Reading: Guidelines for Inclusive Learning Programmes (word)

READING

Reading: Guidelines for Inclusive
Learning Programmes
Department of Education, Pretoria

A reading to accompany Unit Six of the module:
Teaching and Learning Mathematics in Diverse Classrooms

South African Institute for Distance Education (SAIDE)

Reading: Guidelines for Inclusive Learning Programmes

Guidelines for Inclusive Education Learning
Programmes

Overview
This Reading consists of two extracts from a document produced by the
Department of Education in June 2005.

Extract One: pages 6 - 18:

Introduction and Section One of the Guidelines.

Extract Two: pages 59-66

Learning Area: Mathematics – a table of barriers to learning, with
implications and strategies.

1


Extract One
Introduction
In 1996 the government of South Africa amalgamated 17 Departments of
Education, which had been designated along racial lines, to one
Department of Education with one curriculum (Interim Syllabus) for all
South African learners. Prior to 1996, learners experiencing barriers to
learning and development were catered for in Special Schools, which
were designated along categories of disability. Where learners who
experienced barriers to learning did attend ordinary schools, it was
largely by default, and very little was done by these schools to adapt
teaching methods, the learning environment and assessment procedures
to accommodate them. Learners were expected to adapt to the school.
The majority of learners experiencing barriers to learning and
development were unable to access education.

In July 2001 the Ministry of Education launched the Education White
Paper 6 Special Needs Education: Building an Inclusive Education and
Training System. White Paper 6 reminds us that our constitution
challenges us to ensure that all learners pursue their learning potential to
the fullest. (EWP6 p.11). It commits the state to the achievement of
equality and non-discrimination. The policy framework outlined in White
Paper 6 outlines the ministry’s commitment to “the provision of
educational opportunities, in particular for those learners who experience
or have experienced barriers to learning and development or who have
dropped out of learning because of the inability of the education and
training system to accommodate the diversity of learning needs, and
those learners who continue to be excluded from it”. (EWP6 p 11)

Education White Paper 6 on Inclusive Education sets out to address the
needs of all learners in one undivided education system. It moves from
the categorisation of learners according to disability (medical model) to
assessing the needs and levels of support required by individual learners
to facilitate their maximum participation in the education system as a
whole. The focus is on ensuring that there is sufficient differentiation in
curriculum delivery to accommodate learner needs and making the
support systems available for learners and schools. It departs from the
previous notion of referring learners with particular disabilities to specific
special schools, but permits all schools to offer the same curriculum to
learners while simultaneously ensuring variations in mode of delivery
and assessment processes to accommodate all learners.

The guidelines to inclusive learning, teaching and assessment offered
here take into consideration that flexibility has already been built into the
Revised National Curriculum Statement.

The rationale for curriculum adaptation is based largely on Education
White Paper 6 on Special Education Needs: Building an Inclusive
Education and Training System.


These include:

 The components hamper the realistic and effective implementation of
the curriculum or do not accommodate and respect diversity.
[Education White Paper 6 p. 12 par 1.1.7]

 When they do not meet the needs of all learners. [Education White
Paper 6 p16 par. 1.4.1]

 When they do not minimise barriers to learning [Education White
Paper p. 6 par.1.4.2]

 When they do not encourage or create opportunity for life long
learning for all learners e.g. for learners for whom achievement of a
GETC is unlikely or when content of the curriculum becomes a barrier
to learning. Time available to complete the curriculum and the pace of
teaching may also be negative factors. [Education White Paper 6 p. 19
& 31 par. 2.2.6.1]

 When the components do not lend themselves to adequate flexibility
across all bands of education so that they are accessible to all learners
irrespective of their learning needs.

 When they do not promote the opportunity for specific life skills
training and programme-to-work linkages in special schools.
[Education White Paper 6 p. 21 & p. 32 par. 2.2.6.3]

In the light of what has been said, these guidelines for developing
inclusive learning programmes, provides guidance to teachers,
administrators and other personnel on how to deal with diversity in the
classrooms and schools of our country. The guidelines are divided into
six sections. Section 1 deals the flexible features of the Revised National
Curriculum Statement (RNCS) and barriers to learning. Section two
discusses adaptation of learning programmes, work schedules and lesson
plans. Section 3 provides guidance on how to go about adapting lesson
plans within each of the Learning Areas of the RNCS. Section 4 deals
extensively with teaching methodologies to accommodate diverse learner
needs. Section 5 outlines inclusive strategies for learning, teaching and
assessment. Section 6 provides information on learning styles and
multiple intelligences.

