Description of barriers to learning in early childhood

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GUIDELINES FOR
IDENTIFICATION AND SUPPORT OF
LEARNERS WITH BARRIERS
GRADE R

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Guidelines for
Identification and support
of learners with Barriers
Grade R
Gauteng Department of Education
6 Hollard Street, Talis Building
P.O. Box 61820, Marshalltown, Johannesburg, 2107
Website: www.education.gpg.gov.za
Tel: (011) 355 0000
Call Centre: 0800 005 175

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TABLE OF CONTENTS
Introduction …………………………………………………………..3
Acknowledgement …………………………………………………...4
Legislative Framework ………………………………………………4
Barriers to Learning …….…………………………………………...5
Learning Needs ………………………….…………………………..7
Types of Barriers and How to Support …………………………….8
Barriers to Learning and Suggested Activities ……………………11
Stages and Nature of SIAS and Support Process………………. 29
Activities to be Presented Daily to Support Learners ……………34

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INTRODUCTION
It is universally recognised that the main objective of any education system in a
democratic society is to provide quality education for all learners so that they will be able
to reach their full potential and meaningfully contribute to and participate in society
throughout their lives. The responsibility of the education system to develop and sustain
such learning is premised on the recognition that education is a fundamental right which
extends equally to all learners. Exercising this responsibility involves ensuring that the
education system creates equal opportunities for effective learning for all learners.
Based on the principles of an Inclusive Education system in the Education White
Paper 6 on Special Needs Education (2001), the Gauteng Department of Education
(GDE) acknowledges that:
● all children and youth can learn and that all children and youth need support.
● education structures, systems and learning methodologies need to be
provided in order to meet the needs of all learners.
● differences in learners, whether due to age, gender, ethnicity, language,
class, disability, HIV or other infectious diseases need to be acknowledged
and respected
● acknowledge that learning also occurs in the home and community, and within
formal and informal settings and structures.
● participation of all learners in the culture and the curriculum of educational
institutions and uncovering and minimising barriers to learning should be
maximised
● attitudes, behaviour, teaching methods, curricula and environment need to be
changed in order to meet the needs of all learners
The purpose of the Guideline on Identification of Barriers to Learning booklet is to assist
the practitioners in identifying barriers to learning at an early stage and be able to support
and assist those learners before these signs become learning disabilities. The booklet
outlines ideas and activities to provide effective learning for learners identified with early
signs of barriers to learning.
In line with the Policy on Screening, Identification, Assessment and Support this
booklet will assist the practitioners to:
1. Identify the barriers to learning experienced by Grade R learners,
2. Support learners with needs that arise from barriers experienced and
3. Develop support programmes that need to be in place to address the impact
of identified barriers during the learning process.
ACKNOWLEDGEMENTS

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The Gauteng Department of Education would like to thank all those individuals who have
contributed in making the Guidelines for identification of barriers to learning an essential
user-friendly tool.
LEGISLATIVE FRAMEWORK
(1) This guideline booklet must be read in conjunction with the following, legislation and
policy documents:
a) The Constitution of South Africa (Act No. 108 of 1996)
b) The South African Schools Act (Act No. 84 of 1999)
c) Education White Paper 6 on Special Needs Education: Building an Inclusive
Education and Training System (2001)
d) The Education White Paper 5 on Early Childhood Development (2001)
e) The Children’s Act (Act No. 38 of 2005)
f) The National Curriculum and Assessment Policy Statement, Gr R–12 (2011)
g) Policy on Screening, Identification, Assessment and Support (2014)
BARRIERS TO LEARNING

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What are barriers to learning?
Barriers to learning refer to difficulties that arise within the education system as a whole,
the learning site and/ or within the learner her/himself which prevent access to learning
and development. It is anything that stands in the way of a child being able to learn
effectively. A learner may experience one or more barriers to learning throughout his or
her education. (SIAS 2014)
Types of barriers
Barriers to learning can arise due to factors outside the learner e.g. education system
or the environment, or factors within the learner, preventing access to learning and
development for some learners.
Factors outside the learner:
▪ Systemic barriers e.g. overcrowded classrooms, inaccessible school buildings for
the disabled, lack of basic and appropriate learning materials, exclusionary policies
and practices, inappropriate language of learning and teaching, inappropriate
communication, negative attitude to and stereotyping of difference, etc.
▪ Societal barriers e.g. poverty, safety and security, children affected and infected by
HIV/AIDS, child-headed households, non-recognition and non-involvement of parents,
children living in the streets, children in conflict with the law etc.
▪ Pedagogical barriers e.g. inappropriate teaching methods as well as learning and
teacher support material, language of learning and teaching, unqualified and under-
qualified teachers, inappropriately trained education managers and educators,
inappropriate assessment procedures, lack of support for teachers, etc.
Factors within the learner
▪ Intrinsic barriers e.g. barriers experienced by learners with neurological, physical,
sensory and cognitive disabilities or psychosocial and emotional difficulties etc.
Irrespective of the abovementioned barriers, the SA education system acknowledges that
all children and youth can learn and that all children and youth need support. It is therefore
important that opportunities be created for all learners to participate in the learning
process irrespective of age, gender, ethnicity, language, class, disability, HIV or other
infectious diseases. Some barriers to learning require specialized intervention which

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can be responded to in specialized settings (e.g. Special, Full-service schools) or in
ordinary schools (e.g. Mainstream classrooms).
In this regard, different learning needs arise from a range of factors including physical,
mental, sensory, neurological and developmental impairments, psycho-social
disturbances, differences in intellectual ability, and particular life experiences or socio-
economic deprivation. A broad range of learning needs therefore exists among the
learner population at any point in time, and where these needs are not met, learners
may fail to learn effectively or may be excluded from the learning system.

