Grade R teachers to assess the
effectiveness of their learning, teaching and assessment on a regular basis. Figure 3.4
provides some examples of reflection.

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• Reflect as something happens.

• Consider the situation.
• Decide how to act.
Reflection in action • Act immediately.

• Reflect after something happens.

• Reconsider the situation.
• Think about what needs to change in
Reflection on action the future.

Figure 3.4: Reflection in practice

Reflection on inclusive education approaches

Grade R teachers could ask themselves the following reflective questions:

• Are all my learners actively involved/participating?

• Are the needs of all my learners accommodated as individuals?
• Are all my learners progressing satisfactorily?
• Are all my learners’ parents involved?
• Are all my learners receiving appropriate support?
• Are all my learners benefitting from the support they receive?
• Are there some learners who still require additional support?
• Are all my learners interested in my classroom presentations?
• Are all my learners motivated?
• Are all my learners benefitting from my curriculum differentiation/adaptation?
• Are all my learners reaching the outcomes during my assessment?
• Are all my learners’ needs accommodated by my teaching and learning resource
materials? What could I add or change?

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• Are all my learners benefitting from a conducive learning environment or do they

require adaptations?
• Are all my learners benefitting from my teaching methods?
• Are all my learners reaching their potential?
• Are all my learners who experience barriers to learning receiving appropriate
additional support?

By asking these reflective questions, Grade R teachers will become thinking teachers
who are able to adapt their teaching to meet the needs of their diverse learners.

3.6 SUMMARY

In this learning unit we focused on “quality inclusive education” as meeting the needs,
interests and strengths of culturally, linguistically and developmentally diverse Grade R
learners. We introduced inclusive pedagogical approaches and teaching strategies that
you could implement in your classroom. We also provided guidelines for how you could
assess inclusive education in context.

3.7 SELF-ASSESSMENT QUESTIONS

1. How am I ensuring access, participation and achievement for every learner?

2. What do I need to change to improve access, participation and achievement for every
learner?

3. How am I demonstrating respect for every learner’s culture and religion?

3.8 ADDITIONAL LEARNING RESOURCES

Understanding inclusive pedagogy: https://www.youtube.com/watch?v=ulI04f8PTQY

Inclusive pedagogy: https://www.youtube.com/watch?v=wzxZuPI8uQ0&t=355s

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Kristine Black-Hawkins from Cambridge University talks about inclusive education that
doesn't divide learners into 'most' and 'some', whose needs are very different, but adopts
an inclusive approach that caters to everyone.

Teaching in the inclusive classroom: differentiated instruction:

https://www.youtube.com/watch?v=eX5WWv91Se0

3.9 REFERENCES

Basham, JD, Blackorby, J & Marino, MT. 2020. Opportunity in crisis: the role of Universal
Design for Learning in educational redesign. Learning Disabilities: A Contemporary
Journal, 18(1):71-91. https://files.eric.ed.gov/fulltext/EJ1264277.pdf (accessed on 15
March 2021).
Bornman, J & Rose, J. 2017. Believe that all can achieve: increasing classroom
participation in learners with special support needs. 2nd Edition. Pretoria: Van
Schaik.
Capp, MJ. 2020. Teacher confidence to implement the principles, guidelines, and
checkpoints of universal design for learning. International Journal of Inclusive
Education, 24:7:706-720.
Department of Basic Education (DBE). 2014. Policy on screening, identification,
assessment and support. Pretoria: Government Printer.
http://www.education.gov.za (accessed on 10 March 2021).
Department of Education (DoE). 2001a. White Paper 5 on early childhood development.
Pretoria: Government Printer.
Department of Education (DoE). 2001b. White Paper 6 on special needs education:
building an inclusive education and training system. Pretoria: Government Printer.
Edyburn, D. 2020. Universal Usability and Universal Design for Learning. Intervention in
School and Clinic, 1-6.
https://journals.sagepub.com/doi/10.1177/1053451220963082 (accessed on 15
March 2021).
Gordon, AM & Browne, KW. 2016. Beginning essentials in early childhood education.
Boston: Cengage Learning.
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Ilifa Labantwana, The Children’s Institute, Innovation Edge, The Grow Great Campaign
and The Department for Planning, Monitoring and Evaluation (DPME) in the
Presidency. 2019. South African Early Childhood Review.
www.ilifalabantwana.co.za (accessed on 18 March 2021).
Loreman, T. 2017. Pedagogy for inclusive education. Oxford research encyclopedias.
https://doi.org/10.1093/acrefore/9780190264093.013.148 (accessed on 18 March
2021).
Moodie, S, Daneri, P, Goldhagen, S, Halle, T, Green, K & LaMonte, L. 2014. Early
childhood developmental screening: a compendium of measures for children ages
birth to five (OPRE report 2014). Washington, DC: Office of Planning, Research and
Evaluation, Administration for Children and Families, US Department of Health and
Human Services.
Morrison, GS. 2011. Fundamentals of early childhood education. 6th edition. Boston:
Pearson.
Okeke, C, Van Wyk, M & Phasha, N. 2014. Schooling, society and inclusive education:
an Afrocentric perspective. Cape Town: Oxford University Press.
Preedy, P, Sanderson, K & Ball, C. 2019. Early childhood education redefined: reflections
and recommendations on the impact of Start Right. Abington, Oxon: Routledge.
Selmi, AM, Gallagher, RJ & Mora-Flores, ER. 2015. Early childhood curriculum for all
learners: integrating play and literacy activities. Thousand Oaks, CA: Sage.

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LEARNING UNIT 4

RECOGNISING AND UNDERSTANDING DIVERSE WAYS OF

LEARNING

In this unit we will focus on diverse ways of learning and the different learning styles. You
are required to read extensively with understanding, write your reflections as you read
and complete all the activities.

LEARNING OUTCOMES/OBJECTIVES

After completing this unit, you should be able to

• identify diverse strengths, needs and abilities

• apply the universal developmental milestones for learning flexibly
• accommodate learners’ diversity through individualised learning support

4.1 INTRODUCTION

In this learning unit we aim to empower you to gain knowledge and understanding to
recognise and understand diverse ways of learning among Grade R learners, as well as
to develop your skills and abilities in this regard. Before we can start explaining the
objectives of this learning unit, let’s first look at who Grade R learners are. In Grade R,
children officially become “learners”, in the language of schooling. Grade R
learners move from mostly unstructured learning to structured learning, where
they learn to sit quietly and have structured lessons with a formal curriculum for the first
time in their lives. Thus, Grade R teachers are the first contact that learners have with
formal learning structures; they provide the foundation for lifelong learning; and they
determine the type of follow-up support that learners will receive in the grades after Grade
R (DoE. White Paper 5 2001a:7). The purpose of this learning unit has already been

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outlined in the first sentence of this introduction. However, we also aim to empower you
to identify diverse strengths, needs and abilities of Grade R learners. You will learn about
the application of universal developmental milestones for learning and use individualised
learning support to accommodate learners’ diverse needs.

4.2 IDENTIFYING DIVERSE STRENGTHS, NEEDS AND ABILITIES

Activity 4.1

Read the case study below and answer the questions that follow.

CASE STUDY 1
Ms Masego is in her first year of teaching Grade R learners. She has never attended
workshops on inclusive education or learner support. She therefore feels frustrated
because she doesn’t know how to manage the Grade R classroom of 35 learners. In
the morning, Ms Masego will wait for the learners at the gate as their parents drop them
off. Some learners cry when their parents leave them behind, while others are used to
being left in the care of their teacher. There is one learner in Ms Masego’s class who
cannot sit still; he is always moving around, teasing other learners and taking things
from them. Another learner, Lesedi, cries every day when her mother leaves her. She
continues to cry throughout the first session and only stops crying when the learners
go out to play. Lesedi cannot tie her shoelaces; in fact, she cannot even put her shoes
on the right feet. She also struggles to use scissors to cut paper and she cannot use
crayons to colour in pictures. When given a task of colouring in pictures, she colours
the whole page using very dark colours.
There are two boys and three girls who are very active in class. When Ms Masego
gives them work to do, they are the first to complete it and their work is always neat.
They also like to help their teacher in performing some classroom routines.
There is another learner, Matlhodi, who struggles to see objects or things that are far
away. When given worksheets, she holds them very close to her eyes. When the
children go outside to play, Matlhodi does not participate in ring or ball games because
she is very clumsy and usually bumps into other learners or objects.

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Another boy, Shaun, is reserved. He always looks as if he is daydreaming and he cries

easily and gets very aggressive. He cannot share toys with others and hurts other
learners when they try to take something from him.
Still other learners seem to compete for the teacher’s attention; they always call Ms
Masego just to get her attention. Yet, when given activities, they do not complete their
work and would rather tell Ms Masego stories of what happened at home or what their
parents bought for them. Ms Masego gets very irritated with them and just ignores them
most of the time.
Thato, a young boy who seems to have developmental delays, is still wetting himself
(i.e. urinating) in the classroom. He cannot seem to alert the teacher in time that he
needs to go to the toilet. Thato is also shy and does not talk or play with the other
learners; he usually sits alone when others play with their toys in the play area.
Some learners’ fine motor muscles are not well developed and they struggle to do
activities that involve their fine motor skills.
There are some learners who like to sing and they learn quickly when they sing. Three
other learners learn best through play and they enjoy it very much when Ms Masego
involves them in role-playing a rhyme or a story.

1. Based on the case study above, explain in your own words what “diversity” means.
2. Identify all the diverse needs of learners mentioned in the case study.
3. Based on what you have learnt from the first three learning units, explain how would
you advise Ms Masego so that she can cope better with the diversity of learners in
her classroom.

The objective of any education system is to provide quality education for all learners,
regardless of their educational level. This means that all learners deserve nothing less
than quality education and training that would provide them with opportunities for lifelong
learning, the world of work and meaningful participation in society as productive citizens
(UNESCO 2008). Inclusion and diversity are important factors to consider with the aim of

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providing quality and relevant education to all learners (Taole 2018). Supporting and
celebrating diversity and inclusion in schools is effective because it gives all learners the
potential to achieve and it creates an environment where those with additional needs are
not segregated and seen as different; they are part of the same community of learners.
Inclusion, in this case, focuses on the transformation of education systems and schools
so that they can cater for the diversity of learners’ learning needs, which result from their
social and cultural backgrounds and their individual characteristics regarding learning
motivations, abilities and learning styles.

