Addressing barriers to learning: a South African perspective
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Pretoria
Van Schaik
2005
|
| Edition: | 1. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVI, 491 S. |
| ISBN: | 0627025889 |
Staff View
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| 245 | 1 | 0 | |a Addressing barriers to learning |b a South African perspective |c Emmerentia Landsberg (ed.) |
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| 650 | 4 | |a Education and state |z South Africa | |
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Record in the Search Index
| _version_ | 1804135033005408256 |
|---|---|
| adam_text | Addressing Barriers
to Learning
A SOUTH AFRICAN PERSPECTIVE
Emmerentia Landsberg
(EDITOR)
Deirdre Kruger
Norma Nel
(ASSISTANT EDITORS)
TABLE OF CONTENTS
SECTION A: INTRODUCTION
Chapter 1: A framework for understanding inclusion
1 1 Introduction 3
1 2 What is inclusion? 3
1 3 Inclusion in an international context 4
131 Changing paradigms 4
132 The medical model 5
133 The social ecological model 6
1 4 Bronfenbrenner s ecological and bio-
ecological models 9
1 5 Inclusion in the South African context 15
151 Special needs education prior to
inclusion 15
152 From exclusion to inclusion 16
1 6 Implications of inclusion for South African
schools and education 18
1 7 Conclusion 20
SECTION B: ADDRESSING SOCIO-ECONOMIC
BARRIERS
Chapter 2: Socio-economic barriers to learning in
contemporary society
2 1 Introduction 27
2 2 The culture of poverty in South Africa 28
221 Overview 28
222 Unplanned urbanisation and unemploy-
ment 28
2 3 Moral confusion and an uncertainty about
values 29
2 4 The HIV/Aids pandemic 31
241 The Tirisano plan for HIV/Aids
intervention 32
2 5 The disintegration of family life and the
abuse of children 33
251 Effects of the disintegration of family life 33
252 Child abuse 34
2 6 Language and cultural differences 37
2 7 Addressing the anti-child climate in
contemporary society 38
271 Community education 38
272 Educational programmes 38
273 Counteracting the fate of street children 38
274 Health programmes 38
275 Campaign against child abuse 40
2 8 Conclusion 41
SECTION C: ADDRESSING EDUCATIONAL
BARRIERS
Chapter 3: Identification and assessment of barriers
to learning
3 1 Introduction 45
3 2 The purpose of assessment when
learners appear to flounder 46
321 On what should you be setting your
sights? 46
322 Learning support 47
323 The ground to cover 48
33A framework of theory 50
331 Orientation 50
332 The bio-ecological model of development 50
333 The asset-based approach 51
334 Dynamic assessment 54
335 Accommodations in assessment 56
3 4 Strategies and techniques in assessing for
learning support 57
341 Orientation 57
342 Strategies in assessment 57
343 Assessment techniques 58
3 5 Conclusion 59
Chapter 4: Learning support
4 1 Introduction 61
4 2 Learning support in South Africa 62
421 Education White Paper 6 and its implemen-
tation 62
422 Network of support within each education
district 64
423 Learning support in schools 66
4 3 Cooperative learning and teaching
strategies 71
4:3 1 Characteristics of and requirements for
successful cooperative learning 71
vi
432 The size of the group 72
433 The group members 73
434 Classroom management for group work 73
435 The roles of each group member 74
436 Explaining the assignment 74
437 Problem-based learning 75
438 Conclusion 75
4 4 An individual learning support
programme 75
441 Assessing the knowledge, skills and
attitudes the learner has thus far
achieved 75
442 Outcomes 76
443 Selecting the curriculum contents 76
444 Choosing learning support strategies and
methods 76
445 Assessment 76
4 5 Conclusion 77
Chapter 5: Early childhood intervention
5 1 Early childhood education: a South African
policy perspective 79
5 2 Early childhood intervention: a bio-
ecological approach 80
521 Application of a bio-ecological analysis 81
522A bio-ecological approach to early
childhood intervention: focusing on assets
and resources 82
5 3 How can the educator use a resource-
based approach to facilitate early
childhood education? 83
531 Involving parents in the early educa-
tion programme 84
532 Strategies for building partnerships
between educators and parents 85
5 4 Different approaches to early intervention:
the importance of social inclusion 87
5 5 Classroom ecological variables 88
551 Physical ecological variables 88
552 Social ecological variables 88
5 6 Learning through communication 91
5 7 Principles of early learning 91
571 Relaxed modes of learning: play as the
foundation for learning 91
572 Active participation as a prerequisite for
learning 91
573 Developing positive attitudes and
dispositions towards learning 91
574 Building foundations for learning and
literacy by focusing on real-life contexts 92
575 Collaboration between children and
educators and parents is at the heart of
early childhood education 92
5 8 What is a respectful early childhood
practitioner or educator? 92
5 9 Conclusion 93
Chapter 6: Addressing life skills problems
6 1 Introduction 96
6 2 Life skills as coping tools 97
6 3 Life skills problems 98
631 Problems in acquiring physical skills -
physical intelligence (PQ) 99
632 Problems in acquiring emotional skills -
emotional intelligence (EQ/EI) 100
633 Problems in acquiring social skills -
social intelligence (SQ) 101
634 Problems in acquiring thinking skills
(IQ) 103
635 Problems in acquiring motivational
skills - motivational intelligence (MQ) 1 0 5
636 Problems in acquiring moral skills -
moral intelligence (MQ/MI) 106
637 Situational intelligence (SQ) 107
6 4 Facilitating life skills acquisition - an
integrated holistic life skills model 108
641 Introduction 108
