None Essay

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SA-eDUC JOURNAL Volume 10, Number 1 March 2013 THE INTELLECTUALLY IMPAIRED FOUNDATION-PHASE LEARNER – HOW CAN THE TEACHER SUPPORT THESE LEARNERS? F.H. Weeks Dept. of Teacher Education University of South Africa E-mail: weeks, Telephone: (w): 0124294672; (cell): 0794943436 Fax: 012- 4294800 J. Erradu Principal: “Open Gate” School for Special Needs Learners E-mail: Telephone: (w): 033-3425281; (cell): 0835683210 Fax: 033- 3420104 1 Weeks F.H. Erradu J. The intellectually impaired foundation phase learner – how can the teacher support these learners? IN WHAT WAY CAN THE INTELLECTUALLY IMPAIRED LEARNER IN THE FOUNDATION PHASE BE SUPPORTED IN THE CLASSROOM? – A CASE STUDY F.H.Weeks and J. Erradu ABSTRACT Seven per cent of South African learners, with barriers to learning, are enrolled at special schools. This study focuses on the learner in the Foundation Phase, experiencing severe intellectual barriers to learning. Notwithstanding the strategies advocated in the White Paper 6, little support has been forthcoming for such learners, as outlined in this policy document. Apart from the National Strategy on Screening, Identification, Assessment and Support (SIAS), few support packages have been published. However, this document focuses mainly on support packages for learners who do not have cognitive barriers to learning. In the absence of government support for these learners, educators have been left to create and implement their own innovative means of accommodating the needs of learners with intellectual barriers to learning. Educators themselves, however, also need “support” in providing high-intensity assistance for learners who experience intellectual barriers to learning. This article investigates ways in which educators have adapted the curriculum in terms of methodology, content and learner/teacher-support materials.

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