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LEARNING NEEDS
Learning needs is the gap between the learner's current level of knowledge and skills,
and the level of knowledge and skills required to perform a task or a set of tasks.
Types of Learning Needs
Physical needs: Social needs: Emotional needs: Cognitive needs:
● Proper Nutrition
● Exercise
● Physical
development
● Physical health &
hygiene
● Adequate shelter
● Rest
● Morals and values
(Sharing, co-
operating
● Respect,
Kindness)
● Communication
● Basic needs
(home, family etc.)
● Happiness
● Security
● Trust
● Care
● Belonging
● Memory
● Concentration/
Attention
● Perceptual
development
● Language usage
● Understanding
and Reasoning
● Reading
As one gains experience as a teacher or practitioner, it quickly becomes clear that not all
learners are created equal. There is spectrum of learning ability pertaining to each subject,
and a learner can fall into any part of this spectrum. This is why identifying individual
learning needs is so important.
Some of the more obvious barriers are for example, auditory and visual. If a learner has
barriers in either of these areas, they are going to require special attention in order to learn
properly. Additionally, there are several disabilities that directly affect a learner’s ability to
learn.
As far as these specific barriers are concerned, each should be treated with special care.
If you suspect that a student might be having difficulty due to a barrier such as visual, it is
firstly important to get the parents involved. Additionally, you must take special care to
realize that these barriers are not the fault of the learner. Hence, in order to accommodate
the individual learning needs of each of your learners, one of the most important things that
you can do is create an environment of inclusiveness. This means that it is not enough for
one to be accepting of the special needs of certain learners, one must foster this sense of
acceptance and inclusiveness in other learners as well.

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TYPES OF BARRIERS AND HOW TO SUPPORT
(1) Hearing impairment
An inability to hear all sound.
Effects on
learning and
development
● Difficulty in learning skills associated with language: listening,
speaking, reading
● Inability to follow instructions, join in conversations, participate in group
activities (songs, rhymes), retelling a story
● Gross motor development can be affected eg lack of balance,
● Hindrance to social learning (which relies on communication and
language)
● Exposure to social isolation and rejection, teasing and at risk of abuse
– abuser knows they would struggle to communicate
● Depression, poor self-esteem, anger, anxiety and frustration
How to
support
● Give child time to speak – do not laugh if sounds are loud or different
● Look at child when speaking so he/she can watch your mouth
● Correct pronunciation
● Slow speech and speak in simple sentences
● Use gestures and signs (both teacher and children)
● Sit the child in front/ closer to teacher and board
(2) Visual impairment (An inability to see clearly)
Almost 80% of learning is based on vision – visually impaired learners are at high
risk of developing learning difficulties which will affect overall academic progress.
Effects on
learning and
development
● Both gross motor and fine motor development is affected
● Visual perceptual development: eye-hand or eye-foot coordination,
spatial knowledge, visual sequential skills and visual memory
● Child cannot always participate fully in games – at risk of being isolated
and left out of play
● Depression, poor self-esteem, frustration and anxiety due to inability to
manage in world that is very visual

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● Inability of the learner to see similarities and differences, read pictures,
identify things in the background, patterning
How to
support
● Keep clutter off floors
● Mark all clear glass doors and windows
● Keep room well lit
● All posters and display items at child’s eye level
● All writing should be bold/enlarged
● Extra time required to complete activities
● Enlarge pictures, e.g. for storytelling
● Sit the child in front/ closer to teacher and board
(3) Television and Developmental Lag
Children who watch too much TV and play hours of computer games can have
every aspect of their physical development affected
Effects on
learning and
development
Eyes:
do not move enough tunnel vision
Mouth/tongue:
not enough language stimulation – weak language skills and makes
pronouncing words difficult
Neck, stomach and spine:
makes standing and sitting straight in a chair difficult
Legs, arms and hands:
difficult to hold objects or move coordinated – clumsy
Brain:
not stimulated enough – does not develop to full potential
Children who watch a lot of TV spend long hours on their own – no
opportunity to develop social skills and friendships
Inadequate Language skills, as there is little opportunity to speak and
listen
Inability to concentrate – TV programmes and games are short and
colourful – long attention span not required
Inappropriate programmes watched – aggression, violence, also fear if
watching horror movies
How to
support
● Conduct eye movement exercises
● Ensure child spends time outside participating in physical activities
which are increased steadily e.g. throw and catch activities, playing on
jungle gym, play on obstacle course
● Include more activities to improve listening skills

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(4) Language
Learners who do not speak the Language of Learning and Teaching might
experience a language barrier
Effects on
learning and
development
Learners who cannot speak and understand a language the Language of
Teaching and Learning (LoLT) may:
● feel left out as they cannot communicate easily
● become lonely and sad
● struggle to make friends and be accepted into friendship groups
● have limited concentration
● become anxious and worried often not wanting to go to school
because it is an unhappy place for them
How to
support
● Label items in class in different languages (spoken by learners)
● Use another children with same languages as an interpreters
● Use pictures or objects rather than just talking and explaining
● Speak more slowly and in short sentences
● Give one instruction at a time
● use more rhymes and songs to increase vocabulary