The idea of a homogeneous classroom is simply not relevant to teaching in the 21st
century. Therefore, schools are expected to serve an increasingly diverse population of
learners because of the greater diversity in classrooms in respect of the intellectual
capabilities, interests, learning styles, socioeconomic backgrounds, religions and culture
that teachers need to accommodate (DBE 2011). Learners also learn in different ways
and have different strengths and interests. In an inclusive classroom, differences are
valued so that all learners understand and feel that they play an equal part in the
classroom and school community.

To address and respond to diversity in schools and classrooms, teachers will be required
to know their learners, that is, how they learn, as well as their cultural, social and
educational backgrounds, for effective teaching and learning to take place. Teachers
must also take the learners’ contextual factors or socio-cultural context into consideration.
For example, in an African context, the teachers must familiarise themselves with African
cultural beliefs, gender, racial, ethnic and religious issues (Taole 2018).

4.2.1 Knowing your learners

From the discussion above, human beings clearly have similarities and differences.
Therefore, they should not all be expected to learn in the same way or at the same pace.
Learners have their own unique developmental level, learning needs, abilities, interests
and background of experience.

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You should therefore know your learners very well, particularly how each one learns most
effectively. The better you know your learners – always calling them by name – the more
they will sense that you see them as individuals and the greater the trust that will develop
between them and you. A dynamic and vigorous learning environment is built on
trustworthy relationships. When you create strong connections with your learners, you
create an inclusive learning environment where risk-taking and collaborative learning can
take place.

Knowing your learners is fundamental to differentiation as a strategy for responding to

diverse learning needs. This will inform you how you teach in an inclusive manner to meet
the diverse needs of all learners, including those learners who experience barriers to
learning.

4.2.2 Diverse strengths, needs and abilities

As a Grade R teacher, it is crucial that you know and understand that every learner has
their own strengths, interests, learning styles and preferences. Therefore, it is your role
to respond to these diverse needs at an earlier stage to reduce barriers to learning.
Knowing a learner’s individual strengths, interests and preferences enables teachers to
use these to enhance learning. A learner’s strength is an area of learning that the learner
shows they have more control over, or more understanding of, than other aspects of their
learning. The following are examples of strengths and needs that could be identified in
young learners:

Table 4.1: Learners’ potential strengths and needs

Strengths Needs
• Likes singing and dancing • Reserved
• Friendly • Always looks tired
• Intelligent • Experiences difficulties with hearing, speech,
• Energetic sight and coordination
• Observant

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Strengths Needs
• Creative • Experiences health, emotional and/or
• A good listener behavioural problems
• Cooperative • Cannot copy or read from the chalkboard
• Competitive • Lives in poverty
• Imaginative • Struggles to remember what has been taught
• Practical • Requires assistive devices and adapted
• Responsible materials
• Likes pictures and images • Experiences difficulty in emergent reading
• Talkative and writing

• Likes problem-solving • Lives in an abusive or violent community

• Reasoning

Table 4.2: Factors that cause diverse learning needs

Diverse learning needs may also arise because of the following (DoE 2001):
• Negative attitudes towards and stereotyping of differences
• An inflexible curriculum
• Inappropriate languages or language of learning and teaching (LOLT)
• Inappropriate communication
• Inaccessible and unsafe built environments
• Inappropriate and inadequate support services
• Inadequate policies and legislation
• The non-recognition and non-involvement of parents
• Inadequately and inappropriately trained education managers and educators

4.2.3 Strategies for identifying learners’ strengths, needs and abilities

It is critical that learners’ strengths, needs and barriers be identified as early as possible,
especially starting from Grade R (DBE 2014). This means that the screening and
identification process should start from the moment you first make contact with a learner

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and should be continuous thereafter (DBE 2014). This process of screening and
identifying learners does not take place only in formal assessment situations (DBE 2015).
Rather, it is important to form a complete picture of learners’ strengths and areas of
difficulty.

It is important to have a good strategy for identifying diverse learning needs of learners,
including identifying the barriers to learning they might experience so that they can
receive relevant support. Some teachers make the mistake of identifying learners only for
the sake of identification; this could be detrimental to fulfilling the learning potential of
these learners. The following strategies are significant for identifying diverse needs,
strengths and barriers that learners experience in Grade R.

4.2.3.1 Observation

Carefully observing learners during teaching and learning, indoor play, break and during
outdoor play activities will assist you to identify intrinsic barriers. Observation is a crucial
strategy for screening and identifying learners’ needs, strengths and abilities in Grade R.
It can be planned or unplanned, formal or informal, and it must be an ongoing part of the
education process.

• Formal: Within the formal learning environment, this could take the form of observing

the learners while they are working in the classroom.

• Informal: Outside of the formal learning environment, this could take the form of

observing learners while they are talking and playing with their friends during break,
as well as during indoor and outdoor play.

• Planned: It is important to plan the observation in advance so that you know who,

what, how and where you will be observing.

• Unplanned: This happens when you just notice something. The “story” (a record of

an interesting incident) can be just as useful as planned and formal observations.

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Teachers must always be observant and notice what is happening around them.
Source: Adapted from DBE (2015)

4.2.3.2 Observation book and screening checklist

As you observe the learners, it is important that you use a checklist and an observation
book to record all the aspects that need to be considered to plan for the most appropriate
support strategies. Make sure that notes recorded in the observation book are meaningful
and informative so that they can be employed as useful evidence.

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A good observer

• pays careful attention to what is happening inside and outside the classroom
• avoids making subjective judgements
• observes and records strengths and difficulties
• asks themselves questions and thinks about a wide range of reasons for certain
types of behaviour
• does not jump to conclusions or label learners too quickly
• notices whether there are patterns to certain types of behaviour (e.g. they occur at
certain times of the day or week, or during certain activities or lessons)
• discusses observations with other people, for example conferring with other edu-
cators (Remember that these are shared confidences with the aim of helping the
child, not gossip.)
• records and keeps detailed notes of observations (in the observation book), instead
of relying on memory
• respects the confidentiality of the learner (and does not leave the observation book
lying around for others to view it)
• records useful and meaningful comments about observations

The following table is an example of a checklist that can be used to identify the learners’
strengths and needs. Mark the characteristics that apply to the learner. Remember that
most learners experience difficulties of one sort or another from time to time. In this

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exercise, you are looking for persistent and ongoing patterns of strengths or difficulties
or behaviour. The more signs you mark, the more chance there is that the learner is at
risk of, or already experiencing, a difficulty that requires attention.

Table 4.3: Checklist for strengths and weaknesses

Checklist for strengths and weaknesses for _______________________:

Date: ______ Age: ______ Grade: ____

Answer “yes” or “no” in the empty block alongside the statement, as it relates to the learner in question.

Comprehension:
Interested in listening to stories, audio tapes, songs and a
variety of listening activities
Experiences difficulty in distinguishing between similar sounds
Experiences difficulty in following directions, especially when it's
more than one at a time
Doesn't enjoy participating in class discussions and rarely raises
their hand to respond
Unable to follow oral discussion and take notes
Behaviour or characteristics observed:
Average activity – neither overactive nor underactive
Often hyperactive
Often acts out in the classroom and doesn't follow routines and
rules
Can be extremely moody and acts impulsively
Has difficulty “joining in” and maintaining positive social status
in a peer group
May not detect or respond appropriately to teasing
Has trouble knowing how to share/express feelings
Has difficulty with self-control when frustrated
Attention:
Fails to pay close attention to details or makes careless
mistakes in schoolwork, or other activities
Has difficulty sustaining attention in work tasks or play
Activities
Does not follow through on instructions and fails to finish
schoolwork, chores or duties in the classroom
Is forgetful in daily/routine activities

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4.3 CATERING FOR MULTIPLE INTELLIGENCES IN THE CLASSROOM

No two learners are alike. They each have different attributes and different ways of
knowing and expressing knowledge. When we think about learner diversity, we may
define “diversity” in terms of socioeconomic background, ethnicity or gender. However,
there are other considerations when it comes to diversity, such as the visual or auditory
abilities or the disposition of the learner that can influence their learning. One important
aspect of diversity is recognising that a learner may have several ways to learn optimally.

Howard Gardner developed a theory of multiple intelligences (MIs) in the late 1970s and
early 1980s to understand how each person learns differently (Gardner 2006). The eight
MIs identified by Gardner are as follows:
1. Linguistic – the heightened capacity for using words and language
2. Mathematical/Logical – the enhanced capacity for numerical or logical patterns
3. Naturalistic – the capacity to understand nature or biology well
4. Spatial – heightened abilities and manipulation of the visual-spatial realm
5. Bodily/Kinaesthetic – the well-developed skill of physical movement
6. Musical – the enhanced capacity to discern rhythm and patterns
7. Interpersonal – the heightened ability to understand and respond to others
8. Intrapersonal – the capacity to understand your own emotional strengths

These intelligences could be identified in all learners. However, each learner usually
excels in only one or two. If teachers could determine the intelligences (enhanced
abilities) in each learner and then teach to enhanced abilities, the learner would learn
better.

In planning for Grade R lessons, you must consider the range of activities related to the
content of the lesson and the skills that learners are required to master. Also remember
that you must develop the learner holistically. This will provide a range of opportunities to
respond to learners’ different strengths and learning styles. To respond to the learners’
different strengths, you must seek to answer the following questions based on the MIs:

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• Logical-mathematical – How can I include the use of numbers, matching,

classification, critical thinking and calculations?
• Spatial – How can I include pictures and diagrams, colours, art or graphs?
• Intrapersonal – How can I include private learning time and choice?
• Interpersonal – How can I include group work, peer sharing and discussions?
• Bodily-kinaesthetic – How can I include movement, practical apparatus, drama or art
and craft?
• Musical – How can I include music, sounds, rhyme, rhythms and dance?
• Verbal-linguistic – How can I include emergent reading, writing and speaking?
• Naturalistic – How can I arouse learners’ interest in loving and caring for animals,
plants and the climate?
Source: Pritchard (2009:35)

Advantages of the theory of multiple intelligences

• It makes the curriculum more understandable to learners.
• It motivates learners to learn more effectively.
• It enhances learners’ connection with what they are learning.
• It encourages learners and teachers to enjoy a more active learning approach.