Section One
1.1 The Revised National Curriculum Statement (RNCS)

The Revised National Curriculum Statement adopts an inclusive
approach by specifying minimum requirements for all learners. The
special educational, social, emotional and physical needs of learners will
be addressed in the design and development of appropriate learning
programmes (DOE, 2002: Overview of Revised National Curriculum
Statement, p10.)

Adaptations to the RNCS should not be viewed as creating a new or
alternative curriculum to the RNCS. It is intended to supplement the

3


Teacher’s Guides for the Development of Learning Programmes for the
Foundation Phase and those for the different Learning Areas
(Intermediate Phase and Senior Phase) of the General Education and
Training Band. The purpose of this guide with the guidelines that follow
is to provide guidance to teachers on how they could adapt the Revised
National Curriculum Statement so all learners who experience barriers to
learning can access the curriculum. Learning programmes, work
schedules and lesson plans can be adapted to cater for the individual
needs of learners.

Curriculum adaptations are modifications that relate specifically to
instruction or content of a curriculum. A curricular adaptation is any
adjustment or modification to: (i) learning, teaching and assessment
environment, (ii) learning, teaching and assessment techniques, (iii)
learning, teaching and assessment support material that enhances a
learner’s performance or allows at least partial participation in a learning
activity (iv) structure and number of learning programmes and (v)
assessment. The RNCS has several components that are flexible enough
to allow for adaptation. Examples of these flexible features include:

 “The outcomes and assessment standards emphasise participatory,
learner-centred and activity-based education. They leave considerable
room for creativity and innovation on the part of teachers in
interpreting what and how to teach.” (DOE, 2002: Overview of
Revised National Curriculum Statement, p14.)

 Learning outcomes do not prescribe content or method. Therefore,
content and methodology could be appropriate for a learner’s needs.
(DOE, 2002: Overview of Revised National Curriculum Statement,
p14.)

 Activities can be flexible. (DOE, 2003: Teacher’s Guide for the
development of Learning Programmes, p.10)

 The context can be made relevant to the learners’ needs. (DOE, 2003:
Teacher’s Guide for the development of learning Programmes, p.10)

 More time can be provided for assessment and execution of a task.
(DOE, 2003: Teacher’s Guide for the development of Learning
Programmes, p.11)

 Assessment strategies are flexible. (DOE, 2003: Teacher’s Guide for
the development of Learning Programmes, p.1)

 The learning programme can be structured to meet the needs of the
specific learners. (DOE, 2003: Teacher’s Guide for the development
of Learning Programmes, p.2)

 Learners can communicate using SA sign language, Braille, assistive
devices or any other communication method. (DOE, 2003: Teacher’s
Guide for the development of Learning Programmes, p1)

 Expectations can be adapted to the abilities of the learner within the
framework of high expectations. (DOE, 2002: Overview of Revised
National Curriculum Statement, p12.)


 The curriculum emphasizes the principles of social justice, healthy
environment, human rights and inclusivity. (DOE, 2003: Teacher’s
Guide for the development of Learning Programmes, p.5)

 Teachers are encouraged to consider any particular barriers to learning
and/or assessment that exist in different Learning Areas and make
provision for these when developing learning programmes. (DOE,
2003: Teacher’s Guide for the development of Learning Programmes,
p.7)

 assessment standards can be broken into finer components. (DOE,
2003: Teacher’s Guide for the development of Learning Programmes,
p.1)

 A lesson plan time allocation can range from a single activity up to a
term’s teaching or more time if necessary, depending on the needs of
the learner. (DOE, 2003: Teacher’s Guide for the development of
Learning Programmes, p.1)

 Time allocation and weightings regarding learning outcomes and
learning programmes should vary according to the learner’s needs.
(DOE, 2003: Teacher’s Guide for the development of Learning
Programmes, p.6)

 The number and nature of learning programmes at a special school,
special school as resource centre or full service school can vary
depending on the availability of staff, resources and the needs of
learners.

 Flexibility in the selection of appropriate assessment standards
according to the individual needs of a learner is possible on the
recommendation of the assessment team in the case of a learner not
capable of achieving a GETC.