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BARRIERS TO LEARNING AND SUGGESTED ACTIVITIES:
(5) Barriers related to Gross Motor Skills
This refers to the underdevelopment of the larger muscles
Effects on
learning and
development
● exclusion by other children when playing games on the playground.
● Be teased if they drop things or do untidy work.
● Be left behind because they are slow.
● Feel confused and unconfident in their environment.
● Have little confidence in themselves.
How to
support
Keep on
training the
muscles until
the children
are clear
about
different
directions
and
automatically
use their
bodies the
correct way.
● Identify muscles that need training.
● Make children do a few activities every day that develop these muscles
like:
o Hop, gallop and skip with a rope and without
o Dance, do summersaults, jumping over objects or ropes, climbing jungle
gyms or trees, skating and cycling.
o Play throw and catch games. You can use balls outside, but inside you could
use balloons or beanbags.
o Throw, kick, roll or bat and ball / beanbag towards targets which are near,
far, in front, under, over, a table, chair, dustbin etc.
o Bounce a large rubber ball with both hands and with alternative hands.
o Catch a ball with hands heavy, light, big, small, Ping-Pong balls, beach balls
and tennis balls or stop the ball with a foot. Roll the ball hard, soft, slowly
and fast.
o Play with a Velcro pad and furry ball.

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The following resources can be used to develop Gross Motor Skills:
Hula hoop – for running and jumping in and out
Trampoline – for jumping and bouncing. Try getting learners to carry out
sequencing tasks while jumping such as clapping each time he jumps, after
three jumps sit and bounce up again, etc.
Bubbles – for blowing, get learners to clap the bubbles with both hands.
Cardboard boxes –to use as a tunnel to crawl through. Get learners to pull
and push the box around.
Goal posts – for kicking and batting into
Old Skateboard – to lie on tummy and push or for mom/dad to pull.
Board – to use as a ramp or balance beam (an old ironing board is great).
Prop it up on a brick or piece of furniture at a low angle for child to crawl or
walk up and down.
Bean Bag cushion or poof cushion – to jump into, sink into.
Rocking chair, swivel chairs, chairs on wheels
Bean Bags – filled with different things – sand, plastic chips, pebbles, and
beans different smelling herbs.
Skittles – plastic bottles partially filled with sand.
Inner tyre tubes – to bounce on, roll inside, crawl through roll and push.
Basket Ball net – make your own out of wire coat-hanger and net fabric.
Furniture – tables and chairs to crawl under, pillows and cushions to climb
and crawl over. Mattresses to jump and tumble on or to hide under.
Ropes – to make roads to walk on, jump or climb, to make patterns, circles
or squares, for skipping, to hang things from.
Punch Bag – to develop strength, express emotions, for eye-hand co-
ordination.
Balloons – play volley ball with balloons
Sandpit
Broom Handle- to use as a pull-up bar or hobby horse.
Hats and other dress- up items – for imaginary play, movement to music
for creative movement.
Mirrors – for body awareness.
Large pieces of cloth – use as a hideaway, a house or a tunnel by draping
over a table. To swing learners in or pull learners on.
Milk crates and washing baskets – to climb in and out of, to pull around,
to push. For fantasy play as a boat, car and train.
Chalk – draw footprints, arrows, shapes and numbers.
Elastic – to jump through or over
Bricks – covered with plastic for stepping stones.
N.B. Movement between, around, across, inside, under and on top of
various objects increases body and spatial awareness.
(15.1) Barriers related to Balance:

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Balance is part of Gross Motor Skills and is important so that a child has
confidence in participating and can sit and stand without support.
Effects on
learning and
development
● Learners with balance disorders have symptoms of disequilibrium —
an unsteady, "woozy" feeling that makes it hard to stand up, walk, turn
corners, or climb the stairs without falling, bumping into things,
stumbling, or tripping.
● They also might walk with their legs too far apart or be unable to walk
without staggering.
● Walking in the dark or over uneven surfaces can be tricky, too. All of this
can make them seem uncoordinated and clumsy.
● Balance issues also can impact on hearing - Sounds might seem
muffled, especially amid background noise.
● Learners might also have bothersome, distracting ear problems like ear
pain, pressure or "fullness" in the ears, and tinnitus (ringing or other
sounds like whirring, humming, or buzzing).
● Depth perception disruptions that can affect eye-hand or eye-foot
coordination (making things like catching or kicking a ball difficult)
How to
support
● Walk heel to toe on lines drawn in the sand, imaginary lines on the
ground, cracks on the pavement or low wall.
● Walk backwards, sideways
● Play on a swing, slide or roundabout (If this equipment is not available,
spin round or run forwards and backwards)
● Stand on one leg for ten seconds on each side.
● Jump on a trampoline.
● Stand on tiptoes (do the same with eyes closed).
● Stand on one foot and swing the other leg forwards and backwards and
from side to side.
● Stand on one foot then on the other (repeat this action with eyes closed).
● Balance a beanbag on different parts of the body, e.g. head, shoulder,
elbow, etc.) Repeat with eyes closed
● Ride on scooter, bicycle (with fairy wheels)
(16) Barriers related to Fine Motor Skills:
Fine motor skills signify the development, movement and control of the small
muscles. It includes the ability to hold and adequately control a pencil, to cut out
something etc.