Research suggests that when teachers develop learning activities, they need to keep in
mind that each learner will have a different experience because each learns differently.
Most learners may learn well with a direct instruction (DI) approach, but more learn better
with an MI approach because it helps all learners learn in the way they learn best (Adcock
2014:52).

Table 4.4 below on Howard Gardner’s eight intelligences. You will notice that learners
with each type of intelligence have specific skills and may follow specific career options
in the future. Therefore, it is important that you, as a Grade R teacher, design activities
that will develop the learners’ skills by using appropriate methods and resources, while
also considering their learning styles.

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Table 4.4. Howard Gardner’s eight intelligence

Type of Children’s skills include … Career options
intelligence
Logical- problem-solving, Engineers, scientists, economists,
mathematical analysing problems, accountants, detectives, bankers or
detecting patterns, doing computer programmers
mathematical calculations,
using scientific reasoning and
deduction
Linguistic writing, interacting through words Writers, journalists, poets, orators
and language and comedians, teachers or lawyers
Spatial-visual visual and spatial imagination, Engineers, architects, artists,
using visual images sculptors, sailors, photographers or
strategic planners
Bodily- using the body skilfully through Actors, dancers, surgeons, athletes,
kinaesthetic accurate movements, dancing, anthropologists, biologists,
acting and using this skill for geologists, physical education
solving problems teachers, physical therapists or sign-
language interpreters
Musical composing and playing music; an Musicians, sound engineers,
awareness, appreciation and use acoustic engineers, composers, DJs,
of sound; entertainers, environment and noise
recognition of tonal and rhythmic analysts, music producers, musical
patterns; instrument repair specialists, musical
understanding the relationship performers or singers
between sound and feeling
Naturalistic recognising and categorising Agriculturalists, horticulturalists,
plants, animals and other objects archaeologists, volcanologists,
in nature ornithologists, oceanographers,
geologists, botanists, biologists,
ecologists, astronomers, zoologists,

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palaeontologists, meteorologists or
forensic scientists
Existential sensitivity and capacity to tackle Psychologists, social workers,
deep questions about human motivational speakers, human
existence, such as the meaning resources workers, entrepreneurs,
of life religious ministers, philosophers,
theoretical scientists or psychiatrists
Interpersonal detecting and responding Advertising professionals, coaches
and appropriately to the moods, and mentors, counsellors, educators,
intrapersonal motivations and desires of HR professionals or mediators
others; self-awareness and being
in tune with their inner feelings,
values, beliefs and thinking
processes

Source: Adapted from Clasquin-Johnson (2017)

Activity 4.2
Application of multiple intelligence theory in inclusive classrooms

1. Select any three of Gardner’s intelligences and design a lesson that demonstrates
how you would accommodate learners with different strengths in your classroom.
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2. How would you ensure that all your learners participate actively in the lesson you
have designed?
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4.4 IDENTIFYING LEARNING STYLES

Just as there are different teaching methods, so there are different ways to learn and
understand new information. Every learner has different learning preferences, although
we all learn through our senses. Among the different ways of learning, some learners
prefer to learn by hearing, some by seeing, others by doing, some by reading and others
by asking questions. One thing all learners have in common is that they all learn best
when they can incorporate items and topics that interest them into their learning, for
example building blocks, music, rhymes, stories or fashion.

Learners are often more successful when they receive input in their preferred learning
style (visual, auditory, tactile, kinaesthetic, etc). It is important to help each learner
become aware of their preferred learning style and to provide appropriate input to
enhance learning. Learners who are aware of how they best receive input can choose
appropriate materials and settings to work in as part of their plan of study. Teachers who
pay attention to learners’ learning styles offer choices in how learners receive input and
demonstrate their learning. The Kolb Learning Style Inventory recognises learners’

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individual learning preferences, while encouraging them to expand and apply their
learning strengths.

There are four phases in the learning process:

a. Experiencing relates to learning from experiences and being sensitive to feelings and
people.
b. Reflecting involves reserving judgement and taking different perspectives into
account to acquire more meaning.
c. Thinking logically and analysing ideas, planning systematically and using concepts.
d. Acting and demonstrating an ability to get things done, taking risks and influencing
others.

Different learning styles

There are seven learning styles in total, although Figure 4.1 below illustrates only four of
them.

Figure 4.1: Some different learning styles

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According to Figure 4.1 above, learners learn in different ways. For example, a visual
learner learns most effectively through visual learning and teaching resource materials
such as pictures, charts and graphs. An aural learner learns most effectively through their
sense of hearing and, therefore, prefers to listen to aural presentations rather than view
and read texts. A kinaesthetic learner uses all their senses to engage in learning and
learns most effectively through concrete, hands-on learning experiences.

i) Visual (spatial) learners

Visual learners are those who prefer learning by observing things. Using pictures, images,
diagrams, whiteboards, etc. helps these types of learners to understand information
better. These learners can easily visualise information, have a good sense of direction
and usually like to draw and scribble. They are very imaginative and would tend to
daydream in some instances. They are also good at reading maps and charts.

ii) Aural (auditory) learners

Auditory learners learn best through their sense of hearing. Sound and music are
extremely suitable for these types of learners, who typically have a good sense of rhythm.
These learners are usually singers or musicians who are familiar with different
instruments and the sounds they make. Aural learners are good listeners who normally
learn best through verbal presentations, such as lectures and speeches. These learners
like to talk frequently and prefer spoken directions; they remember names, not faces, and
they express their emotions by the tone and volume of their voice.

iii) Verbal (linguistic) learners

These learners prefer using words, both in speech and writing. They learn through the
words they hear. They can easily express themselves and usually love to read and write.
Verbal learners tend to have a vast vocabulary and excel in activities that involve
speaking, debating and journalism.

iv) Kinaesthetic learners

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Kinaesthetic or tactile learners learn by experiencing and doing. They use movement in
other ways during the learning process. They like to use their hands and bodies as their
learning tools. These learners are particularly good at physical and sporting activities.
Teachers may ask these learners to act out a scene from a book or story.

Activity 4.3

Needs and strengths of learners

Activity for Teaching Practice lessons
For one week, observe your learners in the classroom and during all the activities that
they perform in different areas (reading area, play area, mathematics area, science area),
as well as during break. Then list all the needs and strengths that you have observed for
each learner.

4.5 UNIVERSAL MILESTONES FOR LEARNING

As learners grow, they pass through key developmental milestones. It is therefore
important for Grade R teachers to understand what milestones are and whether their
learners are meeting them so that any problems can be identified early. In this unit, we
will focus specifically on the universal developmental milestones for learning, why they
matter and how you can develop them.

However, the most important aspect to note is that learners should be developed in all
domains of development – socially, emotionally, cognitively (including language) and
physically. This is referred to as “holistic development”. Teachers should consciously
strive for holistic development across all the domains of development, not only cognitive
development.

Teachers should use the universal developmental milestones as a very flexible guideline
to assess ‘typical’ development. In addition, teachers should bear in mind that ‘typical’ or

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expected development varies tremendously. A wide range of factors – including

personality, family circumstances, exposure to learning opportunities, motivation,
socioeconomic and cultural factors – influence the pace at which individual learners reach
the developmental milestones. Table 4.5 below shows the common developmental
milestones.

Table 4.5 Common developmental milestones

Example: A

Milestone Example (5-6-year-old (i.e. early childhood

development)
Social development Strives to be like peers
Eager to please peers and adults
Sometimes demanding and sometimes very cooperative
Emotional development Increasingly able to follow rules
Enjoys singing, dancing and dramatisation
Shows sympathy for others
Is aware of gender
Knows the difference between fantasy and reality
Is more independent
Cognitive & language Speaks clearly
development Tells a simple story using full sentences
Uses future tense, for example “We are going camping.”
Knows their own name and address
Can count up to 10
Draws a person with at least six body parts
Prints letters and numbers
Copies geometric shapes
Familiar with everyday objects, such as money and food
Physical development Can stand on one foot for 10 seconds
Hops and skips without losing balance
Can do a somersault
Uses a fork and spoon and, sometimes, a table knife
Uses the toilet independently
Swings and climbs
Source: Adapted from Clasquin-Johnson (2017)

We will now discuss each of these universal milestones in more detail.

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4.5.1 Physical developmental milestones

Physical milestones involve both large, or gross, motor skills and fine motor skills. We
know that Grade R is a time of constant movement for learners, both indoors and
outdoors. They spend most of the time running, climbing, jumping and chasing one
another. They also paint, scribble, cut with scissors, build, put puzzles together and string
beads. This is the time when the learners’ motor skills are significantly more coordinated
and purposeful than when they were toddlers. Grade R learners demonstrate speed and
strength as they become more independent.

• Gross motor skills

These skills refer to the child's ability to use large muscles. As Grade R learners’ bodies
develop over time, the areas in their brains that control movement continue to mature,
thus enabling them to perform gross motor skills such as running, jumping, throwing,
climbing, kicking and skipping. Learners who have not developed their gross motor skills
experience the following problems: they are clumsy, their balance is poor, and they use
the large muscles of their body unevenly/unrhythmically. The teacher is able to identify
these problems during outdoor play.

• Fine motor skills

These skills refer to the learner's ability to use small muscles, specifically their hands and
fingers, to pick up small objects, string beads, hold a spoon, turn pages in a book, use a
crayon to draw and cut paper with scissors. Learners whose fine motor coordination is
not well-developed experience problems in the use of smaller muscles that are used
during creative activities and art.

• Visual-motor coordination

This refers to cooperation between the learner’s eyes and their hands or feet to execute
movements successfully. Learners who sometimes experience problems with
coordination manifest this in poor finger and hand movement during activities that
demand finger-hand skills, or in poorly coordinated movements of their legs and feet, for

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example when kicking a ball. Table 4.6 below illustrates the milestones of physical
development.