642 The outcomes-based principles of a life
skills model 108
643 An integrated holistic life skills model 1 0 9
644 An example of an intrapersonal life skills
lesson 111
645 An example of an interpersonal life skills
lesson 112
6 5 Barriers to implementing life skills
programmes successfully 112
6 6 Conclusion 113
SECTION D: ADDRESSING LITERACY BARRIERS
Chapter 7: First language problems
7 1 Introduction 119
7 2 Language and communication 119
7 3 Spoken language 120
731 Cognition and language 120
732 Metacognition and metalinguistics 120
733 Dimensions of language 121
734 The development of spoken language,
reading and written language 122
735 Relations between spoken language,
reading and written language and their
dimensions 122
7 4 Reading 124
741 The involvement of the language
dimensions in reading 124
742 The components of reading 124
7 5 Written language 127
751 The elements of written language 127
7 6 Background to problems in spoken
language, reading and writing and
factors underlying these problems 128
761 Absence of verbal language 129
762 Qualitative language which differs from
the language norm 129
763 Language backlog 129
764 Interrupted language development 129
765 Communication problems 129
766 Emotional factors 130
767 Physical factors 130
768 Neurological dysfunctions and
perceptual problems 130
769 Intellectual impairment 130
7 6 10 Gender differences 130
7 6 11 Other problems 130
7 7 Assessment of spoken language,
reading and written language 131
7 8 Manifestations of spoken language
problems 131
781 General and specific manifestations of
spoken language problems 131
782 Problems with the dimension of
language 131
7 9 Reading problems 132
791 The determination of learners reading
levels 132
792 Manifestations of reading problems 134
7 10 Manifestations of written language
problems 136
7 10 1 Essay 136
7 10 2 Spelling 137
7 10 3 Handwriting 137
7 11 Learning support to learners with first-
language problems 138
7 11 1 General guidelines for learning support
to learners with language and
communication problems 138
7 11 2 Reading support 139
7 11 3 Written language support 142
7 12 Conclusion 144
Chapter 8: Second language difficulties in a South
African context
8 1 Introduction 150
8 2 English second language (ESL) 150
821 Difficulties in ESL learning 151
8 3 Assessment of ESL learners 153
8 4 Support for English second language
learners 155
841 Second language learning in a multi-
cultural classroom 156
842 Cooperative learning groups 159
843 Teaching and learning styles 160
844 Different teaching approaches 160
845 Planning a second language lesson
according to RNCS outcomes 162
846 Parental involvement 167
8 5 Conclusion 167
Chapter 9: Augmentative and alternative
communication
9 1 Introduction 170
9 2 Who can benefit from AAC intervention
strategies? 171
9 3 What is AAC and why is it important in
the classroom? 171
931 Unaided systems 173
932 Aided systems 176
9 4 AAC system selection: how to decide
which system to use 184
941 Communication and language skills 184
942 Cognitive/perceptual and representa-
tional skills 185
943 Motor skills 185
944 Sensory skills 186
945 Social skills 186
946 Communication needs 186
9 5 Classroom strategies 187
951 Schedules 187
952 General classroom strategies 187
9 6 General myths related to AAC 191
9 7 Conclusion 192
v/iii
Chapter 10: Mathematical literacy and difficulties in
mathematics
10 1 Introduction 194
10 2 Mathematics: a short overview 195
10 3 The concept mathematics 195
10 4 Curriculum changes in teaching mathe-
matics at school 195
10 5 Areas, outcomes and assessment
standards of mathematics to be
mastered by learners in the foundation
and intermediate school phases 196
10 5 1 Content to master in the area of
concepts 196
10 5 2 Concepts to master in the area of
process 196
10 6 Prerequisites for learners to start with
formal mathematical concepts 197
10 6 1 Content level 197
10 6 2 Educational level 197
10 6 3 Development level 197
10 6 4 Emotional level 197
10 6 5 Contextual level 197
10 7 Cognitive prerequisites for mastering
mathematical concepts and
processes 197
10 7 1 Cognitive skills for mastering lower
level mathematical concepts
and processes 197
10 7 2 Cognitive skills for mastering
more advanced mathematical concepts
and processes 198
10 8 The development of mathematical
knowledge 199
10 9 Barriers causing mathematical
problems 199
10 9 1 Systemic barriers 199
10 9 2 Inadequate teaching 199
10 9 3 Barriers within the learner 200
10 9 4 Problems caused by attitudes and
beliefs of parents 202
10 10 Manifestations of problems in
mathematics 202
10 10 1 The importance of the role errors play
in mathematics 202
10 10 2 General manifestations of mathe-
matical difficulties 202
10 10 3 Specific manifestations of mathe-
matical difficulties 203
10 11 Assessment and support of learners
experiencing mathematical problems
in the foundation and intermediate
phases 204
10 11 1 Identification and assessment of
mathematical difficulties 204
10 12 The teacher s role in supporting
learners with mathematical difficulties
as well as a change in the approach to
mathematical support 205
10 12 1 Support of learners experiencing
mathematical difficulties 205
10 12 2 The mathematics lesson structure 207
10 13 Conclusion 208
SECTION E: ADDRESSING ATTITUDE BARRIERS
Chapter 11: Family and community partnerships
11 1 Introduction 213
11 2 Theoretical framework for under-
standing family-school-community
partnerships 214
11 3 Family-school partnerships 218
11 3 1 Ecological factors related to family-
school partnerships 220
11 4 School-community partnerships 226
11 5 Collaboration and its components 228
11 6 Forms of school-community collabora-