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Effects on
learning and
development
● Poor pencil grip
● The learner experiences eye-hand co-ordination problems
● The eyes of the child must lead and direct his hands. Movements of the
child that is still learning are usually tight and inaccurate.
● The child finds it difficult to fasten his shoe laces, to fasten buttons or to
tie bows.
● Cutting with scissors is quite difficult.
Paper and pencil activities that are problematic include:
● Colouring pictures.
● Connecting lines with dots
● Making letters and numbers
● Copying designs etc.
How to
support
Provide opportunities for learners to:
● Draw and paint - using different sized brushes or crayons
● Cut along a straight line, curved line, zigzag line and dotted line, build
with clay
● Cut clay / salt dough with plastic knife, pizza wheel and / or with a pair
of scissors
● Cut pictures from old cards and magazines
● Cut straws or shredded paper
● Tear newspaper into strips or crunch up into little balls
● Pick up little beads, pegs, nails etc. with large tweezers or pegs
● Practice using small screwdrivers
● Poking fingers in holes, pushing buttons, etc.
● Practice using locks & keys
● String and thread fruit loops, macaroni, oats or colored beads
● Screwing and unscrewing
● Build with puzzles (a Grade R child should be able to complete a 36
piece puzzle) or stack blocks
● Sew or lace a picture which has been punched round the borders with
holes (wool or a shoe lace could be used)
● Copy shapes
● Tie shoe laces
● Create a “puppet show”, using finger puppets placed on thumb, index
and middle finger
● Play “pickup sticks”
● Sing action songs (using fingers to do actions); for example: “Insy
Winsy Spider, “Twinkle Twinkle Little Star”, “Tommy Thumb”, “Two
Little Dicky Birds” etc.
● Trace around a variety of stencils

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● Work at a variety of places and work surfaces:
-Horizontal: let you child work at a table or on the floor
-Vertical: let learners paint and draw at the ease
● Bake with learners as often as possible. Let learners sift flour into a bowl.
Allow them to crush Marie biscuits and spread the toppings on
sandwiches etc.
(17) Barriers related to Crossing the midline:
Crossing the Midline is the ability to move one hand, foot or eye into the space of the
other hand, foot or eye. Midline activities are important to co-ordinate the two sides
of the body, and to encourage communicating between the two sides of the brain. If
a learner avoids crossing the midline, it is important to remember that it is usually a
habit, not a physical inability. A learner may be able to cross his midline, but just
avoids doing so.
Effects on
learning and
development
● Prefers to work to the side of the body rather than in front of the body.
● Eyes jump when crossing over the bridge.
● Passes the pen to the left hand when drawing on the left side of a page
and to the right hand when writing on the right side of the page.
● Turns book in different directions while drawing.
● Drawing is slow
How to
support
Encourage a learner to:
● reach across the body for materials with his / her opposite hand; may
be necessary to engage the other hand in activity to prevent switching
hands at midline
● Trace and outline pictures
● Complete dot-to-dots and copy designs from another sheet of paper
● Do finger painting on a large piece of paper or in a water trough or
sand tray, and pre-writing the figure eight
● Paint a continuous line across the entire page,also from diagonal to
diagonal, when a learner paints at an easel,
● Skip sideways, play hopscotch, cycle or swim
● Do star jumps
● Climb a jungle gym or a tree
● Roll down a hill

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● Power walk saying his / her alphabet or numbers
● Cross crawl
● Walk sideways – cross over – to the left and to the right
● Walk along a line with legs crossed or crawl with arms crossed
● Use one arm and one leg at a same time for ball games and
● Throw the ball at the learner so they hand will have to go the left side of
the body in order to catch the ball
● Play twister game
(18) Barriers related to Social Skills:
Social Skills are the foundation for getting along with others. A lack of Social Skills
can lead to behavioral difficulties in school, delinquency, inattentiveness, peer
rejection, emotional difficulties, bullying, difficulty in making friends, aggressiveness,
problems in interpersonal relationships, poor self-concept, academic failures,
concentration difficulties, isolation from peers, and depression.
Effects on
learning and
development
Some social problems
● If a learner has a learning problem, such as a language or auditory
processing disorder, he may have difficulty understanding what
another person says or means. He might also have trouble
expressing his ideas in speech. Either of these problems can
interfere with interpersonal communication.
● A learner who has Attention-Deficit/Hyperactivity Disorder (AD/HD)
may be inattentive, impulsive, hyperactive – or any combination of
these.
● If a learner is inattentive, he may have a hard time paying close
attention to other people’s speech and behaviour; his mind may
wander, or his attention will be drawn to something else going on
nearby.
● If a learner is impulsive and/or hyperactive, he may interrupt others
when they’re speaking and may find it difficult to wait his turn. While
such a learner doesn’t behave this way on purpose, others will likely be
frustrated or offended by his behaviour.

