The terms “barriers to learning” and “learning difficulties” refer to anything that may prevent the learner from learning effectively. They involve problems in the individual’s ability to process, store, or recall information. As a result, there is a discrepancy between the learner’s true potential and his/her actual performance in day-to-day activities. It is highly possible for learners to experience one or more of these barriers. These could be intrinsic in nature (e.g. ADD/ADHD, Asperger’s Syndrome, Autism, Epilepsy, Dyslexia, Dyscalculia, Dyspraxia, Apraxia, Dysgraphia, gifted learners etc).


What is meant by “INCLUSIVE TEACHING”?

A wonderful definition is given by Inclusive Education South Africa: “Inclusion means understanding and embracing the diversity of learners’ needs within your school. The SA Schools Bill and Education White Paper 6 call for schools to provide educational support for learners with special needs where practicable. This is based on the constitutional right of all children to education, and the belief that children should ideally attend a school close to their home and receive any support they may need. For schools to become more inclusive, they need to consider ways of meeting the different needs of learners that fall in their catchment area.”


How does Shelanti IMPLEMENT Inclusive Teaching?

We, as an Inclusive Teaching school, identify the learner’s strengths and weaknesses. These strengths and weaknesses are listed in an ISP (Individual Support Plan) which is compiled for each learner and updated every term. The ISP is used to compile an individual learning strategy for each learner and is a working document. To support the different learning strategies concessions/concrete apparatus/visual clues/a scribe or writer will then be put in place. The main difference between a main stream school, and an inclusive teaching school, is that at an inclusive teaching school, the curriculum will be adapted to suit the individual needs of a learner, not the learner adapting to the curriculum. This implies that Shelanti Private School will adhere to the curriculum standards of the Western Cape’s Department of Education, but with an individual approach. We therefore recognise that there are different styles of learning.


What is meant by a “REMEDIAL APPROACH”?

Remedial intervention is used when the normal way of teaching is not enough and the learner still struggles to read, write or do their numeracy. Remedial teaching uses a multi-sensory approach where all the senses are used to learn.

In a mainstream school the focus is on visual and auditory input. Our multi-sensory teaching focuses on: Tactile (using play dough, seeds, macaroni, beans), Kinaesthetic (movement, handling items, acting, tracing, sorting) Visual (graphs, colours, pictures, diagrams, mapping) Auditory (talking, listening, recordings, music)


Do you follow the same curriculum as other "normal" schools do?

Yes, we follow the National Curriculum (CAPS). Our approach is one of inclusion, where the curriculum is adapted to suit the different learning styles of the learners. The outcomes are the same as any other school in the Western Cape.


Are you registered with the Department of Education?

Yes, we have been registered since March 2009.

Should my child remain at Shelanti until the end of Grade 7, where do I send them afterwards?

As our learners all have good intellectual abilities, they will have no difficulty in joining any of the good high schools in our area. Consideration will be given to possible career choices when recommending a high school. Concessions (extra time/laptop/tape recorder/scribe/reader) will be recommended if necessary. Learners can be transferred into a mainstream school of your choice.

COMING 2019!!

Should you recognise a need to move away from the CAPS curriculum offered at these schools, the Shelanti GED Centre of Excellence may be an option for your child. Read more about this programme here!


When can my child be “mainstreamed”?

We cannot answer this question upon enrolment. What we can say for certain, however, is that the learner will be required to finish a phase (Foundation Phase: Grades 1-3 and Intermediate Phase: Grade 4-7) before consideration will be given to the option of mainstreaming.

Other FAQ’s:

How many learners are there in a class?

Grades 1 and 2 will have a maximum of 12 learners. Grade 3 to 7 have a maximum of 14 learners in a class. This is to combat barriers to learning that come with overcrowded classrooms, a lack of teaching assistants.

What is Shelanti’s approach to discipline?

Shelanti uses a positive discipline program. This program focuses on solutions, strategies and choices. Through this program, valuable skills are learnt (e.g. brainstorming, co-operation, solution seeking and respect for other's opinions.) We strive to acknowledge each learner's individuality by focusing on their strengths and supporting. An example of our positive discipline programs is the “Wheel of Choice”. This wheel provides an excellent way to focus on solutions.

wheel_of_choice_blog wheelofchoice-new-web

Is this not going to turn into a dumping ground for problematic children?

Upon application, we require a detailed account of the history of each learner. Every teacher or professional that has assessed or worked with the learner will be contacted for a full history. We screen every learner that applies for enrolment. This screening is then added to all the information we have received. This gives us a holistic picture of the learner. Strict enrolment criteria has been compiled for Shelanti Private School to prevent us from enrolling learners that will not benefit from our approach.

Does Shelanti have any extra mural activities?

The following extra murals are available at Shelanti Private School:

* Marimbas

* Tag Rugby

* Kids Who Can

* Vocal Group

* SNAG Golf

* Hockey

* Chess coaching

All contact details and fees for extra murals are available under ADMIN