tion 230
11 6 1 Business partnerships 231
11 6 2 Partnering institutions of higher
learning 231
11 6 3 Integrated services (health, mental
health and safety) 232
11 6 4 Organisations for people with impair-
ments 233
11 7 Barriers to effective school-community
collaboration 233
11 8 Conclusion 234
SECTION F: ADDRESSING DISABILITY
Chapter 12: Orientation: neurology in an educational
perspective
12 1 Introduction 239
12 2 The neuron and its functions 240
12 2 1 The structure of the neuron 240
12 2 2 The synapse 242
, Publishers I • *
12 2 3 Neurotransmitters 243
12 2 4 Neural development and growth 243
12 3 A few substructures of the brain 243
12 3 1 The brain stem 244
12 3 2 Grey matter in the centre of the
brain 245
12 3 3 The cerebellum 246
12 3 4 The cerebrum 247
12 3 5 The spinal nerves 251
12 4 The role of the reticular system 254
12 5 The visual pathways 255
12 6 The auditory pathways 256
12 7 General causes of brain damage 257
12 7 1 Basic causes of brain damage 257
12 8 Conclusion 258
Chapter 13A: Physical impairment
13A 1 Introduction 259
13A 2 Physical impairment 260
13A2 1 Neurologically related physical
impairments 261
13A 3 Needs arising from physical
impairment 267
13A 3 1 Psychosocial needs 267
13A 3 2 Mobility 267
13A 3 3 Loss of sensation and pressure sores 267
13A 3 4 Incontinence 267
13A 3 5 Other implications 268
13A 4 Support to learners with physical
impairments 268
13A 4 1 Psychosocial support 268
13A 4 2 Improvement of mobility 269
13A 4 3 Prevention of pressure sores and
injuries 270
13A 4 4 Care of learners with incontinence 270
13A 4 5 Improving the teaching situation 270
13A 5 Collaboration 270
13A 6 Conclusion 271
Chapter 13B: Epilepsy
13B 1 Epilepsy: a definition 273
13B 2 The nature of epilepsy 274
13B 3 Two broad groupings of epilepsy 274
13B 3 1 General seizures (centrencephalic
seizures) 275
13B 3 2 Partial seizures 276
13B 3 3 Unclassified epileptic seizures 278
13B 4 Susceptibility or inclination to
epilepsy 278
13B 5 Factors that may cause epilepsy 278
13B 6 Identification of epilepsy 278
13B 7 Epilepsy and learning 280
13B 7 1 Epilepsy and intellectual functioning 280
13B 7 2 Types of seizure and learning 280
13B 7 3 Relationship problems at school and
learning 282
13B 7 4 Behaviour and emotional problems and
learning 283
13B 7 5 The use of medication and its possible
effects on the learner and learning 284
13B 8 Learning support to the learner with
epilepsy 284
13B 8 1 General support to learners with
epilepsy 284
13B 8 2 Specific learning support to learners
with epilepsy 285
13B 9 Safety measures in and out of class 2 8 6
13B 10 Conclusion 287
Chapter 13C: Cerebral palsy
13C 1 Introduction 288
13C 2 Definition and causes of cerebral
palsy 289
13C 3 The neurological levels of cerebral
palsy 290
13C 4 Classifications of cerebral palsy 290
13C 4 1 The topographical classification
system 290
13C 4 2 The physiological classification
system 292
13C 5 Cerebral palsy and assessment of
intelligence 295
13C 6 Medical and paramedical treatment 295
13C 7 Classroom support for learners with
cerebral palsy 297
13C 8 Conclusion 299
Chapter 13D: Skeletal and muscular impairment
13D 1 Introduction 300
13D 2 Amputations 301
13D 3 Agenesis and deformed limbs 302
13D 4 Arthrogryposis 303
13D 5 Osteogenesis imperfecta 303
13D 6 Burn lesions 304
13D 7 Other physical impairments of the
skeleton and muscle systems 305
13D 8 Support to learners with physical
impairment 305
13D 9 Conclusion 305
Chapter 13E: Autism and related disorders (PDD)
13E 1 Introduction: the nature of autism 307
13E 2 Characteristic features of autistic
spectrum disorder 308
13E 2 1 The triad of impairments 308
13E 2 2 Commonly associated features 315
13E 2 3 Autism and secondary impairments 316
13E 2 4 Possible causal factors 317
13E 2 5 Prevalence of autism 318
13E 2 6 Long-term outcomes 318
13E 3 Educational intervention 318
13E 3 1 Principles of intervention 318
13E 3 2 Support and intervention strategies 320
13E 3 3 Placement of learners 324
13E 4 Conclusion 325
Chapter 14: Visual impairment
14 1 Introduction 329
14 2 Barriers to learning that learners with a
visual impairment may experience 330
14 2 1 Barriers to learning arising from a
visual impairment 330
14 2 2 Extrinsic barriers to learning
experienced by learners with visual
impairments 336
14 3 Support to learners with visual impair-
ments 337
14 3 1 Support regarding the visual impairment
itself 337
14 3 2 Educational support to learners with
visual impairments 338
14 4 Assessment of learners with visual
impairments 346
14 5 Conclusion 346
Chapter 15: Educating the deaf and hard-of-hearing
learner
15 1 Introduction 348
15 2 The structure of the ear 349
15 3 Defining and describing hearing loss 350
15 3 1 Levels of hearing loss 351
15 3 2 Types of hearing loss 352
15 3 3 Age of onset and aetiology of hearing
loss 352
15 4 Language and communication
choices 353
15 5 Educational options for the deaf
learner 357
15 5 1 The deaf learner in the mainstream
school setting 357
15 5 2 Supporting the deaf or hard-of-hearing
learner in the sign language environ-
ment 359
15 6 Issues in assessment 360
15 7 Conclusion 360
Chapter 16: Learning impairment
16 1 Introduction 363
16 2 Learning impairment 364
16 2 1 The term learning impairment 365
16 2 2 Intrinsic barriers causing learning
impairment 365
16 2 3 The characteristics of learners with
learning impairment 366
16 2 4 Attention deficit/hyperactivity disorder
(AD/HD) 367
16 2 5 The consequences of challenging
behaviour caused by AD/HD 369
16 2 6 Inadequate prerequisite skills causing
difficulties in learning areas 369
16 3 Accommodation of learners experien-
cing learning difficulties in the
classroom 371
