Mixed-ability groups The teacher appoints a group leader to assist less able learners but oversees the work of the group and intervenes where necessary


Same-ability groups Group members are of the same ability and work together to complete a task; the teacher appoints a group leader and oversees the work of the group and intervenes where necessary


Individual work


Learners complete a task or activity working on their own


One-on-one


The teacher works individually with a single learner


y Concept development activities


y Completing some paper- based activities y Creative arts activities y Physical education activities y Free play inside or outside


y Completing some paper- based activities y Projects


y Physical education activities y Free play inside or outside


• language and communication, e.g. a different home language to the language of learning and teaching


• lack of parental recognition and involvement • socio-economic factors, e.g. lack of exposure to reading material or numerical concepts, poor self image, absentee parents, parental alcohol or drug abuse, violence and abuse at home, parental mental illness, late school enrolment etc. • attitudes, e.g. discriminatory attitudes, labelling, discouragement, etc.


Practical guidelines for inclusive teaching


y Assessment activities y Workbook activities


y Some creative arts activities


y Concept development y Assessment


y Support and consolidation Multi-lingual classrooms


Many learners will enter Foundation Phase speaking a language other than the language of learning and teaching (LOLT) at the school. CAPS places an increased emphasis on assisting these learners to acquire the LOLT, but it may take some time for learners to become proficient in it. In addition, they may not have support in the LOLT at home. Some suggestions for dealing with this are: • having some LTSM (charts, posters, etc.) in other official languages, that will assist with vocabulary for key terms • having a dictionary of key terms and phrases in the dominant home language • developing a ‘dictionary’ of essential classroom words


• asking another child in the class to translate, if possible.


Creating an inclusive environment


Creating an inclusive educational environment is about celebrating diversity amongst learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike and all children can learn. Most children with barriers to learning are


accommodated in ordinary schools. Frequent causes of barriers to learning include: • disability, e.g. visual or hearing impairment, speech and language difficulties, intellectual or physical disabilities, psychological disorders and neurological disorders


• Have a true understanding of each learner’s background, strengths, unique abilities, needs and barriers. Use this information to inform your planning and give a clearer focus. • Remember that the teacher is a facilitator of learning.


• Keep the content and material as relevant as possible.


• Break down learning into small, manageable and logical steps. Keep instructions clear and short (plan beforehand).


• Grade activities according to the different levels and abilities of learners. Try to ensure that learners remain challenged enough, without undue stress. • Develop a balance between individual, peer tutoring, co-operative learning and whole class teaching.


• Use learners to help one another in the form of group types, peer-assisted learning, buddy systems and so on. Ensure that learners feel included and supported in the classroom by both the teacher and their peers.


• Set up pairs and groups of learners where group members can have different tasks according to strengths and abilities. Promote self-management skills and responsibility through group roles and the types of tasks you set.


• Motivate learners and affirm their efforts and individual progress. Build confidence. • Encourage questioning, reasoning,


experimentation with ideas and risking opinions. • Find out what the learner already knows and what he or she could understand with support. Then provide that support or arrange for it to be provided by a competent other person. In this way, learning becomes a two-way process. • Use and develop effective language skills (expressive and receptive, verbal and non-verbal). • Experiment with a variety of teaching methods and strategies to keep learners interested and to cater for and develop different learning styles.


Introduction


7


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