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How to
support
Plan activities which provide opportunities for a learner to:
● Take turns and share their toys with others.
● Play a board game
● Play games with rules
● Include cleaners in role- play activities such as tea party, play family,
people who help us
● Mirror real life games such as “house, house” and “cops and robbers”.
● Say “please” and “thank you”.
● Say “no” to strangers.
● Do chores in the classroom?
● Help with tasks around in the garden or at home
● Encourage independence and never do something for the child that he
could have done for himself.
If a child has a learning problem, such as a language or auditory processing
disorder, he may have difficulty understanding what another person
says or means. He might also have trouble expressing his ideas in
speech.
Either of these problems can interfere with interpersonal communication.
(19) Barriers related to Body Awareness:
Children need to gain a better mental picture of their own body. Controlling their own
bodies is the first type of control children have over themselves. It is the first step toward
developing internal control and self-discipline. Body awareness is an essential part of
becoming aware of our feelings, because they exist in our minds AND bodies. When
we feel angry or excited, we feel it in our whole self. Body awareness is also important
in the development of spatial orientation.
Effects on
learning and
development
● Learners who do not perceive the space of their own bodies may
frequently misjudge distances or bump into things.
● Inability to locate parts of his own body
● Finds difficulty to copy simple figures.
● Finds difficulty in identifying the bodies of other children.
● Finds difficulty in identifying the functions of every part of the body
How to
support
● Provide mirror for body awareness
● Let learner name parts of her body, such as ears, nose, mouth and legs.
Then you touch and discuss each part e.g. “That is your eye. What do
you do with your eyes? That is correct, you see with your eyes.” Make
sure you cover even the more difficult parts such as shoulder, heel,
elbow and ankle and then you give learners the uses for each part

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● Get learner to talk about left and right, e.g. “Here is your left hand. Show
me your right knee”
● Cut out various facial parts from magazines. Get a learner to draw a face
onto a plain piece of paper, and then stick the various facial parts onto
the drawn face
● Cut out Paper dolls and get a learner to reassemble them
● Let learner draw an incomplete man. Learners must draw the missing
body parts
● Get into various body positions, and ask a learner to copy the position
you are in
● Show your learner pictures of different body positions. A learner must
copy the pictures and get into the same position.
Body awareness also helps with development of motor skills.
Creative movement activities focus on body awareness, motor fitness,
rhythmic skill, strength, flexibility, coordination, endurance, and physical
vitality.
(20) Barriers related to Emotional Skills:
Emotional skills refers to a child's ability to deal with, manage, express and control
his or her emotional states, including anger, sadness, excitement, anxiety and joy.
Emotional self-regulation is an important aspect of resiliency. Children who have
effective strategies for dealing with disappointments, losses and other upsetting
events are much more likely to be able to bounce back from adversity than those who
don't.
Managing positive emotion is also important. Success both socially and at school
depends on being able to control excitement when appropriate.
An inability to regulate both positive and negative emotion has been associated with
disorders such as ADHD and Conduct Disorder.
Effects on
learning and
development
● Immaturity emotionally and socially.
● Appears “space out” with a look of disorientation.
● Hesitant to make choices.
● Cannot stay with an activity; is distractible, impulsive, restless, with
poor attention.
● Knows the rules but does not use them.

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● Has unstable emotions; seeking attention by fooling around, over
reacts; angry; shy or withdrawn, cries easily.
● Withdraws socially, not wanting to play.
● Blames others.
● Develops academic skills very slowly.
● Shows strong discrepancies in skills and knowledge.
● Is socially inappropriate, unaccepted by the group.
● Has a poor memory
● Is easily frustrated
● Won’t take risks
● Doesn’t take pride in work or accept compliments
● Is excessively rigid: cannot tolerate change
● Is overly anxious to please
● Is very needy of attention (love and approval) or fearful of rejection
● Is overly cautious, overprotected and feels insecure and incompetent
● Has poor self-esteem
● Is compulsive
● Is over-controlled, a perfectionist
How to
support
Provide a learner with activities where he/she can:
● Dress himself, even fastening his own buttons and tying his own shoe
laces
● Learn to wait his turn e.g. playing games, talking to an adult
● Accept “No” without too much fuss
● Tidy up after himself
● Take care of his clothes and toys
● Help clear the table after meals
● Engage in imaginative play e.g. puppet play, dressing up, home corner,
etc. the he/she is able to take on the role of another person
(21) Barriers Related to Perception:
Perception is the interpretation that the brain makes of information fed into it by the
senses.

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Visual Perception:
Visual perception refers to the brain's ability to make sense of what the eyes see.
Visual discrimination refers to the ability to differentiate one object from another. In a
readiness test, the child may be asked to find the rabbit with one ear in a row of rabbits
with two ears. The ability to discriminate letters and words visually becomes essential
in learning to read. When a person is reading, visual discrimination must take place all
the time. One must be able to discriminate visually in terms of colour, foreground-
background, form, size, and position in space.
Effects on
learning and
development
Visual discrimination
● Discriminate between objects that look alike
● Discriminate between pictures that look alike
● Find similarities and differences
Visual closure
● Putting together puzzles
● Completing dot to dots
● Completing the picture
Visual memory
● Unable to recall letter and their shapes
● Unable to recall pictures
● Unable to sequence pictures
● Unable to sequence a story
Symptoms of challenge with visual perception may include:
● Involuntary eye movements (called nystagmus)
● Discomfort or difficulty looking at sun glare or lights (especially
fluorescent, flashing, or moving lights)
● Discomfort in situations with "busy" visuals (patterns, crowds, heavy
traffic, and jam-packed areas like shopping malls)
● Depth perception disruptions that can affect hand-eye or eye-foot
coordination (making things like catching or kicking a ball difficult)
How to
support
● “Kim’s Game” can be played with learners, by placing three to six objects
on a tray (depending on the age and skill of learners). Ask learners to
look at the objects for a few seconds, then cover them up and ask
learners to remember the objects that they just seen
● Build puzzles with learner. Begin with basic, and then move on to more
difficult ones. (Puzzles are so important for developing many skills,

