What is meant by “barriers to learning” and “learning difficulties”?

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:

  • Asperger’s Syndrome
  • Autism
  • Epilepsy
  • Dyslexia
  • Dyscalculia
  • Dyspraxia
  • Apraxia
  • Dysgraphia
  • Gifted Learners

– as well as many others.

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 do we, at Shelanti Private Remedial School implement Inclusive Teaching

We, as an Inclusive Teaching school,

  1. identify the learner’s strengths and weaknesses.
  2. These strengths and weaknesses are listed in an ISP (Individual Support Plan) which is compiled for each learner and updated every term.
  3. 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 mainstream 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.

At Shelanti we offer an inclusive learning environment where we implement inclusive education practices for the ultimate learning experience. Our classrooms are made of a small group of learners to ensure that the teachers are able to give each student the attention and support they need.

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 the visual and auditory input. Our multi-sensory teaching focuses on the following:

  • 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)

Learn more about our approach at Shelanti

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