16 3 1 Inclusive education for learners with
learning impairment 371
16 3 2 Classroom management 372
16 3 3 Accommodation of challenging
behaviour and AD/HD 372
16 3 4 Accommodation of social problems 374
16 3 5 Cooperative learning 374
16 4 Support to learners experiencing
learning difficulties 375
16 4 1 General support 375
16 5 Conclusion 378
Chapter 17: Intellectual impairment
17 1 Introduction 380
17 2 Definition of intellectual impairment 381
17 3 Prevalence of intellectual impairment 381
17 4 Causes of intellectual impairment 3 8 2
17 4 1 Extrinsic factors causing intellectual
impairment 382
17 4 2 Intrinsic factors causing intellectual
impairment 383
17 5 Consequences of intellectual impair-
ment for learners 386
17 6 Skills required from teachers of
learners with intellectual impair-
ment 387
17 6 1 Teachers as members of a team 388
17 6 2 Teachers as mediators 388
17 7 General teaching support required for
learners with intellectual impair-
ment 389
17 8 Cognitive barriers experienced by
learners with intellectual impairment
and the relevant educational support
required 390
17 81A systems model of cognition and
information processing 390
17 8 2 The input phase of information
processing 391
17 8 3 The elaboration phase of information
processing 395
17 8 4 The output phase of information
processing 399
17 9 Conclusion 400
Chapter 18: Severe and multiple disabilities
18 1 Introduction 406
18 2 Definition and classification of severe
and/or multiple disabilities 407
18 2 1 International Classification of
Functioning, Disability and Health
(ICF) 407
18 2 2 The Association for Persons with
Severe Handicaps (TASH) 408
18 3 Incidence 408
18 4 Causes 409
18 5 Characteristics of learners who are
severely and/or multiply disabled 412
18 5 1 Ability to learn 412
18 5 2 Cognition 412
18 5 3 Physical 413
18 5 4 Sensory 413
18 5 5 Language and communication 414
18 5 6 Social behaviour 414
18 5 7 Emotional responses 414
18 5 8 Motivation and participation 414
18 5 9 Memory and concentration 414
18 5 10 Self-esteem 415
18 5 11 Self-regulation 415
18 5 12 Self-help skills 415
18 6 Assessment of learners with severe
and/or multiple disabilities 415
18 7 Collaborative team work 416
18 8 Adapting the classroom for active
participation 416
18 8 1 The learner 417
18 8 2 The activity 417
18 8 3 Teaching strategies 417
18 8 4 The educator/teacher 418
18 9 Adapting teaching strategies 418
18 9 1 Learning style 418
18 9 2 Adapting teaching strategies for the
learner who is deaf-blind 420
18 9 3 Adapting teaching strategies for the
learner with physical disabilities 420
18 10 Conclusion 421
SECTION G: ADDRESSING HEALTH PROBLEMS
Chapter 19: Chronic diseases
19 1 Introduction 427
19 2 What is chronic disease? 428
19 3 Factors contributing to chronic
disease 428
19 4 The impact of chronic disease on the
child and family, and on school
success 429
19 4 1 The impact of chronic disease on the
child 429
19 4 2 The impact of chronic disease on the
family 431
19 4 3 The impact of chronic disease on
school success 431
19 5 Some common chronic diseases 432
19 5 1 Infection with the human immuno-
deficiency virus (HIV) 432
19 5 2 Tuberculosis 434
19 5 3 Malaria 435
19 5 4 Bilharzia 435
19 5 5 Other infections 436
19 5 6 Diabetes mellitus 436
19 5 7 Asthma 438
XII Publishers I
19 5 8 Hypothyroidism and hyperthyroidism 438
19 5 9 Common gastrointestinal disorders 439
19 5 10 Kidney (renal) disorders 439
19 5 11 Common nutritional disorders 439
19 5 12 Common childhood cancers 441
19 5 13 Common heart disorders 441
19 5 14 Blood disorders 442
19 6 Learning support to learners with
chronic diseases 442
19 7 Conclusion 444
SECTION H: ADDRESSING CHALLENGING
BEHAVIOUR
Chapter 20: Addressing challenging behaviour in the
classroom
20 1 Introduction 449
20 2 Cause, nature and extent of typical
challenging behaviour in the
classroom 450
20 2 1 Causative factors 450
20 3 Manifestations of challenging
behaviour in schools 454
20 3 1 Effects of disruptive behaviour on
teachers, learners and the country 454
20 4 Strategies in dealing with challenging
behaviour in the classroom 455
20 4 1 Prevention of challenging behaviour 4 5 6
20 4 2 Dealing with challenging behaviour 460
20 5 Conclusion 464
SECTION I: ADDRESSING GIFTEDNESS
Chapter 21: Addressing giftedness
21 1 Introduction 469
21 2 What is giftedness? 470
21 2 1 Giftedness as an interrelated system 4 7 0
21 22A definition of giftedness as an inter-
related system 472
21 2 3 Characteristics of giftedness 472
21 2 4 The two-sided coin 473
21 3 Unique needs of gifted learners 474
21 3 1 Characteristics as a source of
problems 474
21 3 2 Relationships as a source of
problems 476
21 4 Appropriate ways of teaching the
gifted learner 479
21 4 1 Teaching strategies for gifted
learners 479
21 42A curriculum development model for
gifted learners 480
21 5 Conclusion 484
XIII
|
| adam_txt |
Addressing Barriers
to Learning
A SOUTH AFRICAN PERSPECTIVE
Emmerentia Landsberg
(EDITOR)
Deirdre Kruger
Norma Nel
(ASSISTANT EDITORS)
TABLE OF CONTENTS
SECTION A: INTRODUCTION
Chapter 1: A framework for understanding inclusion
1 1 Introduction 3
1 2 What is inclusion? 3
1 3 Inclusion in an international context 4
131 Changing paradigms 4
132 The medical model 5
133 The social ecological model 6
1 4 Bronfenbrenner's ecological and bio-
ecological models 9
1 5 Inclusion in the South African context 15
151 Special needs education prior to
inclusion 15
152 From exclusion to inclusion 16
1 6 Implications of inclusion for South African
schools and education 18
1 7 Conclusion 20
SECTION B: ADDRESSING SOCIO-ECONOMIC
BARRIERS
Chapter 2: Socio-economic barriers to learning in
contemporary society
2 1 Introduction 27