 Work Schedules are not limited to a grade/year. Differently gifted
learners may require acceleration or slowing down of the process.

The scale and scope [extent] of any curriculum adaptations will only be
determined after a thorough assessment of individual learners. Learning
programmes, work schedules and lesson plans have to be designed on the
basis of the needs and strengths (profile) of the majority of learners at a
school or in a phase or grade. Lesson plans have to provide differentiated
learning, teaching and assessment activities to ensure effective multi-
level teaching. However, adaptation of learning, teaching and assessment
activities will be required at lesson plan level for learners in a class who
need specific additional support because of individualised barriers to
learning. Those involved in this process of adaptation must include the
teachers, parents, school based and district based support teams (where
they exist). Other relevant professionals from the community can also be
consulted.

5


1.2 An introduction to barriers to learning and development

All barriers to learning and development should be addressed in our
classrooms and schools. Amongst the more frequent causes of barriers
are:

 Disability as a barrier

 Language and Communication

 Lack of Parental Recognition and Involvement

 Socio-economic Barriers

 Attitudes

 Inadequate opportunity for programme-to-work linkages (White Paper
6, p.21 and 32 par. 2.2.6.3)

1.2.1 Disability as a barrier

Understanding disability as a barrier to learning and development

Most understandings of disability relate to individual deficit. Therefore,
disability has always been regarded as a barrier to learning. These
barriers include:

 Visual barriers

 Auditory barriers

 Oral barriers

 Cognitive barriers

 Physical barriers

 Medical barriers

 Psychological barriers

Policy implications and guidelines for addressing disability as a barrier

Learners who experience barriers to learning as a result of disability
should be welcomed in ordinary school environments provided that the
necessary support is in place for learners to achieve their full potential.
Teams that include parents, teachers and other relevant professionals
should establish the nature and extent of support needed by the learner.
Below are a few examples of how the system could be modified or
changed to meet different kinds of support that individual learners may
require:

 Modified access to buildings e.g. ramps, adapted toilets and speaker
systems in where applicable.


 Brailed signage on doorframes, passages and outbuildings.

 Enlarged print.

 Appropriate assistive devices e.g. Braillers, hearing aids, tape
recorders, splints, adapted computers, wheelchairs, walkers, modified
tricycles and standing frames.

 Therapeutic intervention.

 Learner based and learner paced teaching.

1.2.2 Language and communication

What are the common barriers associated with language and
communication?

There are normally three main barriers related to language. Firstly,
learners are often forced to communicate and learn in a language which
they do not usually use at home and are not competent to learn
effectively.

Secondly, learners who use South African Sign Language as a language
for teaching and learning and as a (language) subject did not have access
to the language.

Thirdly, learners experience difficulties with communication. Learners
who are non-speaking due to the severity of their disability experience
enormous barriers to learning and development. These barriers arise from
the general unavailability of augmentative and alternative communication
(AAC) strategies to enable them to engage in the learning process, and
more often than not find themselves totally excluded from learning and
development experiences. AAC systems could consist of alternative
communications systems, supplements to vocal communication and
communication through facilitators.

Policy implications and guidelines to address language and
communication barriers

 All learners are to learn their home language and at least one
additional official language which include South African Sign
Language. Braille as a code can be used as a medium of teaching and
learning.

 When learners enter a school where the language of learning and
teaching is not their home language, the teachers of all the learning
areas/programmes and the school should provide support and
supplementary learning in the language of learning and teaching until
such time that learners are able to learn effectively through the
medium of that particular language. It is the responsibility of each
individual teacher to ensure that the language of learning and teaching
does not become a barrier to learning in such instances. Ideally,
parents should be encouraged to participate in interventions regarding
language.

7


 Learners should receive extra support in the language (“subject’)
which is also the language of learning and teaching. The learner
should work towards and be assessed against the assessment standards
of the appropriate language level (Home Language, First Additional
Language or Second Additional Language).

1.2.3 Lack of parental recognition and involvement

Barriers and difficulties which arise as a result of a lack of parental
recognition and involvement

 Parents whose children do not utilise oral communication experience
communication barriers with their children.

 Difficulties around parental support of learners may arise due to a
range of situations e.g. a parent who cannot read Braille would not be
able to support a grade one learner with his or her Braille homework.

 Parents are not always adequately informed of their children’s
problems or progress, and therefore are often deprived of the
opportunity to participate in their children’s development.