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including pre-reading skills, matching, reasoning, crossing the midline,
concentration, problem-solving and fine motor control)
● Play any game in which learner has to find objects hidden within a picture
(for example, “Where’s Wally” books). You could apply this same
principle, using objects in nature. For example, in the garden, you could
ask learner to find insects hidden on a leaf, ants walking on the ground,
leaves budding on trees etc.
● Ask learner to copy and create designs using pegboards, logic shapes
and beads etc.
● Develop learner’s matching and sorting skills by using household
materials such as putting together the correct pairs of socks, matching
buttons, beads, pasta shapes and spoons etc. Ask learner to classify
objects such as cutlery, buttons and clothes into the correct groups.
● Ask learner to guess what commonly used household labels or billboards
say, for example “Coca Cola”, “Kentucky Fried Chicken”, “Mac Donald’s
“, “Omo” or “Woolworths”
● Encourage learner to play with blocks and Lego. Learners can be asked
to make certain constructions, for example a bridge, a garage or a house
● Practice drawing shapes, letters and numbers (and learner name) in
various mediums like flour/water mixture, sawdust, soap, foam, sand and
mud
● Play games with learner that will practice eye-hand co-ordination. For
example, simple catching, throwing and batting games. Beanbags can
be caught or thrown into a dustbin / box or as a target
● Make up mazes that can be followed by learner. For example: draw a
crayon maze on paper or chalk road for their Dinky cars
● Developing and practising recognition of primary, secondary and
different shades of color can be aided through using the child’s own
environment. Draw learner’s attention to the different color in their world
● Allow learners to play picture card games by marking all the pictures that
look just like the one in the first box
● Allow learners to play picture card games by marking all the pictures that
look just like the one in the first box even if it’s bigger, smaller, turned or
upside down
(22) Barriers Related to Auditory Perception:

23. 23
Auditory Perception is the ability of the brain to interpret and structure information
received by the ears (the ability of the brain to interpret and create a clear impression
of sounds)
It is vitally important in developing the ability to understand and communicate through
oral and written words (language), and thus provides the foundation for literacy.
Because children live in a very visual-based world surrounded by things like
computers, television, audio-visual games etc. their auditory (listening) skills are
being affected.
Effects on
learning and
development
Ability to:
● Distinguish between sounds (similar or different sounds)
● Identify repeating sounds
● Breaking down syllables
How to
support
● Ask a learner to listen to indoor and outdoor sounds and to identify who
or what made each sound
● Ask a learner to close his eyes and guess the sounds that you are
making. For example, open a window, sharpen a pencil, drop a book,
and ring a bell
● Memorize nursery rhymes, songs and poems with a learner
● Play rhyming games with a learner. For example, what rhymes with
meat, cat, mop, shop, pet etc.? Dr Seuss books are good for practicing
rhyming, as are lotto games and rhyming picture cards
● Ask a learner to look around the classroom and garden for an object of
his choice. Then he / she must name the things that begin with the same
letter / sound as the chosen object
● Use picture cards e.g. point to the dog…the cow….the chicken …the
sheep….the goat & ask learners to listen carefully and mark only those
you mention (mention few, many or all)
● Say three words then ask a learner to repeat the words in the same
order. Do the same using four, five and finally six words
● Say a word and ask a learner to sound out the letter that it begins with.
The same can be done using sounds at the end of a word
● While driving in the car, turn the radio off and communicate with a
learner. Ask learners about his / her day at school
● Read bedtime stories every night
● Ask learners to retell stories that have been read to them
● Let learners listen to story tapes
● Follow more than one instruction at a time. If a learner has difficulty
following more than one command at a time, then start with one until he
/ she gets the hang of it. Then build the instructions up to two and finally

24. 24
three. For Example: Nod your head, turn around and stamp your feet;
Please fetch for me: a pair of red sock, a brown hat and a blue tie
● A learner listens to and repeats four /five words, for example; monkey,
table, chocolate, school
● A learner listens to and repeats four /five numbers, for example; five,
eight, eleven, one
● Clap different syllables in names and words. Learners must copy and
clap the rhythm just heard
● Play audio stories…..this forces learners to listen
● Play songs and make learners to sing along
● Play memory games eg. I went to the zoo, I saw a monkey, ……the next
child add another animal from the 1st
child as the game continues
● Get learners to distinguish between loud and soft sounds:
- Ring a bell loud then soft.
- Hit two blocks together hard then softly.
- Clap hands hard then softly
This exercise can be done in a dark room or with your learners’ eyes
closed.
(23) Barriers Related to Speech and Language:
Many children have a Language OR Mathematical orientation, while some have the
right and the left side of the brain equally developed and working together. These
children cope well at school with both languages and mathematics.
Adults need to remember that children copy and imitate what they hear. Baby-talk at
pre-school level is not acceptable. (Why teach a child a “baby word” for something
when they will just have to relearn the “big word” later on?)
How to
support
Plan activities which provide opportunities for a learner to:
● Discuss what they experienced during that day, at home, on the way to
school/home etc.
● Identify objects, name them and explain how they work
● Practice activities such as singing the “ABC”, playing “I Spy”, singing
Nursery Rhymes and discussing “What makes you happy; what makes
you sad?”
When you read or look at books with Plan activities which provide
opportunities for a learner to ask learner to tell you stories about the
pictures in the book