2 2 The culture of poverty in South Africa 28
221 Overview 28
222 Unplanned urbanisation and unemploy-
ment 28
2 3 Moral confusion and an uncertainty about
values 29
2 4 The HIV/Aids pandemic 31
241 The Tirisano plan for HIV/Aids
intervention 32
2 5 The disintegration of family life and the
abuse of children 33
251 Effects of the disintegration of family life 33
252 Child abuse 34
2 6 Language and cultural differences 37
2 7 Addressing the anti-child climate in
contemporary society 38
271 Community education 38
272 Educational programmes 38
273 Counteracting the fate of street children 38
274 Health programmes 38
275 Campaign against child abuse 40
2 8 Conclusion 41
SECTION C: ADDRESSING EDUCATIONAL
BARRIERS
Chapter 3: Identification and assessment of barriers
to learning
3 1 Introduction 45
3 2 The purpose of assessment when
learners appear to flounder 46
321 On what should you be setting your
sights? 46
322 Learning support 47
323 The ground to cover 48
33A framework of theory 50
331 Orientation 50
332 The bio-ecological model of development 50
333 The asset-based approach 51
334 Dynamic assessment 54
335 Accommodations in assessment 56
3 4 Strategies and techniques in assessing for
learning support 57
341 Orientation 57
342 Strategies in assessment 57
343 Assessment techniques 58
3 5 Conclusion 59
Chapter 4: Learning support
4 1 Introduction 61
4 2 Learning support in South Africa 62
421 Education White Paper 6 and its implemen-
tation 62
422 Network of support within each education
district 64
423 Learning support in schools 66
4 3 Cooperative learning and teaching
strategies 71
4:3 1 Characteristics of and requirements for
successful cooperative learning 71
vi
432 The size of the group 72
433 The group members 73
434 Classroom management for group work 73
435 The roles of each group member 74
436 Explaining the assignment 74
437 Problem-based learning 75
438 Conclusion 75
4 4 An individual learning support
programme 75
441 Assessing the knowledge, skills and
attitudes the learner has thus far
achieved 75
442 Outcomes 76
443 Selecting the curriculum contents 76
444 Choosing learning support strategies and
methods 76
445 Assessment 76
4 5 Conclusion 77
Chapter 5: Early childhood intervention
5 1 Early childhood education: a South African
policy perspective 79
5 2 Early childhood intervention: a bio-
ecological approach 80
521 Application of a bio-ecological analysis 81
522A bio-ecological approach to early
childhood intervention: focusing on assets
and resources 82
5 3 How can the educator use a resource-
based approach to facilitate early
childhood education? 83
531 Involving parents in the early educa-
tion programme 84
532 Strategies for building partnerships
between educators and parents 85
5 4 Different approaches to early intervention:
the importance of social inclusion 87
5 5 Classroom ecological variables 88
551 Physical ecological variables 88
552 Social ecological variables 88
5 6 Learning through communication 91
5 7 Principles of early learning 91
571 Relaxed modes of learning: play as the
foundation for learning 91
572 Active participation as a prerequisite for
learning 91
573 Developing positive attitudes and
dispositions towards learning 91
574 Building foundations for learning and
literacy by focusing on real-life contexts 92
575 Collaboration between children and
educators and parents is at the heart of
early childhood education 92
5 8 What is a respectful early childhood
practitioner or educator? 92
5 9 Conclusion 93
Chapter 6: Addressing life skills problems
6 1 Introduction 96
6 2 Life skills as coping tools 97
6 3 Life skills problems 98
631 Problems in acquiring physical skills -
physical intelligence (PQ) 99
632 Problems in acquiring emotional skills -
emotional intelligence (EQ/EI) 100
633 Problems in acquiring social skills -
social intelligence (SQ) 101
634 Problems in acquiring thinking skills
(IQ) 103
635 Problems in acquiring motivational
skills - motivational intelligence (MQ) 1 0 5
636 Problems in acquiring moral skills -
moral intelligence (MQ/MI) 106
637 Situational intelligence (SQ) 107
6 4 Facilitating life skills acquisition - an
integrated holistic life skills model 108
641 Introduction 108
642 The outcomes-based principles of a life
skills model 108
643 An integrated holistic life skills model 1 0 9
644 An example of an intrapersonal life skills
lesson 111
645 An example of an interpersonal life skills
lesson 112
6 5 Barriers to implementing life skills
programmes successfully 112
6 6 Conclusion 113
SECTION D: ADDRESSING LITERACY BARRIERS
Chapter 7: First language problems
7 1 Introduction 119
7 2 Language and communication 119
7 3 Spoken language 120
731 Cognition and language 120
732 Metacognition and metalinguistics 120
733 Dimensions of language 121
734 The development of spoken language,
reading and written language 122
735 Relations between spoken language,
reading and written language and their
dimensions 122
7 4 Reading 124
741 The involvement of the language
dimensions in reading 124
742 The components of reading 124
7 5 Written language 127
751 The elements of written language 127
7 6 Background to problems in spoken
language, reading and writing and
factors underlying these problems 128
761 Absence of verbal language 129
762 Qualitative language which differs from
the language norm 129
763 Language backlog 129
764 Interrupted language development 129
765 Communication problems 129
766 Emotional factors 130
767 Physical factors 130
768 Neurological dysfunctions and
perceptual problems 130
769 Intellectual impairment 130
7 6 10 Gender differences 130
7 6 11 Other problems 130
7 7 Assessment of spoken language,
reading and written language 131