Table 4.6. Movements and physical developmental milestones in Grade R

4 years old 5 to 6 years old

Hops and stands on one foot up to 2 Stands on one foot for 10 seconds or longer
seconds
Pours, cuts with supervision and mashes Hops and may be able to skip
own food
Catches a bounced ball most of the time Can do a somersault
Draws a person with two to four body Uses a fork and spoon and, sometimes, a table
parts knife
Uses scissors
Swings and climbs
Source: Centers for Disease Control and Prevention (2013). Developmental milestones.
(http://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf)

Other perceptual motor skills that affect learners’ learning include spatial orientation,
visual discrimination, laterality (lateral dominance) and directionality. These skills enable
learners to give meaning to information perceived through their senses.

• Spatial orientation: In spatial development, learners must be able to position

themselves in space (Paulsen 2019). Learners first need to learn to perceive objects
in an accurate relationship to themselves before they can perceive them in relation to
others. Learners who experience problems in this regard cannot understand concepts
such as above/beneath, in front/behind, under/over and beside; they also cannot
indicate first, middle and last; they cannot estimate time, depth or distance in ball
games, for instance; nor can they determine direction very accurately and so they
often get lost.

• Visual discrimination: The young learners may experience problems with the sort-
ing and classification of objects, especially according to colour, shape, size and type.
Differences and similarities in pictures and patterns sometimes present problems for

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them. Some learners find it difficult to name and distinguish between various shapes,
while others cannot identify shapes or objects that appear in a different position, size
or colour than the ones they are familiar with.

• Laterality: This is not a learnt skill but a concept that must develop within learners
themselves. The awareness of a left and right side of the body develops from the
awareness of the operation of gravity (balance) and learners learn to manipulate their
body accordingly. Learners sometimes experience problems in crossing their imagi-
nary middle line and so will not, for example, be able to cross their arms over their
chest (e.g. left hand on right shoulder) or touch their right foot with their left hand.

• Directionality: Direction certainty is also a consequence of laterality and has

important implications for academic learning. To have a stable spatial world, learners
must learn to know their body and be aware of it. Only then will they know exactly
where in space objects around them are. Learners who experience problems with this
will, for example, be unable to identify the one little duck in the row that is facing the
opposite direction. That means the learner confuses directions and is unable to tell
the difference between up and down, left or right, or back and front. The learner is
unable to write from a left-to-right direction on the page and line by line, following a
top-to-bottom direction on the page. As a result, the learner writes randomly on the
page.

Activity 4.4

1. Name all the activities that you could use for the physical developmental milestones
of Grade R learners.

a) Gross motor skills

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b) Fine motor skills

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2. Discuss how could you use the activities that you named above to develop the gross
and fine motor skills of learners.
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3. Design activities that you would use to develop the following skills:

Directionality
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Spatial awareness
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4.5.2 Cognitive and language developmental milestones

Cognitive milestones are centred on a learner's ability to think, learn and solve problems.
In addition, cognitive milestones are the acquisition of information and understanding
about basic concepts, natural phenomena and social interactions and functions.
Language milestones involve both language and non-verbal communications. Table 4.7
represents the areas of cognitive and language developmental milestones of Grade R
learners.

Table 4.7. Cognitive and language developmental milestones

Concrete to Progression from concrete Works predominately with

Abstract to abstract concrete apparatus, but starts
to complete more
abstract tasks
Cognitive Able to draw on • Able to tell news
development past/previous experiences • Able to contribute to group
and knowledge discussions by drawing on
previous knowledge or
experiences
• Able to build on existing
knowledge
Thinking skills Plans and organises
thoughts and actions in a • Able to extend existing
logical manner knowledge and apply it to new
and different situations
• Able to talk about events that
happened in the past
• Able to recall past experiences
when planning new activities
and setting new goals

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Problem-solving Able to initiate, plan and

complete tasks successfully • Able to classify, compare and
within an appropriate time contrast objects, events and
frame experiences
• Able to explore and inspect
large and small details of
objects for similarities and
differences

4.5 SUMMARY

In this learning unit you learnt about identifying learners’ diverse strengths, needs and

abilities. You also learnt about factors that cause diverse learning needs and the

strategies used to identify learners who experience barriers to learning. Furthermore, you

learnt how to cater for multiple intelligences in the classroom and about different learning

styles. Lastly, you learnt about the developmental milestones for learning.

4.6 REFERENCES
Adcock, PK. 2014. The longevity of multiple intelligence theory in education: impact of
educational reforms. The Delta Kappa Gamma Bulletin, 80(4):50-57.
Clasquin-Johnson, MG. 2017. Who is the young child? In Evans, R, Meier, C & Marais,
P. Introducing children’s literature: a guide to the South African classroom.
Pretoria: Van Schaik.
Department of Basic Education (DBE). 2011. Guidelines for responding to learner
diversity in the classroom through CAPS.
www.thutong.doe.gov.za/InclusiveEducation (accessed on 28 March 2021).

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Department of Basic Education (DBE). 2014. Policy on screening, identification,

assessment and support. http://www.education.gov.za (accessed on 28 March
2021).
Department of Basic Education (DBE). 2015. Responding to learner diversity in the
classroom: participant’s manual. Pretoria: Government Printer.

Department of Education (DoE). 2001a. White Paper 5 on early childhood development.

Pretoria: Government Printer.
Department of Education (DoE). 2001b. White Paper 6 on special needs education:
building an inclusive education and training system. Pretoria: Government Printer.
UNESCO. 2008. Defining an inclusive education agenda: reflections around the 48th
session of the International Conference on Education. Geneva: UNESCO IBE.

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LEARNING UNIT 5

ASSESSING THE NEEDS OF GRADE R LEARNERS TO DETERMINE

THE REQUIRED LEVEL OF SUPPORT

In this unit we will focus on assessing the needs of Grade R learners to determine their
required level of support. You are required to read extensively with understanding, write
your reflections as you read and complete all the activities.

LEARNING OUTCOMES/OBJECTIVES

After completing this unit, you should be able to

• explain the purpose of assessment in terms of the initial identification of potential

strengths and barriers
• understand emerging trends in assessment of barriers to learning
• identify and select appropriate and culturally sensitive tools and methods in
consultation with the relevant stakeholders
• offer recommendations for appropriate intervention for learners who have been
screened for early identification of barriers
• analyse the needs of the individual learner regarding age, socioeconomic status,
history and family during the screening process

5.1 INTRODUCTION

In this learning unit we aim to guide you, as Grade R teachers, to conduct assessment
using developmentally and culturally appropriate methods. This includes using the
national strategy on screening, identification, assessment and support (Department of
Basic Education [DBE] 2014) in consultation with a range of relevant stakeholders, such

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as the school-based support team, the district-based support team and the learners’
parents. You will also learn how to identify the diverse needs of your learners during the
screening process. This will enable you to provide appropriate support to individual
learners in your classroom.

5.2 PURPOSE OF ASSESSMENT IN INITIAL IDENTIFICATION OF BARRIERS TO

LEARNING

Assessment in Grade R is very important to determine if learners are ready for formal
academic learning. The focus is mainly on informal assessment through observation by
the Grade R teacher. Through early screening, using the strategy for screening,
identification, assessment and support, teachers are able to identify barriers to learning
(Department of Basic Education [DBE] 2014). Selmi, Gallagher and Mora-Flores (2015:6)
assert that early screening and intervention positively influence children’s learning and
their successful school participation. Without effective early intervention, developmental
delays can eventually lead to learning breakdown and exclusion from school and society
(Clasquin-Johnson & Phala 2021).

Clasquin-Johnson and Phala (2021) provides the following guidelines for early screening
by Grade R teachers:

• Early screening is designed to be brief (30 minutes or less).

• Screening is not intended to provide comprehensive information on a Grade R
learner’s skills and development.
• Instead, screening helps teachers to identify potential developmental concerns, red
flags or risk factors.
• In general, early screening focuses on assessing a child’s abilities and skills in the
lower range of performance.
• Consequently, early screening is not focused on assessing a child’s abilities and skills
in the higher range of performance.
• Therefore, early screening mainly indicates the possible presence of developmental
differences.

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• Early screening is not able to identify or describe definitively the nature or extent of a
barrier to learning and development.

If the Grade R teacher has any concerns about a child’s development, they should refer
the child for a formal evaluation by a qualified medical practitioner, such as a neurologist
or paediatrician, to obtain a diagnosis. The main benefit of obtaining a formal diagnosis
is that it identifies the support needs of an individual child. Once specific needs have been
identified, appropriate early intervention is possible. This will be discussed in the sections
that follow. Assessment should be informal, using mainly observation according to the
universal milestones of development for 5-year-olds. Click on the following link to learn
more about the milestones that a typically-developing 5-year-old (Grade R learner) should
reach: https://www.cdc.gov/ncbddd/actearly/pdf/checklists/CDC_-LTSAE-Checklists-
with-Tips-5year-P.pdf

Example: Milestones for social and emotional development

• Wants to please friends.

• Wants to be like friends.
• More likely to agree with rules.
• Likes to sing, dance and act.
• Is aware of gender.
• Can tell what’s real and what’s make-believe.
• Shows more independence (e.g. may visit a next-door neighbour by themselves
(although adult supervision is still needed).
• Is sometimes demanding and sometimes very cooperative.

/….

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Activity 5.1

Click on the link below and list the milestones for the following domains of development:
https://www.cdc.gov/ncbddd/actearly/pdf/checklists/CDC_-LTSAE-Checklists-with-
Tips-5year-P.pdf

• language development/communication
• cognitive development (learning, thinking, problem-solving)
• movement/physical development

Remember: The universal milestones of development are broad guidelines and should
be used flexibly. Typical development varies significantly. However, the milestones guide
Grade R teachers to identify developmental red flags. If you suspect that a child is
experiencing barriers to learning and development, you need to consult the members of
your school-based support team. Don’t jump to conclusions; instead, consult your senior
colleagues to discuss the next steps in a calm and considered manner. “Developmental
delay” is a term used to describe children who take longer to reach their milestones than
might be expected (Wellman & Davis 2019). This is extremely common and you should
therefore be very familiar with the milestones, while using them as a flexible guide. Table
5.1 contains an example of developmental red flags.
Table 5.1. Example of how to identify developmental red flags
Domain of development Developmental red flags
Language development • Speaks only in simple sentences.
• Speech is not clearly understandable.
• Difficulty in answering questions.
• Difficulty with complex instructions.
• Difficulty with peer interactions.
• Difficulty in retelling stories.
• Difficulty in recounting an experience.

