By Emmerentia Landsberg
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Extra info for Addressing Barriers to Learning: A South African Perspective
FRAMEWORK FOR UNDERSTANDING INCLUSION Specific attention to classroom and teaching strategies will be provided in the chapters that follow as they emphasise the unique teaching and learning requirements of various barriers to learning and development. Inclusion is about all learners and not just a few. It is not just about disability, but means responding to all learners’ individual needs. As mentioned in the beginning of the chapter, inclusion is concerned with a school culture which welcomes and celebrates differences and recognises individual needs.
Social structures in South Africa underwent profound changes during the last two decades of the 20th century. Many of these changes have had a negative impact on communal life, education and socio-economic progress. Radical changes in terms of perplexing multi-ethnic communes, a rising tide of poverty, rapid and unplanned urbanisation, a lack of proper health care and secure living conditions, a breakdown of family life and increasing moral permissiveness have contributed to increased crime, violence, corruption and the HIV/Aids pandemic.
Resources. Two trademarks of effective inclusive programmes are how existing resources are used in new ways and how additional resources are increased. Teachers experienced with the inclusion of learners with disabilities have identified time, collaboration, administrative support and ongoing training as some of the resources for supporting and sustaining inclusive education in schools (Swart & Pettipher 2001). However, resources are not only those existing within the school itself, but also include those in the community.
Addressing Barriers to Learning: A South African Perspective by Emmerentia Landsberg