7 8 Manifestations of spoken language
problems 131
781 General and specific manifestations of
spoken language problems 131
782 Problems with the dimension of
language 131
7 9 Reading problems 132
791 The determination of learners' reading
levels 132
792 Manifestations of reading problems 134
7 10 Manifestations of written language
problems 136
7 10 1 Essay 136
7 10 2 Spelling 137
7 10 3 Handwriting 137
7 11 Learning support to learners with first-
language problems 138
7 11 1 General guidelines for learning support
to learners with language and
communication problems 138
7 11 2 Reading support 139
7 11 3 Written language support 142
7 12 Conclusion 144
Chapter 8: Second language difficulties in a South
African context
8 1 Introduction 150
8 2 English second language (ESL) 150
821 Difficulties in ESL learning 151
8 3 Assessment of ESL learners 153
8 4 Support for English second language
learners 155
841 Second language learning in a multi-
cultural classroom 156
842 Cooperative learning groups 159
843 Teaching and learning styles 160
844 Different teaching approaches 160
845 Planning a second language lesson
according to RNCS outcomes 162
846 Parental involvement 167
8 5 Conclusion 167
Chapter 9: Augmentative and alternative
communication
9 1 Introduction 170
9 2 Who can benefit from AAC intervention
strategies? 171
9 3 What is AAC and why is it important in
the classroom? 171
931 Unaided systems 173
932 Aided systems 176
9 4 AAC system selection: how to decide
which system to use 184
941 Communication and language skills 184
942 Cognitive/perceptual and representa-
tional skills 185
943 Motor skills 185
944 Sensory skills 186
945 Social skills 186
946 Communication needs 186
9 5 Classroom strategies 187
951 Schedules 187
952 General classroom strategies 187
9 6 General myths related to AAC 191
9 7 Conclusion 192
v/iii
Chapter 10: Mathematical literacy and difficulties in
mathematics
10 1 Introduction 194
10 2 Mathematics: a short overview 195
10 3 The concept mathematics 195
10 4 Curriculum changes in teaching mathe-
matics at school 195
10 5 Areas, outcomes and assessment
standards of mathematics to be
mastered by learners in the foundation
and intermediate school phases 196
10 5 1 Content to master in the area of
concepts 196
10 5 2 Concepts to master in the area of
process 196
10 6 Prerequisites for learners to start with
formal mathematical concepts 197
10 6 1 Content level 197
10 6 2 Educational level 197
10 6 3 Development level 197
10 6 4 Emotional level 197
10 6 5 Contextual level 197
10 7 Cognitive prerequisites for mastering
mathematical concepts and
processes 197
10 7 1 Cognitive skills for mastering lower
level mathematical concepts
and processes 197
10 7 2 Cognitive skills for mastering
more advanced mathematical concepts
and processes 198
10 8 The development of mathematical
knowledge 199
10 9 Barriers causing mathematical
problems 199
10 9 1 Systemic barriers 199
10 9 2 Inadequate teaching 199
10 9 3 Barriers within the learner 200
10 9 4 Problems caused by attitudes and
beliefs of parents 202
10 10 Manifestations of problems in
mathematics 202
10 10 1 The importance of the role errors play
in mathematics 202
10 10 2 General manifestations of mathe-
matical difficulties 202
10 10 3 Specific manifestations of mathe-
matical difficulties 203
10 11 Assessment and support of learners
experiencing mathematical problems
in the foundation and intermediate
phases 204
10 11 1 Identification and assessment of
mathematical difficulties 204
10 12 The teacher's role in supporting
learners with mathematical difficulties
as well as a change in the approach to
mathematical support 205
10 12 1 Support of learners experiencing
mathematical difficulties 205
10 12 2 The mathematics lesson structure 207
10 13 Conclusion 208
SECTION E: ADDRESSING ATTITUDE BARRIERS
Chapter 11: Family and community partnerships
11 1 Introduction 213
11 2 Theoretical framework for under-
standing family-school-community
partnerships 214
11 3 Family-school partnerships 218
11 3 1 Ecological factors related to family-
school partnerships 220
11 4 School-community partnerships 226
11 5 Collaboration and its components 228
11 6 Forms of school-community collabora-
tion 230
11 6 1 Business partnerships 231
11 6 2 Partnering institutions of higher
learning 231
11 6 3 Integrated services (health, mental
health and safety) 232
11 6 4 Organisations for people with impair-
ments 233
11 7 Barriers to effective school-community
collaboration 233
11 8 Conclusion 234
SECTION F: ADDRESSING DISABILITY
Chapter 12: Orientation: neurology in an educational
perspective
12 1 Introduction 239
12 2 The neuron and its functions 240
12 2 1 The structure of the neuron 240
12 2 2 The synapse 242
, Publishers I • *
12 2 3 Neurotransmitters 243
12 2 4 Neural development and growth 243
12 3 A few substructures of the brain 243
12 3 1 The brain stem 244
12 3 2 Grey matter in the centre of the
brain 245
12 3 3 The cerebellum 246
12 3 4 The cerebrum 247
12 3 5 The spinal nerves 251
12 4 The role of the reticular system 254
12 5 The visual pathways 255
12 6 The auditory pathways 256
12 7 General causes of brain damage 257
12 7 1 Basic causes of brain damage 257
12 8 Conclusion 258
Chapter 13A: Physical impairment
13A 1 Introduction 259
13A 2 Physical impairment 260
13A2 1 Neurologically related physical
impairments 261
13A 3 Needs arising from physical
impairment 267
13A 3 1 Psychosocial needs 267
13A 3 2 Mobility 267
13A 3 3 Loss of sensation and pressure sores 267
13A 3 4 Incontinence 267
13A 3 5 Other implications 268
13A 4 Support to learners with physical
impairments 268
13A 4 1 Psychosocial support 268
13A 4 2 Improvement of mobility 269