 Parents who are unable to understand the emotional and/or
behavioural problems of their children may aggravate their barriers

 Non-involvement and non-recognition of parents by the system
creates a lack of respect for parents as, informed role players in the
assessment and future development of their children.

 A lack of communication and support around HIV/Aids infected or
affected families creates barriers for learners from such families.

 Some parents abdicate all responsibility for all their children.

Policy implications and guidelines for addressing lack of parental
recognition and involvement

 At school level, partnerships should be established with parents in
order to equip them with skills and knowledge to participate
effectively in their children’s learning and school life.

 Parents should also be fully involved and informed regarding the
identification, screening and assessment and placement of their
children.

 Parents should be encouraged to take an active interest in the teaching,
learning and assessment of their children.

 In order to facilitate early intervention for children with disabilities
parents may consult community based clinics and/or other
professional practitioners including teachers to conduct an initial
assessment and to plan a suitable course of action for the learner.

 Schools which use South African Sign Language are encouraged to
run accredited SA Sign Language courses for parents and teachers.


 Braille courses should be run to enable parents to communicate with
their children and assist them with homework, reading and writing in
Braille.

 General newsletters can assist in keeping parents informed of
developments and programmes at the school. This is particularly
important for boarding schools where distance separates parents from
the school.

 Schools can run information sessions and workshops to enable parents
to better understand their children and their emotional and behavioural
problems. Staff from district based support teams, including
psychologists and social workers, could assist at such workshops.

 Where appropriate, school-based support teams should be
strengthened with expertise from the local community, district-support
teams and higher education.

 It is essential that schools maintain open channels of communication
with families infected and/or affected by HIV/Aids, and render
support to parents and learners wherever possible. This could be
facilitated by openly displaying a clear HIV/Aids policy for the
school. Shared HIV and Aids status could also help destigmatise the
disease

1.2.4 Socio-economic barriers

Barriers created as a result of socio-economic factors

 Poor reading and print background (learners have not had pre-school
exposure to literacy and print in general). Parents of such learners
have often had limited education opportunities.

 Lack of exposure to numerical concepts.

 Sensory deprivation, resulting from a lack of opportunities during
early childhood to explore the environment and wider world.

 Poor oral language development as a result of a lack of
communication, interaction and learning opportunities.

 Poor self-image.

 Latch key children often experience social isolation and
developmental deprivation.

 Impact of alcoholism and violence.

 Dysfunctional and anti-social behaviour patterns e.g. minor stealing
and lying.

 Depression and hopelessness in both adults and learners.

 Substance abuse by learners, most commonly dagga and thinners.

9


 Teenage pregnancy.

 Learner headed households and poor homes require additional
responsibilities from learners.

 Mobility of families creates lack of continuity in learning as a result of
school hopping.

 Learners move from nuclear family to extended family.

 Late enrolment at school.

 Learners with offending behaviour including theft, housebreaking,
assault and sexual misconduct.

How do we overcome the socio-economic barriers?

This is not a welfarist approach to poverty but rather a serious concern
about the pedagogical implications of poverty.

 Teachers need to be sympathetic towards learners by creating a
welcoming and supporting environment.

 Experiences that involve stimulation, enrichment and play must be
created to compensate for the previous deprivation regarding reading,
mathematics, spatial development and sensory experiences. These
could often be enrichment programmes that involve first hand
experiences (actual experience), play with concrete objects and
reading to learners so they understand that print is meaningful.

 At social level, an environment should be created that is comforting,
that listens to the voice of learners, that is able to detect distress and
depression. Appropriate referral to professionals should be made for
formal assessment of depression.

 The school needs to reach out to poor communities, and should be a
secure haven for learners.

 School nutrition programmes should act as incentives for poor and
hungry learners to attend school.

 Schools should establish meaningful relationships with the courts,
police, relevant NGO’s [e.g. child welfare and SANCA] and the
Department of Social Services. Joint procedures to discourage any
form of abuse should be developed. When learners become the
perpetrators of abuse and crime the above contacts are essential.

 Where district based support teams have been established they should
be called upon to assist in matters of abuse and other learner related
issues. Where such support teams do not exist, institution level
support teams must be established.

 Use of accelerated academic bridging programmes and programmes-
to-work linkages are vital for learners who enter the system late or


who have experienced severe interruption in their schooling as a result
of socio-economic factors.