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Domain of development Developmental red flags

• Unable to answer “wh…” questions in
a conversation.
Gross motor development • Not walking, running, climbing,
jumping and using stairs confidently.
• Unable to hop five times on one leg.
• Unable to stand on one leg for five
seconds.
Fine motor development • Holds a pencil in a fist grip.
• Unable to draw a simple stick figure of
a person.
• Unable to write the letters of their
name.
Social development • Struggles to make friends.
• Experiences difficulty in controlling
their feelings.
• Easily distracted; unable to focus on an
activity for longer than five minutes.
• Difficulty in taking turns during play.
If you are concerned about a learner’s development, you must consult your school-
based support team immediately. Treat all information related to every learner’s
development with the utmost sensitivity, compassion and respect.

5.3 EMERGING TRENDS IN ASSESSMENT OF BARRIERS TO LEARNING

Early assessment leads to improved outcomes. The following stakeholders all have an
important role to play in assessment of barriers to learning: (i) the Grade R teacher, (ii)
the Grade R learner’s parents, (iii) the school-based support team, (iv) the district-based
support team. What is crucial is that all stakeholders must work collaboratively to achieve
a common or shared goal, namely, to support every learner’s optimal development and
learning.

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Stakeholder Roles and responsibilities

Grade R teacher • Know every learner extremely well.
• Closely observe every learner’s development and
progress.
• Identify every learner’s strengths, interests and
learning support needs.
• Know every learner’s developmental and family
history.
• Conduct early screening.
• Identify developmental challenges or barriers to
learning.
• Know how to keep accurate assessment records.
• Report assessment results professionally,
honestly and sensitively.
• Treat the learner and their family with respect and
compassion/empathy.
• Recognise that parents are experts on their own
children.
• Work collaboratively with every Grade R learner’s
parents and family.
Grade R learner’s parents • Share their experiences and observations of their
child.
• Build a positive relationship with their child’s
school and teachers.
• Work collaboratively with the child’s Grade R
teacher.
School-based support team • The SBSTs are also called institutional-level
(SBST) support teams (ILSTs). These are local support
teams in schools, early childhood centres or
colleges that are responsible for

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Stakeholder Roles and responsibilities

• coordinated learner and educator support
services
• providing support to the learning and teaching
process by identifying and addressing learner,
educator and institutional needs
District-based support team • DBSTs provide the full range of education
(DBST) support services, such as professional
development in curriculum and assessment, to
institutional-level support teams (DoE 2001:29).

5.4 CULTURALLY SENSITIVE AND APPROPRIATE ASSESSMENT TOOLS AND

METHODS

5.4.1 A team approach to assessment (SIAS)

The Grade R teacher should adopt a collaborative, team approach to assessment as it

will yield the most reliable and valid assessment results. This means that teachers work
closely with other stakeholders (parents, community nurses, other teachers and
therapists from the district office) to assess every child’s progress and development.

Remember not to compare any child with another. Children are assessed as unique
individuals and every child’s assessment is compared only with their previous
assessment. This enables the teacher to identify where additional support may be
required.

5.4.2 Observation as the main form of assessment

The most developmentally appropriate assessment method for Grade R learners is

observation because it is the most unobtrusive. This means that the teacher observes the
learners throughout the day to assess their development and to provide appropriate
support (Davin & Sethusha 2013). Observation enables the teacher to observe learners’
performance without their being aware that they are being assessed.

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Observation should

• be focused on a particular aspect of the learner’s development

• have a specific purpose

5.4.3 Developmental checklists

Checklists are a quick and easy way to assess a Grade R learner’s progress by focusing
on a specific skill or area of development. A developmental checklist is a predetermined
list of developmental milestones for specific age groups. The teacher indicates on the list
whether a specific milestone has been reached.

Davin and Sethusha (2013) recommend that a checklist include

• the date of the observation

• a column for the teacher’s comments
• a clear definition of the identified behaviour

In addition, the items on the checklist should be grouped under appropriate headings and
they should be stated positively to avoid confusion (e.g. “stands on one foot for 10
seconds or longer, not “cannot stand on one foot for ten seconds or longer”).

Study the following example of a developmental checklist.

Table 5.2: Developmental checklist: 5-year-olds

Child’s name
Date of birth
Parent or guardian
Milestones Date observed
Fill in the date when you observed the action.
Yes / No Comments
Gross motor skills • Stands on one foot for 10
seconds or longer
• Hops

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• Somersaults
• Swings
• Climbs
• Skips
Fine motor skills • Copies geometric
patterns.
• Draws a person with a
body.
• Prints some letters.
• Dresses and undresses
without assistance.
Language skills • Recalls parts of a story.
• Speaks in sentences with
more than five words.
• Uses the future tense.
• Gives their name and
address.
Tells longer stories.
Cognitive skills • Can count 10 or more
objects.
• Correctly names at least
four colours.
• Works in small groups for
5-10 minutes.
• Demonstrates an
improved understanding
of the concept of time.
• Knows about things used
in daily living (e.g. food,
money).

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Self-help skills • Uses cutlery correctly.

• Can chew with their
mouth closed.
• Goes to the bathroom
independently, when
reminded.
• Dresses independently,
using buttons and zips.
Remember:
This checklist is just a guide. You can adapt it according to the requirements of
the CAPS.
Source: Adapted from Developmental milestones (Centers for Disease Control and
Prevention 2020).

Click on the following link to access the Curriculum and Assessment Policy Statements
(CAPS) for Grade R for the first year of the Foundation Phase:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAP
S)/CAPSFoundation.aspx

5.5 RECOMMENDATIONS FOR APPROPRIATE INTERVENTION AFTER

SCREENING AND IDENTIFICATION

Grade R teachers should carefully/ follow the guidelines for appropriate intervention
provided in the screening, identification, assessment and support (SIAS) policy (2014).
This process should be informed by the needs of individual Grade R learners. Teachers
should therefore compile a detailed learner profile to identify each learner’s strengths,
interests and needs.

/….

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5.6 ANALYSING/IDENTIFYING INDIVIDUAL NEEDS

Read the two case studies below on the implementation of early screening and
intervention (support) in Grade R.

Activity 5.2

Read the case study below and answer the questions that follow.

Case study 1

Thomas is five years old and has just started Grade R. He is small for his age. As his
teacher, you have observed that he speaks very softly, using mainly single word
responses and only when someone speaks to him; he does not initiate interactions with
other children or adults. He appears to be shy and withdrawn and engages primarily in
solitary play. You constantly need to encourage him to participate in class discussions
and group activities. You are concerned that Thomas’s development seems to be
slower than that of his peers.

Refer to the universal milestones of development and make a note of the milestones
for typical development for 5-year-olds. Then answer the questions below:

1. What are your concerns related to Thomas’s linguistic (language) development?

2. What are your concerns regarding Thomas’s social development?
3. What steps would you take to address Thomas’s needs?
4. Who would you involve in the process of meeting Thomas’s holistic developmental
needs?
5. How would you develop an individual education plan (IEP) for Thomas?
6. What early intervention activities would you develop for Thomas?

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Activity 5.3

Read the case study below and answer the questions that follow.

Case study 2

Thembi is six years old. She is very energetic and talkative. You have noticed that she
finds it challenging to sit still and concentrate during classroom activities. She is always
moving and fidgeting. As the teacher, you are finding Thembi’s behaviour distracting.
However, you do not want to discourage her active participation and enthusiasm.

As Thembi’s Grade R teacher, how could you accommodate her individual strengths
and needs?

5.7 SUMMARY

In this learning unit we focused on the purpose of assessment in relation to the

identification of potential strengths and barriers. It is crucial for you, as a Grade R teacher,
to understand the emerging trends in assessment of barriers to learning. You must
therefore be able to identify and select appropriate and culturally sensitive tools and
methods in consultation with all the relevant stakeholders. This will enable you to offer
recommendations for appropriate intervention for learners who have been screened for
early identification of barriers. In addition, you need to be able to analyse the needs of
the individual regarding age, socioeconomic status, history and family during the
screening process.

5.8 SELF-ASSESSMENT QUESTIONS

1. Describe the procedures that the Grade R teacher should follow to conduct early
screening.

2. Identify all the relevant stakeholders that you need to consult when conducting early
screening of your Grade R learners.

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3. Use the CAPS document for Foundation Phase Listening and Speaking, Home
Language (focusing specifically on the CAPS for Grade R) and compile a checklist
to guide your assessment of your Grade R learners.

4. Describe the steps that you would follow if you suspected that one of your Grade R
learners had an undiagnosed barrier to learning.

5.9 ADDITIONAL LEARNING RESOURCES

Developmental Screening in Kindergarten (Grade R):

https://www.youtube.com/watch?v=sKiK8r-zXUQ
How to prep kindergarten screening kit, what to assess, how to give feedback to your
parents and so much more: https://www.teacherspayteachers.com/P...

Making meaningful observations in a preschool classroom:

https://www.youtube.com/watch?v=_MpOVGG75ZY
This video demonstrates how Grade R teachers in preschool contexts could conduct
assessment through factual, objective observation.

5.10 REFERENCES

Ainscow, M. 2020. Promoting inclusion and equity in education: lessons from

international experiences. Nordic Journal of Studies in Educational Policy, 6:1, 7-
16 https://doi.org/10.1080/20020317.2020.1729587 (accessed on 5 April 2021).
Basham, JD, Blackorby, J & Marino, MT. 2020. Opportunity in crisis: the role of Universal
Design for Learning in educational redesign. Learning Disabilities: A Contemporary
Journal, 18(1):71-91. https://files.eric.ed.gov/fulltext/EJ1264277.pdf (accessed on
10 April 2021).
Clasquin-Johnson, MG. (In press). Early childhood intervention. Johannesburg: Van
Schaik.
Clasquin-Johnson, MG & Phala, T. 2021. Promoting inclusive pedagogies by embracing
cultural and linguistic diversity. In Ebrahim, H, Waniganayake, M, Hannaway, D &

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Modise, M. Curriculum, pedagogy and assessment: a handbook for early childhood

education. Midrand: Pearson.
Davin, R & Sethusha, J. 2013. Assessment: getting to know the Grade R learners. In
Davin, R. Handbook for Grade R teaching. Cape Town: Pearson.
Department of Basic Education (DBE). 2014. Policy on screening, identification,
assessment and support. http://www.education.gov.za (accessed on 15 April
2021).
Wellman, S & Davis, P. 2019. Developmental delay: when to suspect it and when to

refer. InnovAiT, 12(2):72-78.