13A 4 3 Prevention of pressure sores and
injuries 270
13A 4 4 Care of learners with incontinence 270
13A 4 5 Improving the teaching situation 270
13A 5 Collaboration 270
13A 6 Conclusion 271
Chapter 13B: Epilepsy
13B 1 Epilepsy: a definition 273
13B 2 The nature of epilepsy 274
13B 3 Two broad groupings of epilepsy 274
13B 3 1 General seizures (centrencephalic
seizures) 275
13B 3 2 Partial seizures 276
13B 3 3 Unclassified epileptic seizures 278
13B 4 Susceptibility or inclination to
epilepsy 278
13B 5 Factors that may cause epilepsy 278
13B 6 Identification of epilepsy 278
13B 7 Epilepsy and learning 280
13B 7 1 Epilepsy and intellectual functioning 280
13B 7 2 Types of seizure and learning 280
13B 7 3 Relationship problems at school and
learning 282
13B 7 4 Behaviour and emotional problems and
learning 283
13B 7 5 The use of medication and its possible
effects on the learner and learning 284
13B 8 Learning support to the learner with
epilepsy 284
13B 8 1 General support to learners with
epilepsy 284
13B 8 2 Specific learning support to learners
with epilepsy 285
13B 9 Safety measures in and out of class 2 8 6
13B 10 Conclusion 287
Chapter 13C: Cerebral palsy
13C 1 Introduction 288
13C 2 Definition and causes of cerebral
palsy 289
13C 3 The neurological levels of cerebral
palsy 290
13C 4 Classifications of cerebral palsy 290
13C 4 1 The topographical classification
system 290
13C 4 2 The physiological classification
system 292
13C 5 Cerebral palsy and assessment of
intelligence 295
13C 6 Medical and paramedical treatment 295
13C 7 Classroom support for learners with
cerebral palsy 297
13C 8 Conclusion 299
Chapter 13D: Skeletal and muscular impairment
13D 1 Introduction 300
13D 2 Amputations 301
13D 3 Agenesis and deformed limbs 302
13D 4 Arthrogryposis 303
13D 5 Osteogenesis imperfecta 303
13D 6 Burn lesions 304
13D 7 Other physical impairments of the
skeleton and muscle systems 305
13D 8 Support to learners with physical
impairment 305
13D 9 Conclusion 305
Chapter 13E: Autism and related disorders (PDD)
13E 1 Introduction: the nature of autism 307
13E 2 Characteristic features of autistic
spectrum disorder 308
13E 2 1 The triad of impairments 308
13E 2 2 Commonly associated features 315
13E 2 3 Autism and secondary impairments 316
13E 2 4 Possible causal factors 317
13E 2 5 Prevalence of autism 318
13E 2 6 Long-term outcomes 318
13E 3 Educational intervention 318
13E 3 1 Principles of intervention 318
13E 3 2 Support and intervention strategies 320
13E 3 3 Placement of learners 324
13E 4 Conclusion 325
Chapter 14: Visual impairment
14 1 Introduction 329
14 2 Barriers to learning that learners with a
visual impairment may experience 330
14 2 1 Barriers to learning arising from a
visual impairment 330
14 2 2 Extrinsic barriers to learning
experienced by learners with visual
impairments 336
14 3 Support to learners with visual impair-
ments 337
14 3 1 Support regarding the visual impairment
itself 337
14 3 2 Educational support to learners with
visual impairments 338
14 4 Assessment of learners with visual
impairments 346
14 5 Conclusion 346
Chapter 15: Educating the deaf and hard-of-hearing
learner
15 1 Introduction 348
15 2 The structure of the ear 349
15 3 Defining and describing hearing loss 350
15 3 1 Levels of hearing loss 351
15 3 2 Types of hearing loss 352
15 3 3 Age of onset and aetiology of hearing
loss 352
15 4 Language and communication
choices 353
15 5 Educational options for the deaf
learner 357
15 5 1 The deaf learner in the mainstream
school setting 357
15 5 2 Supporting the deaf or hard-of-hearing
learner in the sign language environ-
ment 359
15 6 Issues in assessment 360
15 7 Conclusion 360
Chapter 16: Learning impairment
16 1 Introduction 363
16 2 Learning impairment 364
16 2 1 The term learning impairment 365
16 2 2 Intrinsic barriers causing learning
impairment 365
16 2 3 The characteristics of learners with
learning impairment 366
16 2 4 Attention deficit/hyperactivity disorder
(AD/HD) 367
16 2 5 The consequences of challenging
behaviour caused by AD/HD 369
16 2 6 Inadequate prerequisite skills causing
difficulties in learning areas 369
16 3 Accommodation of learners experien-
cing learning difficulties in the
classroom 371
16 3 1 Inclusive education for learners with
learning impairment 371
16 3 2 Classroom management 372
16 3 3 Accommodation of challenging
behaviour and AD/HD 372
16 3 4 Accommodation of social problems 374
16 3 5 Cooperative learning 374
16 4 Support to learners experiencing
learning difficulties 375
16 4 1 General support 375
16 5 Conclusion 378
Chapter 17: Intellectual impairment
17 1 Introduction 380
17 2 Definition of intellectual impairment 381
17 3 Prevalence of intellectual impairment 381
17 4 Causes of intellectual impairment 3 8 2
17 4 1 Extrinsic factors causing intellectual
impairment 382
17 4 2 Intrinsic factors causing intellectual
impairment 383
17 5 Consequences of intellectual impair-
ment for learners 386
17 6 Skills required from teachers of
learners with intellectual impair-
ment 387
17 6 1 Teachers as members of a team 388
17 6 2 Teachers as mediators 388
17 7 General teaching support required for
learners with intellectual impair-
ment 389
17 8 Cognitive barriers experienced by
learners with intellectual impairment
and the relevant educational support
required 390
17 81A systems model of cognition and
information processing 390
17 8 2 The input phase of information
processing 391
17 8 3 The elaboration phase of information
processing 395
17 8 4 The output phase of information
processing 399
17 9 Conclusion 400
Chapter 18: Severe and multiple disabilities
18 1 Introduction 406
18 2 Definition and classification of severe