 Baseline assessment should be used to establish current academic
level and facilitate placement in the appropriate grade and/or set of
learning programmes.

 Fast tracking to acquire basic literacy, numeracy and life skills
through accelerated programs with a view to assisting the learner to
catch up with his /her age cohort.

1.2.5 Negative attitudes

Understanding negative attitudes as barriers to learning

Negative and harmful attitudes towards difference in our society remain
critical barriers to learning and development. Discriminatory attitudes
resulting from prejudice against people on the basis of race, class, gender,
culture, disability, religion, ability, sexual preference and other
characteristics manifest themselves as barriers to learning when such
attitudes are directed towards learners in the education system.

How do we overcome negative attitudes towards learners who experience
barriers and their inclusion in ordinary education?

 Labelling of learners should be discouraged since it makes it difficult
for learners to grow beyond the limitations of the label. It is important
for teachers, parents and peer groups to adopt positive attitudes
towards learners who experience barriers. Even learners who were
once regarded as ineducable benefit from appropriate intervention.

 Learners should not be categorized since they often are placed in a
particular learning environment merely because of the category and
not because of the particular learning needs of the individual learner.
In many cases, the categorisation was convenient for the system and
not in the best interests of the learner.

 Do not discriminate against learners who are HIV positive or who
have AIDS since a lack of knowledge about this issue has led to
negative assumptions associated with the disease. All learners and
staff should be treated equally. When it comes to blood all cases are
treated as universally HIV positive.

 All learners should be viewed in a positive light and there should be a
determined effort to establish what their real strengths are for the
purpose of further development.

 Do not create conditions for fear of learners with disabilities to
develop, since negative attitudes often result from beliefs that are
illogical and encourage discrimination.

 Schools must be welcoming environments for all learners, since any
negative attitude by adults in a school environment influences
learners.

11


 Schools should embark on positive awareness campaigns about
difference and the value of celebrating diversity based on new South
African policy and principles.

 Acknowledge and respect differences in learners, whether due to age,
gender, ethnicity, language, class, disability or HIV status, sexual
preference, etc.

1.2.6 Inadequate Programme-to-Work Linkages

(White Paper 6, p. 21 and p.32 par. 2.2.6.3)

How do we understand the barriers created by inadequate programme-to-
work linkages?

 Learners with cognitive barriers who are unlikely to achieve a full
GETC as well as learners who, due to age constraints and social
barriers, need specific programme-to-work linkages.

 Appropriate accreditation and certification for the level of skills
achieved need recognition to facilitate life long learning.

 A lack of partnerships between education and industry which would
facilitate job accessibility could be a stumbling block to learners.

How do we overcome the inadequate programme-to-work linkages?

 Weighting of learning areas and time allocation can be adjusted to
allow for chosen learning areas or learning programmes to become the
major tool or vehicle for learning, thus fulfilling the vision of
Education White Paper 6 of providing more options for learners as
ways to learn and to provide programme-to-work linkages.

 Linkages across learning areas will allow for assessment standards
from various learning areas and from different grades to be achieved
within the skills learning programmes allowing for work related
linkages.

 Collaboration between teachers within and across a phase or grade
would be essential in the planning of learning programmes for specific
learners or groups of learners to ensure effective programme-to-work
linkages.

 At local school level partnerships with industry should be established
to assess the educational requirements of future employers and to
facilitate hands-on work experience for learners.

 Schools may issue a certificate of competency that includes specific
reference to Learning Programmes that reflect programme-to-work
linkages to learners who do not achieve a GETC.

Learners should not be expected to show competence in all the learning
areas for the end of the GETC band at the same time, but should be


allowed to show their competence in the different learning
areas/programmes over a period of time in order to be eventually awarded
a GETC or Grade 9 promotion.

Proposed Recommendations For Changes To Legislation
 The schools section within the Department of Education should
establish partnerships with SAQA, Umalusi and other relevant
stakeholders.

 Qualifications should be developed and assessed for appropriate
accreditation leading to life long learning for those learners who
cannot achieve the GETC.

Extract Two
3.4.2 Learning Area: Mathematics
Learning Outcomes and Assessment Standards

Learning outcomes 1 (Numbers, Operations and Relationships), 2
(Patterns, Functions and algebra), 3 (Space and Shape [Geometry]), 4
(Measurement) and 5 (Data Handling) all need adaptation to
accommodate all learners irrespective of their barriers.