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LEARNING UNIT 6

CREATING AN ENABLING INCLUSIVE LEARNING ENVIRONMENT

FOR GRADE R LEARNERS

LEARNING OUTCOMES/OBJECTIVES

After completing this unit, you should be able to

• understand what an inclusive learning environment is

• understand the importance of optimal involvement of the learner in the context of
inclusivity
• differentiate/adapt/modify the curriculum to facilitate accessibility to learning
• devise individual learning programmes to ensure inclusion in various settings
• use a variety of internal and external support structures to enhance accessibility to
learning and to create an inclusive learning environment
• discuss the need for further intervention with the learner and other relevant people

6.1 INTRODUCTION

In this learning unit we focus on how to create an enabling inclusive learning environment
for Grade R learners. In an inclusive learning environment, teachers embrace and support
the diverse needs of all learners. They respect learners’ differences and build on their
similarities (DoE 2001:17). In this learning unit we promote the view that teachers should
consider each learner’s strengths, needs and interests when designing the learning
environment. As teachers, you must think about practical ideas to address barriers in the
learning environment so that all learners can learn and realise their potential.

Although the process of creating an inclusive learning environment encompasses various

aspects, such as differentiation of learning programmes, work schedules and lesson
plans to accommodate all learners, in this learning unit we will also focus on the three

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essential elements that characterise an inclusive learning environment: access,

participation and achievement for all (Florian 2015). Furthermore, we will focus on the
importance of optimal involvement of the learner in the context of inclusivity; adaptation
or modification of the curriculum to facilitate accessibility to learning; creation of individual
learning programmes to ensure inclusion for learner diversity; and involvement of all
stakeholders to enhance an enabling inclusive learning environment. You will also come
to appreciate that an inclusive learning environment calls for respecting all learners,
irrespective of their gender, ability, socioeconomic background, ethnicity, culture and
other aspects.

6.2 AN INCLUSIVE LEARNING ENVIRONMENT FOR GRADE R LEARNERS

The Grade R environment includes much more than just the physical environment. It
includes the temporal environment, the atmosphere and emotional climate, health and
safety, social interactions and relationships between all the people in the environment.
Therefore, it is important to create a well-planned Grade R classroom that is inclusive to
influence the young learners’ learning positively (Stefanidis & Strogilos 2015). That
means teachers should consider the three essential elements of inclusivity, namely
access, participation and achievement for all learners. Grade R teachers need to arrange
a physical environment, manage the time effectively, provide systematic instructions and
facilitate engagement with all learners.

Figure 6.1 below illustrates the complexity of a Grade R inclusive learning environment.

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1
Physical design and
resources: indoor
and outdoor

6 2
Inclusivity: Access, Temporal: sequence
Participation and and duration of
Achievement activities and
routines

Grade R Learning
Environment

5 3
Social interactions Atmosphere and
and relationships emotional climate

4
Health and safety

Figure 6.1: Grade R learning environment

Source: Adapted from PIECCE (2019)

Figure 6.2 below explains how the three essential elements of inclusivity can be
integrated to create an inclusive learning environment.

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Access Participation Achievement

• All learners feel • All learners • All learners achieve

welcome and participate actively in the learning

included. all activities. outcomes at their

• The teacher adapts own pace.
• All learners feel safe
and secure. the learning • All learners develop
environment and holistically, to their
• All learners access
differentiates the full potential.
the teaching and
curriculum to facilitate • All learners
learning resources.
participation. experience success.
• All learners and
• Barriers to
their families enjoy
participation are
respect.
addressed.

Figure 6.2: Essential elements of an inclusive learning environment

Activity 6.1 (to follow) \

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Activity 6.1

1. In your own words, explain what an inclusive learning environment is.

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2. Name six aspects that should be considered when creating a Grade R inclusive
learning environment.

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3. Discuss how you could use the following elements to create an inclusive learning
environment.

a) access

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b) participation

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c) achievement

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6.3 OPTIMUM LEARNER INVOLVEMENT IN AN INCLUSIVE LEARNING

ENVIRONMENT

One of the key features of an inclusive curriculum is to reflect a wide and plural (diverse)
interpretation of the demands and expectations of society and to uphold the provision of
quality and equitable education for all learners. In responding to the diversity of learner
needs in the classroom, inclusive education ensures differentiation in curriculum delivery
to enable all learners to access learning. All schools are required to offer the same
curriculum to learners while simultaneously ensuring variations in mode of delivery and
assessment processes to accommodate all learners (DBE 2011:4). In an inclusive
education system, the contribution of all learners is valued. Inclusive education is all about
recognising and respecting the differences among all learners, building on their
similarities and providing support systems to all learners, teachers and the system as a
whole so that all learning needs can be met. Inclusive education focuses on overcoming
and eliminating the barriers in the system that prevent learners from succeeding. It is an
effort to make sure that diverse learners – those with disabilities, different languages and
cultures, different homes and family lives, different interests and ways of learning – are
exposed to teaching strategies that reach them as individual learners (DoE 2002:9).

The teacher is the key person responsible for caring for and providing support to learners
experiencing barriers to learning and development. The term “support” is used
synonymously with the concept of “scaffolding”, referred to by Wood, Bruner and Ross
(1976), as the process whereby an adult assists a learner to learn effectively, carry out
learning tasks or achieve goals that would be beyond their unassisted efforts. In your
lesson plans, classroom organisation and management, you have an obligation to ensure
the creation of an inclusive learning environment. An inclusive learning environment
should enable all learners to access the curriculum.

According to UNESCO (2014), the curriculum is “what is learned and what is taught
(context); how it is delivered (teaching-learning methods); how it is assessed (examples,
tests and examinations); and the resources used (e.g. books used to deliver and support
teaching and learning)”.

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As indicated in the previous sections, teachers are mandated to ensure that each learner
receives the necessary support so that they can participate fully in school activities. This
could be achieved by teachers’ ability to differentiate the curriculum. It is important to note
that when describing the concept of curriculum differentiation, many terms may be used
synonymously/interchangeably. These include terms such as “differentiated instructions”,
“curriculum adaptation” and “curriculum modification”. In this study guide we use the term
“curriculum differentiation” because it is in line with current policies from the Department
of Education (DoE), such as the National Strategy on Screening, Identification,
Assessment and Support (SIAS) (2008); Guidelines for Full-service Schools (2010); and
Guidelines for Responding to Learner Diversity in the Classroom (DBE 2011).

6.4 WHAT IS CURRICULUM DIFFERENTIATION?

Curriculum differentiation involves the modification of the learning environment, teaching
methodologies, teaching strategies and the content of the curriculum to take into
consideration the ability level, interests and background of a learner (DBE 2011). The
significance of curriculum differentiation is that

• it is the most logical way to respond to learners’ diversity in their learning

environment
• it promotes the progress of each learner in a general curriculum
• it maximises learners’ growth and facilitates individuals’ success
• It acknowledges that each learner learns differently.
• It promotes different learning styles during the learning process.
• It ensures that learners participate actively in their learning so that they can apply
what they have learnt.
• It enables all learners to experience success, prevents occurrence of learning gaps
among learners and provides opportunities for cognitive development.
• It reduces challenging behaviour in learners and is a means to make inclusion a
reality.

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Reflection

1. Why should teachers differentiate the school curriculum?

2. Which elements of the curriculum should be differentiated?

Curriculum differentiation acknowledges that learners learn best when their teachers
effectively address variances in readiness level, interest and learning profile (Tomlinson
2010). In another article, Tomlinson (2004) mentions that it also entails differentiating the
content, process, product and learning environment. In other words, learners’ readiness,
interest and learning profile will determine differentiation of the content, process, product
and learning environment (Figure 6.3).

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Learner’s readiness
Interest
Learning profile

Differentiation

Content
Process
Product
Learning environment

Figure 6:3: The differentiation process

Source: Adapted from Ledwaba (2017)

6.4.2 Factors that determine differentiation of the curriculum

Readiness level, interests and learning profiles are indispensable factors in achieving
curriculum differentiation.

/….

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(i) Readiness level

Readiness level is a learner’s current proximity to specified knowledge, understanding,

and skills. It is shaped by prior learning, life experiences, attitudes towards schooling as
well as cognitive and metacognitive proficiency (Tomlinson & Imbeau 2010). It is derived
from Vygotsky’s (1978) zone of proximal development (ZPD), which is a point of required
mastery where the child cannot independently function effectively but can succeed with
scaffolding or support.

(ii) Learner’s interest

A learner’s interest is that which engages the attention, curiosity, and involvement of a
student (Tomlinson & Imbeau 2010).

(iii) Learner’s profile

A learner’s profile provides information on the learner’s skills, likes, strengths,

preferences, personal characteristics, cultural, linguistic, experiential background and
challenges of the learners and their families (Salend 2011).

After discussing the factors that determine the differentiation of the curriculum, we will
now look at the elements of the curriculum to be differentiated, as presented in Figure 6.3
above.

6.4.3 Elements of the curriculum to be differentiated

(i) Differentiation of the content

Differentiation of the content refers to a teaching pedagogy whereby one concept or topic
is presented to the learners at various levels of complexity (Walton 2013). In this instance,
the teacher provides learners with the same curricular areas but at varying levels of
difficulty (Salend 2011). For example, during a Life Skills class, learners who function at
a high level can record the types and number of vehicles that pass through an intersection
per hour, while the low-functioning groups can draw a picture of what they saw at an
intersection. Another example of content differentiation is where a teacher allows learners
with more ability to work on the application of a concept, whereas learners who find the

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curriculum content challenging may be working with definitions, comparisons or contrasts,

or summarisations of the same concepts.

(ii) Differentiation of the process

Process refers to techniques or instructional strategies that the teacher uses to present
information to the learners and how the learner makes sense of the content (Tomlinson
& Imbeau 2010). This includes strategies such as small-group instruction, cooperative
learning, demonstrations, using peers or adults to read aloud to the learner, as well as
the use of multisensory approaches. For example, in a History class, one learner might
be unable to read the history textbook but can arrive at the same understanding of the
content by watching a video. Another strategy to differentiate the learning process,
especially when the content is challenging, is through peer tutoring, where learners can
work with a peer to improve their performance. Another strategy to differentiate the
process is when the teacher provides extra assistance outside classroom hours and gives
individual feedback and encouragement on classroom performance. The teacher can also
divide the class into four ability groups – or divide them into mixed-ability groups – in
which learners with greater ability help those with less ability (UNESCO 2004).