and/or multiple disabilities 407
18 2 1 International Classification of
Functioning, Disability and Health
(ICF) 407
18 2 2 The Association for Persons with
Severe Handicaps (TASH) 408
18 3 Incidence 408
18 4 Causes 409
18 5 Characteristics of learners who are
severely and/or multiply disabled 412
18 5 1 Ability to learn 412
18 5 2 Cognition 412
18 5 3 Physical 413
18 5 4 Sensory 413
18 5 5 Language and communication 414
18 5 6 Social behaviour 414
18 5 7 Emotional responses 414
18 5 8 Motivation and participation 414
18 5 9 Memory and concentration 414
18 5 10 Self-esteem 415
18 5 11 Self-regulation 415
18 5 12 Self-help skills 415
18 6 Assessment of learners with severe
and/or multiple disabilities 415
18 7 Collaborative team work 416
18 8 Adapting the classroom for active
participation 416
18 8 1 The learner 417
18 8 2 The activity 417
18 8 3 Teaching strategies 417
18 8 4 The educator/teacher 418
18 9 Adapting teaching strategies 418
18 9 1 Learning style 418
18 9 2 Adapting teaching strategies for the
learner who is deaf-blind 420
18 9 3 Adapting teaching strategies for the
learner with physical disabilities 420
18 10 Conclusion 421
SECTION G: ADDRESSING HEALTH PROBLEMS
Chapter 19: Chronic diseases
19 1 Introduction 427
19 2 What is chronic disease? 428
19 3 Factors contributing to chronic
disease 428
19 4 The impact of chronic disease on the
child and family, and on school
success 429
19 4 1 The impact of chronic disease on the
child 429
19 4 2 The impact of chronic disease on the
family 431
19 4 3 The impact of chronic disease on
school success 431
19 5 Some common chronic diseases 432
19 5 1 Infection with the human immuno-
deficiency virus (HIV) 432
19 5 2 Tuberculosis 434
19 5 3 Malaria 435
19 5 4 Bilharzia 435
19 5 5 Other infections 436
19 5 6 Diabetes mellitus 436
19 5 7 Asthma 438
XII 'Publishers I
19 5 8 Hypothyroidism and hyperthyroidism 438
19 5 9 Common gastrointestinal disorders 439
19 5 10 Kidney (renal) disorders 439
19 5 11 Common nutritional disorders 439
19 5 12 Common childhood cancers 441
19 5 13 Common heart disorders 441
19 5 14 Blood disorders 442
19 6 Learning support to learners with
chronic diseases 442
19 7 Conclusion 444
SECTION H: ADDRESSING CHALLENGING
BEHAVIOUR
Chapter 20: Addressing challenging behaviour in the
classroom
20 1 Introduction 449
20 2 Cause, nature and extent of typical
challenging behaviour in the
classroom 450
20 2 1 Causative factors 450
20 3 Manifestations of challenging
behaviour in schools 454
20 3 1 Effects of disruptive behaviour on
teachers, learners and the country 454
20 4 Strategies in dealing with challenging
behaviour in the classroom 455
20 4 1 Prevention of challenging behaviour 4 5 6
20 4 2 Dealing with challenging behaviour 460
20 5 Conclusion 464
SECTION I: ADDRESSING GIFTEDNESS
Chapter 21: Addressing giftedness
21 1 Introduction 469
21 2 What is giftedness? 470
21 2 1 Giftedness as an interrelated system 4 7 0
21 22A definition of giftedness as an inter-
related system 472
21 2 3 Characteristics of giftedness 472
21 2 4 The two-sided coin 473
21 3 Unique needs of gifted learners 474
21 3 1 Characteristics as a source of
problems 474
21 3 2 Relationships as a source of
problems 476
21 4 Appropriate ways of teaching the
gifted learner 479
21 4 1 Teaching strategies for gifted
learners 479
21 42A curriculum development model for
gifted learners 480
21 5 Conclusion 484
XIII |
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| illustrated | Not Illustrated |
| index_date | 2024-07-02T13:41:27Z |
| indexdate | 2024-07-09T20:34:04Z |
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| spelling | Addressing barriers to learning a South African perspective Emmerentia Landsberg (ed.) 1. ed. Pretoria Van Schaik 2005 XVI, 491 S. txt rdacontent n rdamedia nc rdacarrier Education and state South Africa Inclusive education South Africa Learning disabilities South Africa Lernbehinderung (DE-588)4123636-1 gnd rswk-swf Südafrika (Staat) Südafrika Kontinent (DE-588)4058393-4 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 s Südafrika Kontinent (DE-588)4058393-4 g DE-604 Landsberg, Emmerentia Sonstige oth HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014580556&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Addressing barriers to learning a South African perspective Education and state South Africa Inclusive education South Africa Learning disabilities South Africa Lernbehinderung (DE-588)4123636-1 gnd |
| subject_GND | (DE-588)4123636-1 (DE-588)4058393-4 |
| title | Addressing barriers to learning a South African perspective |
| title_auth | Addressing barriers to learning a South African perspective |
| title_exact_search | Addressing barriers to learning a South African perspective |
| title_exact_search_txtP | Addressing barriers to learning a South African perspective |
| title_full | Addressing barriers to learning a South African perspective Emmerentia Landsberg (ed.) |
| title_fullStr | Addressing barriers to learning a South African perspective Emmerentia Landsberg (ed.) |
| title_full_unstemmed | Addressing barriers to learning a South African perspective Emmerentia Landsberg (ed.) |
| title_short | Addressing barriers to learning |
| title_sort | addressing barriers to learning a south african perspective |
| title_sub | a South African perspective |
| topic | Education and state South Africa Inclusive education South Africa Learning disabilities South Africa Lernbehinderung (DE-588)4123636-1 gnd |
| topic_facet | Education and state South Africa Inclusive education South Africa Learning disabilities South Africa Lernbehinderung Südafrika (Staat) Südafrika Kontinent |
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