Multilingual classrooms


The CAPS places an increased emphasis on assisting learners to acquire the LoLT. In addition, they may not have support in the LoLT at home. Some suggestions for


dealing with this disadvantage are: • having some learning materials, for example, charts, posters, etc., in other official languages that will assist with vocabulary for key terms


• encouraging learners to listen to English on the radio or television to increase their vocabulary.


Remedial work


You may have learners in your class who will need special attention. For example, some learners may be reading at a level that is a grade or two below the level that they are in. These learners may have learning disabilities, like dyslexia, or they may just need additional support so that they can catch up with the other learners.


Remedial oral work


Read stories and other texts to these learners every day, even if it is only for a few minutes. Then talk about the stories and draw up lists of new words for the learners to revise.


Remedial reading


Borrow copies of readers from lower grades. Work with learners for a few minutes every day and encourage them to read as many of these easier books as they can. Teach them phonics, decoding and word attack skills. Remember that everyone can learn to read if they are given the opportunities to do so.


Remedial writing


Learners will need extra practice and lots of encouragement. Some learners may struggle with the longer writing tasks and it is suggested that you work with them more closely to break their writing up into discrete manageable chunks until they are confident to write longer texts.


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:


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• disability, e.g. visual or hearing impairment, speech and language difficulties, intellectual or physical disabilities, psychological disorders and neurological disorders


• 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


Below are some suggestions for creating an inclusive


teaching environment: • 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.


Learners with physical disabilities


Remember to accommodate learners with physical disabilities in the following ways: • Learners in wheelchairs or with walking aids should be placed close to the door of the classroom.


• Visually impaired learners can be placed at the front of the classroom to be able to focus on the teacher and on the board when necessary. All material can be provided to the learner in a larger font to enable them to be able to see the words clearly. Fonts used in the classroom should be simple, clear fonts to promote readability. Visual images can help to facilitate understanding.


Intellectually challenged learners


Intellectually challenged learners can be assisted in the following manner: • Intellectually challenged learners require close personal attention.


• Teachers should be prepared to spend extra time helping intellectually challenged learners where it is needed.


• Intellectually challenged learners should be allowed extra time in order to complete activities and assessment.


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