In summary, differentiation of the process can include the following strategies:

• cooperative learning
• peer tutoring
• demonstrations
• a multisensory approach

Let us now discuss each strategy in detail.

Cooperative learning

In cooperative learning, learners work with their peers to achieve a shared academic goal,
rather than competing with or working independently of their classmates (Salend 2011).
In other words, learners work together in achieving a common goal.

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Reflection

1. In your experience, can cooperative learning assist learners to achieve a

common goal? Provide an example to explain your answer.
2. How can learners be grouped together and how many learners can be included
in a group?
3. What are the benefits of cooperative learning?

According to African tradition, learners have always worked in groups and not as
individuals. Landsberg and Mathews (2016) suggest that when using this strategy,
grouping of learners can be homogeneous or heterogeneous. For instance, for a
homogeneous group, learners with limited proficiency in English can be grouped together
and receive direct, face-to-face assistance from the teacher to complete the task. The
number of learners in a group will be determined by the type of activity and the availability
of resources to be used. For instance, the groups should be larger when materials are
scarce, or when limited time is available to complete the activities. If the learners are
younger or have little experience in using cooperative learning activities, the group size
should be smaller.

Peer tutoring or peer buddies

Peer tutoring is a valuable resource that teachers should not overlook. During cooperative
learning, the teacher can assign a peer to assist learners who have difficulties in
understanding the content (Wood 2009). However, it is important to remember that
learners should never be forced to assist other learners, especially in the Grade R
classroom.

Advantages of peer tutoring include the following:

• It facilitates interaction between learners with various needs.

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• It provides experiences related to caring and being cared for.

• Learners often communicate with one another using a different language from that of
the teacher, making their way of explaining information easier for their peers to
understand.

Demonstration method
During a demonstration, learners watch how another person, an adult or another peer
handles and completes tasks (De Witt 2016). In other words, learners learn or acquire
knowledge by watching a teacher or another learner perform an activity.

Multisensory approach
Teaching strategies that address a variety of learning styles and preferences should be
a fundamental consideration when differentiating instruction. Learners learn through
many senses, so teachers need to use numerous modes to enhance oral presentation
and provide multisensory input for learners. For example, a teacher could teach aspects
such as letters or words using a combination of visual, auditory, kinaesthetic and tactile
modalities.

iii) Differentiation of the product

Before we discuss the differentiation of the product, complete the following activity.

Activity 6.2

Differentiated assessment

1. Read Guidelines for Responding to Learner Diversity in the Classroom (GRLD),

Curriculum Assessment Policy Statement (CAPS) Grades R-12. What is the main
purpose of assessment?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

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2. Discuss the key principles of assessment in a diverse classroom.

………………………………………………………………………………………..………….
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
3. What is differentiated assessment?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

The “product” refers to the output through which learners demonstrate what they have
learnt (Fitzgerald 2016). In other words, it enables the teacher to determine whether the
teaching goal has been achieved. During the differentiation of the product, teachers use
various forms of assessment that allow learners to demonstrate and apply what they have
learnt and apply knowledge and skills after significant instruction (Santangelo &
Tomlinson 2009). Differentiating the product also

• encourages learners to demonstrate what they have learnt in various ways

• allows for various working arrangements, such as working alone or in groups
• encourages the use of various resources in preparation of the product
• allows for the use of various assessment methods
• provides product assignment at varying degrees of difficulty, determined by the
learners’ readiness

For example, the teacher could differentiate the product by using strategies such as
multiple-choice questions, gap filling (filling in the missing words), open-ended questions
and open-book tests. Other ways to differentiate the product include using group

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assessment activities, allowing assessment activities to be taken orally as well as in

written form, allowing extra time to complete the assessment task and using aids and
technology (DBE 2011:14).

The following are regarded as fundamental principles of assessment in an inclusive

classroom:

• Learners should have access to the assessment that is suited to their needs.
• The assessment process should not disadvantage any learner.
• Assessment should inform the teacher what the learner is able to do at a particular
point in their learning.
• Assessment should assist the teacher to determine what support needs the learner
has.
• Teachers should develop different ways for the learners to demonstrate the
knowledge skills they have learnt.
• It should be authentic and integrated in the teaching and learning process.
• The curriculum must be flexible to accommodate all learners.

Bloom’s taxonomy is an important tool to use in the classroom to reach learners at various
levels. If the teacher asks questions at different levels, it encourages all the learners to
participate.

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Figure 6.4: Bloom’s taxonomy

Source: Adapted from Vanderbilt University Center for Teaching. https://.www.flickr.com

(accessed on 3 November 2017).

When learners who experience barriers to learning are identified early in their academic
career, specifically in the Foundation Phase, teachers will be better positioned to render
appropriate and relevant support to them to ensure that they succeed. In an inclusive
classroom where there are learners with diverse needs, the teacher will be able to identify
these needs when these learners first enter the classroom. For example, a learner who
is blind will require a different teaching approach from one used for sighted learners.
Sometimes, however, the needs of learners are not easily identifiable, such as a learner
who is being abused at home; in that case, it is the responsibility of the teacher to dig
deeply – but tactfully – to discover the barrier that inhibits the learner’s ability to learn.
The teacher’s task is to assess every learner who is unable to cope in class to provide
them with the appropriate support. The following are examples of how you can ask
questions that are aligned with Bloom’s taxonomy.

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Figure 6.5: Bloom’s prompts (www.pinterest.com)

Bloom’s taxonomy is a useful tool to use in the classroom to reach learners at various
levels, since it reflects the range of task difficulty. The taxonomy is structured in such a
way that learners are required to recall knowledge of harder tasks, such as evaluating an
argument.

/….

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Activity 6.3

Applying Bloom’s taxonomy

Read Guidelines for Responding to Learner Diversity in the Classroom (GRLD),

Curriculum Assessment Policy Statement (CAPS) Grades R-12.

Using your own topic, design an assessment for a Mathematics lesson that
addresses the various levels of Bloom’s taxonomy.

(iv) Differentiation of the learning environment

The learning environment refers not only to the physical setting of the class but also to
the emotional context in which learning occurs (Tomlinson & Imbeau 2010). The learning
environment is an essential component of effective learning for all learners. For example,
teachers can organise the teaching and learning environment by modifying the classroom
setting to allow clear access to teaching boards and other resources. The learning
environment can also be modified to allow learners to move freely between tables and
groups. Differentiation of the learning environment involves the following characteristics:

• The teacher is responsive to the needs of all learners in all domains.

• All learners feel secure and safe, both physically and emotionally.
• The teacher provides each learner with the necessary support.
• Individual differences are welcomed and accepted.
• Learners learn to support and respect one another as learners.
• Both the teacher and learners share decisions about daily classroom routines,
management and classroom operation.
• Physical arrangements are flexible to meet the needs of each learner.
• A range of resources is available to support teaching and learning.

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Reflection
• Are you able to manage an overcrowded classroom?
• How do you do so (e.g. grouping learners and facilitating their progress or
attracting and holding the learners’ attention by using PowerPoint
presentations, charts and videos)?
• Do you embrace all learners?
• Do you give learners exciting tasks to perform?
• Are you able to manage learners with behavioural difficulties/learning difficulties
(e.g. ADHD, withdrawn/passive learners, aggressive or bullying behaviour)?

To create an enabling inclusive learning environment, consider the following:

• Classroom layout and organisation

The classroom layout is an important part of creating an inclusive learning environment.

The classroom layout should be adapted to accommodate learner diversity and for group
work. The physical layout of the classroom includes factors such as classroom spaces

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for moving around, classroom infrastructure, arrangement of furniture, level of noise,

class size, classroom displays and convenient location of resources for storage and use,
possibilities for peer support and possibilities for provision of individual learner support by
the teacher. It is critical for teachers to consider all these factors when trying to meet the
learning needs of their learners.

Activity 6.4

1. How would you use the above classroom requirements in your classroom to
achieve more effective teaching and learning?

2. Do you think cooperative learning is important for creating an inclusive learning

environment? Substantiate your answer.

3. Read the following case study about Brenda, who was born blind, and then
answer the questions below.

Case study
Brenda was born blind. She grew up at Alexandra and the nearest special school
for visually impaired learners where she could attend primary school was in
Sandton. However, her parents could not afford to send her to that school, which
had boarding facilities. The local primary school, however, was willing to accept her
and the SGB even earmarked funds for the adaptation of the school to
accommodate Brenda and other learners like her.

In addressing the needs of Brenda, the teacher consulted the local branch of the
South African National Council for the Blind to obtain technical advice on the first
steps that the teacher could take to adapt the classroom and school environment
to accommodate Brenda’s needs. After making modifications to the physical
environment, such as the arrangement of the classroom furniture and provision of

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a spacious desk on which to place her equipment, as well as orientating Brenda to

the environment within and around the classroom, Brenda could successfully
complete her schooling in an ordinary school.

Which adaptations might be needed for Brenda and other learners with disabilities
regarding the physical layout of the classroom and school surroundings?

Consider the following:

- How should furniture be rearranged and why?
- What role/s should the teachers and Brenda’s fellow learners play to ensure that
she knows her way around the school and the classroom?
- How should the physical plant and school grounds be adapted/modified to
ensure compliance with the specifications of the National School Infrastructure
Norms (2009) and the Environmental Access Guide (2009)? (Refer to
Guidelines for Full-service/Inclusive Schools 2009:37.)
- Which steps can be taken in an inclusive classroom to accommodate learners
with visual impairment, hearing loss, physical impairments or intellectual
barriers to learning to create an enabling inclusive learning environment for
them? Refer to Guidelines for Inclusive Teaching and Learning (2010:87):
http://inabook.co.za/wp-content/uploads/2016/06/Guidelinesfor-Inclusive-
Teaching-and-Learning-Final-June-2010.pdf

Hints for answering Activity 6.4

1. The layout will be important for possibilities of peer support and provision of individual
learner support by the teacher.
2. Yes. Cooperative learning is important because learners will be provided with an
opportunity to
- interact with one another face to face
- enjoy equal opportunities for success
- be individually accountable (each learner must be held responsible for their own
contribution in ensuring participation)
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- practise and develop interpersonal skills and values (listening, taking turns,
encouraging others, interrupting politely, etc)
- experience positive interdependence in that members must work together to
achieve the required result
3. Case study about Brenda (a learner with visual impairment):

- The arrangement of furniture to allow a clear passage to the desk and other
facilities is of paramount importance for a blind learner.