 Activity based learning is essential. Practical experience and practical
examples are therefore very important. Learners experiencing barriers
may need to use real objects, pictures, graphic, concrete objects etc.
for a longer period in order to grasp Mathematical concepts. Moving
into the abstract too soon may hinder the understanding of concepts.

 Practice of memory training techniques, especially for number is very
important.

 The use of resources such as balances, counters, different tools are
needed in order to assist learners to master concepts in the assessment
standards meaningfully. These visual supports will help the learners to
see the relationships between numbers.

 Learners experiencing barriers to learning may require more time for
mastering of concepts understanding the terminology (vocabulary and
grammar), executing tasks, acquiring mathematical thinking and for
assessment activities. The number of examples and activities to be
completed should be adapted to accommodate learners experiencing
barriers to learning. However, the thinking process that you are using

13


to do the calculation or to solve the problem should not be
compromised. The quality of the skill to solve problems should not be
comprised for the quantity (number) of problems solved.

 The use of a calculator should be allowed once a learner has
understood the basic concepts of addition, subtraction, multiplication
and division. It could also be used to verify calculations.

 Solving problems involving money could involve using real money
and real objects (or empty containers)

 Learners struggling to understand the number system should still try
all other areas of the Learning Area Mathematics (learning outcomes
and assessment standards), e.g. simple fractions, measurement, plots
and graphs.

 Follow the step by step formal approach: first teach count sequence,
then cardinality (how many), then teach count on, then addition,
before the learner will understand commutativity and place value.

Barriers Experienced Implications Strategies
By Learners

Numbers, Operations Learners may:  Pair off:
and Relationships:
 rote count with no Give the learner any amount of shapes.
understanding of one-on- The learner must place the shapes on
one correspondence. the number line e.g. from number 1 to
5. Do a few of these exercises.
 not recognise number
 Body exercises for pairing off:
symbols or number
names.
Beat the tin with the wooden spoon.
Learner has to walk rhythmical on the
 not count and say the
beat of the drum. One step for each
numbers in a one-to-one
number.
correspondence.
 Constant exposure by drawing attention
 not understand quantity.
to numbers through everyday
experiences, e.g. age, house numbers,
 not remember/be able to
clocks, money. Learners must make the
visualise and remember
connection that the spoken number is
how many they have
represented in a visual form.
counted. (Cardinality)
When the learner is asked
 Matching number cards, pointing to
‘how many’ they
number on number line, matching
invariably recount the
number cards to their position on the
objects as their response.
number line.

 Touch counts each sequenced
number.

 Move the object into a line as the


By Learners

number is spoken

 When counting objects on paper, cross
out the object with a pen as the number
is spoken.

 Draw a number line on the floor.
Learner stands on the naught. Bounce
the ball once on each number. No
bounce on naught because it is an
empty group!

 Count real objects often. Allow
learners to touch or point to the objects
while counting. One word goes with
one item. Encourage learner to slow
down when counting. Use shapes that
are not too large or small and do not
roll.

 Pairing off together with estimation:
Use the number line from 1 to 10. Ask
the following questions:
In my hand I have 8 shapes / blocks.
Are there enough shapes for all the
blocks? Yes / No. The learner can now
put the blocks on the different numbers
on the number line. Do the same with
other numbers.
 Matching number with shapes/pictures,
e.g. 3 = ♦♦♦

 The learner needs to be taught that
‘how many’ means to retain and recall
the last number counted rather than
recounting the number sequence. Teach
the cue ‘put the number in your head’
e.g. ‘How many?’ Response should be
5 and NOT 1,2,3,4,5

 Play counting games, which end before
the whole set has been counted, also to
encourage understanding of cardinality.

Learners may  Play counting games that start at
numbers other the one.
 Confuse Next number /
One more / One  Repeated modelling and practice is
less and equal needed to teach the learner to count

15


By Learners

 Experience problems from the given number. ‘Count to 10.
with number Start at 5.’
concept
 Initially use a number line / number
 Not understand ordinal grid as a visual prompt. The learner can
numbers: 1st, 2nd, now visually check which is more or
3rd less

 Quantity – Use everyday experiences
(particularly food) to estimate which is
more / less.

 Check by pairing objects for each
group. The learner then selects
which group is preferred more.