25. 25
● When learner has drawn a picture, ask him/her to tell you about the
picture he/she has drawn. Write a sentence under the picture. A book
can then be made by using the pictures and the written word
● Make up the beginning of a story about something and ask learner to
complete it
● Play word games, for example: Say a word and learner says a word that
is the opposite of it: hot – cold, big – small, day – night
● Say a word and learner says the word that goes with it: cup and ……
saucer, knife and …….. fork
● Say a word that describes an object, and let learner name other words
that describe or apply to it: a flower – soft, perfume, nature, pretty
● Practice with learner past, present and future tense. For example: Tell
me what happened to you at school today? Do you remember what you
ate for dinner yesterday / last night? What would you like to eat
tomorrow?
● Collect pictures that start with a certain sound and make a scrapbook
● Gently correct learner if she/he mispronounces the following sounds: “sh,
ch, r, s and th”. By the end of Grade R, learners should be able to
correctly pronounce these sounds.
(24) Barriers Related to Memory:
Memory is a vital skill which is important for the mind to store and retrieve
information. It can be divided into Short-Term and Long-Term Memory.
Short-Term Memory:
Short-term memory is the capacity for holding a small amount of information in
mind in an active, readily available state for a short period of time.
How to
support
Provide a learner with activities where a learner can:
● Listen to an instruction and then follow it correctly without needing it to
be repeated.
● Start off with one simple instruction until learner remembers longer
instructions.
● Build it up to two and finally three instructions in a row
● Plan memory games for learners
● Use rhymes and songs to boost memory recall

26. 26
(24.1) Long-Term Memory:
Long-term memory refers to the continuing storage of information. It refers to events,
facts or experiences that were laid down weeks, months or even years ago. This
information is largely outside of our awareness, but can be called into working
memory to be used when needed.
Some of this information is fairly easy to recall, while other memories are much more
difficult to access. This is essential for studying and writing exams.
How to
support ● Helping learners to connect information can help with long-term
memory as well as working memory.
● Use chunking; break the information into bite-sized lessons
● Repetition allows your learners to soak up the information more faster
and for longer spans of time, even concepts that may be more difficult to
understand. However, it’s important to switch up the formats in which the
information is delivered e.g. If you give them the information via a picture
format in one lesson, provide it in multimedia format or as a story in the
next
● Let a learner tell you his/her name, address, telephone number and
birthday
● Let a learner name objects that she has learned before
● Naming objects seen and removed from the Theme Table
● Completing a picture same as the one next to it (by recognizing the
missing items/ part from the 1st
one)
(25) Barriers Related to Mathematical ability / Numeracy:
Numeracy is the ability to understand and work with numbers
Children start learning numeracy skills from the time they're born. This learning
happens through everyday play and activities – for example, when you encourage
learners to: count fingers, toes and toys.
The best way in which you can develop learners’ number skills is to incorporate
numeracy into their everyday lives. Incidental teaching of numbers is the most
successful way in which you could provide continual exposure to developing
mathematical concepts.
Use of correct Mathematical vocabulary will enhance the development of
Mathematical language
Counting Skills:

27. 27
A parent should always look for opportunities to practice number skills with their child
such as: counting, addition, subtraction etc. A box of Smarties provides a wonderful
array of mathematical teaching possibilities.
How to
support
● Rote count with learner, as often as possible.
● Counting objects, inside and outside, longer and shorter, letter names,
rhyming words and more
● Use actions, puppets and objects to illustrate counting rhymes and
songs
● Physically count out 10 objects with learners, such as toys cars, pegs,
pencil crayons, beans. Once they have grasped 10 objects move on to
15 and then 20
● Practice recognizing numbers 1 to 10 with learner
● Comparing numbers, names of shapes, consonant and vowel sounds,
sight words and more
● Encourage learners to complete simple dot-to-dots with numbers
● Ask learners to count as many objects as possible (counting)
● Divide objects into different color (grouping)
● Divide and share them between their brother, sisters, friends, mom or
dad (division). When it comes to sweets children have an amazing
ability to understand certain number concepts such as equal sharing
(26) Barriers Related to Measurement
Measurement is a number that shows the size or amount of something
Provide learners with rulers, tape measures and any other type of measuring
apparatus and encourage learners to experiment with measurement.
How to
support
● When teaching measurement skills to young children provide lots of
opportunities for your LEARNERS to sort objects by size
● Provide a learner with an empty container. Ask him/her to fill the container
until it is half full, three-quarters full and full
● Ask learners to fill two different sized containers with the same amount
of water. One container should be longer and the other shorter. Ask
him/her which container has more water in it. Children find this a difficult
concept to grasp.
● Measuring with non-standard units means measuring things with blocks,
pencils, hands, feet, etc; as long as the items used to measure with are
all the same size, e.g. identical blocks or brand new pencils

28. 28
● Playing with bits and pieces around the classroom or playground, like old
crab shells, leaves and crayons provides opportunities
for introducing measurement vocabulary.
● Words such as measure, taller than, shorter than, wider than, narrower
than, length, volume, weight, area, centimeter, meter, heavier, lighter can
be used as children play with everyday items.
(27) Barriers Related to Time:
Time is a complex concept for children to grasp. Practice and repetition will be the
most effective way in which various aspects of time can be taught.
Telling Time can be tricky for some LEARNERS so it is important that they have a
very strong grasp on numbers before trying to proceed with teaching Time
How to
support
● Yesterday, today and tomorrow
● Words such as morning, afternoon and evening should be familiar to
learners
● Repeat and practice saying with learners the days of the week and
months of the year.
● Use pictures associated with the time for an activity e.g. for lunch time
you may use a picture of food
(28) Barriers Related to Numeracy Concepts:
There are a number of different Numeracy concepts which Grade R children need to
understand and internalise by the time they begin Grade 1.
Colour and Shape:
Recognizing colour names and shape is an important part of a child’s development
and helps learners to build vocabulary. Early identification of colors and shapes helps
to create the cognitive link between visual clues and words
How to
support
Colour
● Make sure the child is able to recognize and name Primary colors (red,
yellow and blue) and Secondary colors (orange, green and purple). Only
when the child is familiar with these should you introduce pastel colors
and tones
● Constant repetition of different colors is important