- To ensure that Brenda knows her way around the school and the classroom,
teachers and sighted pupils should lead her, one step ahead, with Brenda
holding on to the guide’s elbow. The guide should warn Brenda about obstacles
such as steps and narrow doorways.
- Schools should have the necessary resources they need to create a safe and
accessible infrastructure for effective learning to take place in the classroom and
the broader school environment.
- In an inclusive class, all relevant steps should be taken to accommodate
learners with various disabilities (Refer to the relevant sources of information
indicated above).

• Creating a psychosocial inclusive learning environment

Both psychosocial and physical aspects of the learning environment have an impact on
learners’ classroom experiences. In a large class, a hearing-impaired child or those who
struggle to concentrate may experience barriers to learning because of noise levels and
seating arrangements. Therefore, the teacher would have to observe and adapt the
curriculum to suit the needs of these learners (GRLD 2011:7).

Creating a learning-friendly classroom involves the enhancement of a positive classroom

culture and a general behaviour pattern to allow learning to take place. Unpredictable
behaviour and noise in the classroom can distress learners and become barriers to their
learning. For the teacher to achieve a lively yet orderly classroom culture that supports
learning, specific attention should be given to the issue of discipline.
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Reflection

Some of the classroom behaviour and relationships between learners that the teacher
should consider (reflect on) are listed below in the form of questions:

• Do you keep in touch with your learners’ parents, as far as possible, so that you can
learn more about each learner and involve their parents in their learning?
• Do you observe learners who often disrupt the class or behave aggressively and take
note of when or in what situations they do so?
• Do you use your knowledge of learners’ lives and learning backgrounds to consider
why they are misbehaving?
• Do you praise and encourage your learners’ positive efforts and good behaviour?
• Do you reward good behaviour in some way?
• Do you use a polite and friendly tone when speaking to learners – whether as a class
or as individuals?
• Do you use cooperative learning strategies regularly so that learners gain experience
in how to work together effectively?
• Do you teach learners how to resolve conflicts peacefully?
(Adapted from Department of Education 2013:131)

To establish the effectiveness of the psychosocial inclusive learning environment, reflect

on the following conditions.

Which conditions would you consider adopting to create an enabling and inclusive
classroom?

Read the list of conditions below. Rank them in the order that you think are most important
for creating an inclusive learning environment, from the most important to the least
important. Consider how each factor might help learners who experience barriers to
learning and explain why you think this could be beneficial.

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Conditions:
- The teacher gives steady encouragement.
- The learner learns through a language that they feel comfortable using.
- Parents/caregivers support the learner and their learning.
- The teacher plans learning activities and provides “chalk-and-talk” input.
- There are firm rules and steady routines in the classroom.
- The teacher knows all the learners, that is, their names, backgrounds,
personalities, as well as their strengths and weaknesses.
- The teacher shows care and concern for all learners.
(Adapted from Department of Education 2013:127)

6.5 DIFFERENTIATION OF THE CURRICULUM TO ENHANCE ACCESSIBILITY TO

LEARNING

The curriculum we offer in our schools should consist of a set of planned learning
experiences that meet the identified individual needs of our learners within the framework
of high expectations for all learners. The curriculum in an inclusive learning environment
should be adapted or modified to enhance accessibility to all learners. An inclusive
learning environment accommodates learners with barriers to learning and development
through the creation of individual learning programmes that are designed to ensure
inclusion in the teaching and learning situation. Inclusive education brings all learners
together in one classroom and community, regardless of their strengths or weaknesses
in any area, and seeks to maximise their potential through curriculum differentiation, multi-
level teaching and group learning. For you to ensure effective teaching and learning for
all learners in the classroom, it is important to consider how learning takes place. Your
learners should be able to engage actively with new learning content, for example through
listening, seeing and touching. This implies that the curriculum content in your lesson
planning, teaching methodologies (process), assessment (product) and, of course, the
broader learning environment, should be differentiated to accommodate all the learners’
learning styles and interests.

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(For more information, refer to section 4.1 of the Guidelines for Responding to Learner
Diversity in the Classroom through CAPS 2011.)

Activity 6.5

Read the Guidelines for Responding to Learner Diversity in the Classroom through
CAPS (2011:4-15) before answering the following questions:

Consider each situation, which is an example of differentiated instruction for optimal

participation of all learners in an inclusive learning environment. Determine whether
a statement illustrates differentiation of the content, process, product, multi-level
teaching or scaffolding. Explain your answer in each case.
a. The teacher allows learners who finish the classwork early to read material of
their own choice.
b. The teacher uses a variety of activities from day to day, for example role-play,
diagrams, mind-maps, observation walk-abouts and writing personal
reflections.
c. In her assessment activity, the teacher works with the same content with all the
learners. However, she assesses some learners against the relevant
assessment criteria (AC) for the previous grade, some against the AC at their
own grade level and some against the AC for the next grade.
d. Many tasks are broken up into distinct steps and smaller chunks to
accommodate learners with intellectual disabilities.
e. The teacher provides a vocabulary sheet with words and meanings before a
reading task. The words are grouped from the easiest essential words through
to more advanced extension essential words.
f. The teacher sometimes gives restless learners with poor concentration a
responsible administrative task to perform (e.g. taking a message to another
teacher) if they have finished a task step and can’t seem to settle down to do
the next step.

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Hints for answering Activity 6.5

a. The learners are getting free time instead of differentiated instruction.
b. Differentiating both content and process/multi-level teaching. The teacher is
addressing different learning styles from day to day through the varied activities.
c. Differentiating/adapting content and product. Learners are made to target the same
learning outcome, but the teacher acknowledges that they are achieving it at different
ability levels and aims to bring those at the lower level up to the required level.
d. Adapting or differentiating the process (scaffolding). The strategy gives slower
learners a sense that they have achieved another step of the task. It helps to pace
their learning more manageably.
e. Differentiation of content and process. This is a teacher-friendly strategy for
supporting weaker readers but exposing all learners to all the vocabulary levels.
f. Differentiating the process. This strategy allows learners with low concentration a
sense of achievement at each step and helps to focus them usefully when their
concentration slips, rather than letting them get distracted and disruptive.
(Activity adapted from Department of Education 2013:111)

6.6 SELF-ASSESSMENT QUESTIONS

1. Do you think it would be difficult for you to teach and support learners with disabilities
such as autism, Down syndrome and other intellectual disabilities?

2. Besides what you have already learnt in this learning unit, what other suggestions
can you make for creating an enabling inclusive learning environment?

6.7 ADDITIONAL RESOURCES TO HELP YOU TO CREATE AN INCLUSIVE

LEARNING ENVIRONMENT
The following are some additional sources of information that can help you to answer the
self-assessment questions mentioned above:

• NGOs such as Autism South Africa (ASA) and South African Association for Learning
and Education Differences (SAALED)
• Down Syndrome South Africa (DSSA)

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These NGOs have a wide range of classroom-related literature.

You may also read Guidelines on Responding to Learner Diversity through CAPS (2011).
This document contains detailed information on how to teach and assess learners using
differentiation and adaptation of teaching content, method, assessment and learning
environment.

The information presented in the box below is a summary of some of the suggestions for
how to improve your teaching in an inclusive setting:

Teachers should
• differentiate and adapt teaching content, process and product to create an
enabling inclusive learning environment
• use teaching experiences and activities relevant to learners’ strengths, needs,
level of functioning and interests
• make sure that learners are involved in both individual and group activities
• use a range of learning environments that are clearly structured and accessible
• present learners with programmes of study that are broken down into small,
manageable steps against the framework of grade content
• encourage learners to be as independent as possible
• give learners opportunities to practise skills and apply these in a wide range of
situations
• recognise the uniqueness of each learner in context, ensuring that achievement
is secured, recognised and celebrated
(Adapted from Department of Education 2013:28)

6.8 SUMMARY
In this learning unit we focused on the importance of optimal involvement of the learner
in the context of inclusivity and adaptation or differentiation of the curriculum to facilitate
accessibility to learning; how to develop an individual support plan for learners with
barriers to learning; and various support structures in inclusive settings.

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We hope that you have found this module enriching and that it has motivated/inspired you
to work with the diverse learner population in inclusive learning situations. We wish you
success in your teaching career in inclusive education.

6.9 REFERENCES

Department of Basic Education (DBE). 2009. Guidelines for full-service/inclusive schools.

Pretoria: Government Printer.
Department of Basic Education (DBE). 2010. Guidelines for inclusive teaching and
learning. www.thutong.org.za/Learningspaces/InclusiveEducation.aspx (accessed
on 15 March 2021).
Department of Basic Education (DBE). 2011. Guidelines for responding to learner
diversity in the classroom through CAPS.
www.thutong.doe.gov.za/InclusiveEducation (accessed on 15 March 2021).
Department of Education (DoE). 2005. Guidelines for inclusive learning programmes.
Pretoria: Government Printer.
Department of Education (DoE). 2013. Training programme: guidelines for full-
service/inclusive schools. Facilitator’s manual. Pretoria: Government Printer.
Florian, L. 2015. Conceptualising inclusive pedagogy: the inclusive pedagogical approach
in action. International Perspectives on Inclusive Education, 7:11–24.
Ledwaba, R.G. 2017. Teacher training guidelines for curriculum differentiation in a
Foundation Phase programme. Unpublished doctoral Thesis. University of Pretoria.
PIECCE. 2019 . Illustrative Pack for ECCE Diploma: Inclusive learning environments for
young children. Only study guide. Pretoria: University of South Africa.
Stefanidis, A. & Strogilos, V. 2015. Union gives strength: mainstream and special
education teachers’responsibilities in inclusive co-taught classrooms. Educational
Studies, 41(4):393–413.

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