 Using numbers with the same ‘ten’
e.g. which is more, 25 or 21?

 Using multiples of 10 e.g. which is
more, 30 or 20?

 Using any two numerals e.g. which
is more, 27 or 31?

 Games
Walk to number 3.
Give 1 step forward. Where are you
now? 4, therefore 4 steps are more than
3 steps.
Learner goes back to number 3.
Walk 2 steps forward. Where are you
now? 5, therefore 5 steps are more than
3 steps.
Walk 1 step backwards. Where are you
now? 2, therefore 2 steps are less than
3 steps.
Walk 2 steps backwards. Where are
you now? 1, therefore 1step is less than
3 steps.
Do a lot of these exercises.

 Work with each number in isolation


By Learners

until mastered.

 These numbers must relate to real life
experiences e.g. lining up at the door
and sports day. Support auditory
memory with a card (visual cue) e.g.
visually and verbally identify 1st, 2nd,
3rd.

Learners may  Learners group real objects e.g. in twos
and then count in twos moving two
 not be able to count in 2’s, objects at a time as they count.
3’s (Skip or interval
counting)  Initially the learner will need to be
shown how to miss alternate numerals
 not understand addition e.g. jumping / stepping over cards on
the floor, ‘jumping’ over numbers on a
 not be able to do number line.
subtraction
 To prepare for addition, play counting
 not understand borrowing games that start at numbers other than
one.
 not understanding
commutativity  Being able to add, it is very important
for understanding place value.
 experience difficulty with
place value  Introduce the vocabulary/symbol to be
used while showing the process of
adding objects together. Record the
number sentence underneath the
concrete process.

 Pairing off with classification:
Take different coloured shapes (two
colours, e.g. red and yellow). Place 3
yellow blocks left and 7 red blocks
right on the number line. 3 + 7 = 10
 Number charts: Learner has to match
the number on the number charts with
the matching number on the number
line.

 The open number line:
Walk up to number 5. Ask the
following questions:
How many steps must you take before
you reach number 9?

17


By Learners

5+ =9
Walk up to number 6. Place a shape or
block on the number 6. Now the learner
has to bounce a ball on each number up
to number 10.
How many times did the ball bounce
up to number 10? 4 times.

 Therefore 6 + = 10 Do more
examples.

 Introduce visually using the game of
ten-pin bowling. Verbalise the process
i.e. ten empty bottles, five knocked
down, five left’.
Record the number sentence. Use a
variety of other concrete materials to
support the process.
 When learning subtraction, some
learners do well until they are asked to
regroup or borrow. It seems that no
matter how many times you say, ‘Take
the bottom number from the top
number they will subtract the smaller
number from the lager number.’
Colour code numbers, making the top
number red and the bottom number
green. Say, ‘Take the green number
from the red number.’ By using colour
to organise the thinking, the learner
seems able to grasp the concept.
3 4 (red)
-2 7 (green)
 Commutative: (Train game)
Put 4 red shapes / blocks on number
line (numbers 1 to 4). Put 5 blue shapes
/ blocks on the following numbers of
the number line.
Now put the two colours together on
the right hand side of the number line.
Teacher writes the calculation on the
black board.
4+5=9
Repeat the calculation but now the


By Learners

learner uses 5 red blocks and 4 blue
blocks. Now put all the blocks together
on the left hand side of the number
line. Teacher writes the calculation on
the black board.
The learners are now allowed to
compare the 2 rows of blocks
 Writing numbers helps the learner to
understand place value in terms of how
we write large numbers but addition
helps the child to understand 10 = 10
units, 5=5 units, 2=2 units and then 12
= 10 + 2

 Until the learner understands tens and
units, he has no basis to cope with the
decimal system for money or for
weights and measure.

Patterns, Functions Learners may  Start by copying simple sequences
and Algebra: using colour or objects e.g. red, blue,
 not be able to follow or red blue, …, or objects e.g. crayon,
design simple patterns block, crayon, block, …

 Make the sequences more complex
using 3 and later 4 colours, shapes etc.
Learners should understand that a
pattern is a repetition of e.g. a sequence
or actions

 Sequence numbered unifix blocks
horizontally or vertically. Give verbal
and visual cues.

 Let them repeatedly add the same
number e.g.

 1 +2 = 3 +2 = 5 +2 = 7 +2 = 9 +2 = 11
+2 =

Shape and Space Learners may  Identifying and describing shapes
(Geometry)
 have difficulty with the The learner feels the outside of the
following concepts of shape while naming the shape and the
shape and space: characteristics.

naming shapes  Multiple choice:
identifying shapes Practice identifying the shape from a
selection of two/more e.g. ‘Give me the
sorting according to shape
circle’. Repeat these steps until

19


By Learners

over/under mastered.
through  Practice and Generalisation:
by
 Sorting shapes of varying size, texture,
in/out colour and thickness
on/off
 finding the shape in the
inside/outside environment
behind/in front
 drawing the shape
top/bottom
near/next to  tracing around the shape

forward/backward  making the drawn shape into a
back/front picture
across  select the shape – by touch alone –
high/low from a small selection ‘feely bag’
middle  The following procedure for concept
side/corner/edge development is recommended:
toward/away from  Model of concept:
around
The concept is modelled to
 left/right: the learner using verbal
cues, e.g. adult or peer
shows the concept, moves
behind the chair/ places a
plastic object behind the
chair.

 Experience the concept:

The learner repeatedly
experiences the concept
while hearing and using
the language e.g.
playground equipment,
classroom situations e.g.
hiding behind the chair.

 Practice with 3-Dimensional
Objects:

The learner uses 3
dimensional socio-
dramatic play equipment
to practice the skill, e.g.
Duplo doll’s house, Fisher


By Learners

Price garage, tea sets.

 Practice with 2-Dimensional
Objects:

The learner identifies /
uses the concepts in
books/worksheets.

 The following activities give practice at
developing spatial skills in each step in
the procedure:

 barrier games: A simple game based
on giving and receiving instructions.
Set it up by providing each learner
with an identical set of materials.
The instructor arranges his materials
and instructs the listeners on how to
reproduce this arrangement. The
listener uses questions to clarify
information, which is incomplete or
unclear. When the instructions are
completed the players compare their
placement of materials. Prevent left-
right confusions by seating the
learners next to each other, facing
the same way. Turn all the pieces
face up before starting the game.

 listening skill games (using
peers/audio tapes)

 drama and dance using positional
concepts

 use everyday routines to practice
spatial concepts

Peer/cross age tutors can be utilised
to give instructions in the above
activities in order to practise these
concepts.
 Initially teach left/right in relation to
the learner’s own hands and feet.
‘Hokey Pokey’ is a very good game for
reinforcing these concepts. Use
practical activities to reinforce the
concept. Visual scanning left to right
on the keyboard, number line and
games, all need to be specifically

21


By Learners

taught and practised.

Measurement Learners may  Constant use of a clock, pictures of real
events and/or calendar is very
 Experience difficulty with important when introducing a new time
time: concept:
night/day  discuss and describe vocabulary,
morning/afternoon e.g. morning is before lunch,
afternoon is after lunch.
today
age  relate to learners events for that
time using pictures/individual
before/after learner photos etc., e.g.
date on written work photo/picture of learner in bed at
night, walking to school etc.
birthday: day and month
7 days in one week  use individual timetables (displayed
in visual form) showing the
order of days of the week sequence of events.
weekdays/weekend
 teach recording of date e.g. 12
yesterday/today/tomorrow January 2004.
O’clock related to daily
activities  memorise date and month of
birthday and know how to plot it on
day/month/year a calendar.
am/pm
 introduce concepts of
seasons weekdays/weekends i.e. weekdays
special days/events go to school; weekends no school.
calendar
 learner places flashcard with words
 struggle to understand yesterday and tomorrow on blank
measuring: calendar.
length  Introduce the learner to units of
capacity/mass measurement.
temperature Learner needs to be given the
opportunity to measure many items
using a ruler, string and other
resources.
Select a range of everyday containers
to compare volumes.
Generalise the skill to cooking. A
similar process is used for mass.
Compare learners’ heights and weights.
 Weather – Relate to the maximum and
minimum temperatures from the


By Learners

TV/radio or newspapers. Record in a
graph.

23

Reading: Guidelines for Inclusive Learning Programmes (word)

More Related Content

What's hot (19)

Viewers also liked (7)

Similar to Reading: Guidelines for Inclusive Learning Programmes (word) (20)

More from Saide OER Africa (20)

Recently uploaded (20)

Reading: Guidelines for Inclusive Learning Programmes (word)