29. 29
● Use color-matching memory games, for example using Color Dominoes;
Flash-cards; color cards
● Pick one color each week and completely focus on that color with food
choices, activities etc.
● Let learners try mixing colors
● Make sure that learners are able to recognize the Primary shapes
(circle, square, triangle and rectangle) and Secondary shapes
(diamond, oval, semi-circle, hexagon, star etc.)
Shapes
● Draw the Primary and Secondary shapes on a piece of paper, and ask
learners to recognize and name them
● Look for and point out the shapes in the world around you – round holes,
square windows, rectangular doors etc.
● Match color / shapes by putting the same ones together
● Name the color and shapes that she/he wears, the food she/he eats and
things around the house
● Press shapes into Playdough and place into groups
● Form shapes using a geo board
● Sort classroom or household objects by shape
(28.1) Numeracy Concepts:
There are a number of different concepts which Grade R children need to
understand and internalize by the time they begin Grade 1.
Size:
Practice with learners the ability to recognize difference in size.
How to
support
● Help learners distinguish between large and small, and the concept of
big, bigger, biggest; tall, short, shortest; long, longer, longest;
● Encourage children to compare objects according to their size, e.g.
buttons, shells, cars, blocks, books, animal toys, boxes, etc.
● Ask learners to find similarities and differences between objects. For
example: using two different boxes, one may be long the other short,
one pink the other cream, one heavier the other lighter, etc.
● Note that real objects are better than pictures

30. 30
(28.2) Numeracy Concepts:
There are a number of different concepts which Grade R children need to understand
and internalise by the time they begin Grade 1.
Texture: involves the sense of touch. It enable learners to experience both visual
and tactile effects; broaden vocabulary as learners encounter and learn to identify
differences in texture like rough, smooth, soft, hard, lumpy, runny, slimy, prickly etc.
How to
support
● Ask learners to feel the different textures of objects for example: cotton
wool (soft), sandpaper (rough), stone (hard) etc.
● Make touch and feel sensory sticks
● Arrange small tubs filled with objects of different textures and let leaners
walk in each tub, experiencing the difference
● Ask learners to explain how they felt.
(28.3) Numeracy Concepts:
Categories:
Learners needs to become familiar with the basic skill of grouping objects together,
so that they can sort out and understand what they sees, hears, smells, touches and
tastes. This will help them to understand the world better and solve problems with
greater ease.
How to
support
● Sort they things in groups, e.g. when he/she tidies her room, get him/her
to put all they dolls, teddies, cars together
● Build puzzles by organising the pieces first, e.g. all the straight edges
together and all the same color together
● Use wooden blocks or Lego
● Arrange things into color or shapes and then say what group they are in.

31. 31
STAGES AND NATURE OF SCREENING, IDENTIFICATION, ASSESSMENT AND
SUPPORT PROTOCOL
The Policy on Screening, Identification, Assessment and Support (SIAS) is aimed at
improving access to quality education for vulnerable learners and those who experience
barriers to learning, including:
a) Learners in ordinary and special schools who are failing to learn due to barriers of
whatever nature (family disruption, language issues, poverty, learning difficulties,
disability, etc.)
b) Children of compulsory school-going age and youth who may be out of school or
have never enrolled in a school due to their disability or other barriers.
STAGE 1: The Initial Screening Guided by the Learner Profile
1. The teacher must screen all learners at admission and record their findings in the
learner profile
2. The following documents and reports could be used to gather information for support
● Admission form
● Road to Health Booklet
● Integrated school health programme reports
● Year-end school report
● Reports from parents, professionals and other relevant stakeholders
● The report(s) of the teacher(s) currently involved with the learner
STAGE 2: Identifying and Addressing Barriers to Learning and Development at
School Level
1. When a learner has been identified through the initial screening as being vulnerable
or at risk, it is the responsibility of the teacher to assume the role of a case manager,
driving coordinating the support process
2. The parent/ caregiver and the learner must be involved throughout in the decision
making process of the SIAS. The teacher will be guided by the SIAS forms, starting
with the completion of the Support Needs Assessment form 1(SNA1) The teacher
the following information in the report in collaboration with the parent/ caregiver:
a) Areas of concern: the teacher verifies his/ her findings by discussing them
with the parent/ caregiver and also determines whether there has been any
earlier intervention

32. 32
b) An inventory of the strengths and needs of the learner across a broad
spectrum of areas is put together
c) On the basis of the information gathered, an individual support plan is
formulated to support the learner, and a review date is set. Such plans
should be reviewed at least once a term
d) If the support given by the teacher proves to be ineffective, he/she will
involve the School Based Support Team (SBST) by making an
appointment and presenting the needs of the learner to the team for
discussion
3. SBST will be guided by Support Needs Assessment form (SNA2) when a learner is
referred to them
a) A review is done of the teacher’s identification of barriers and the
interventions applied
b) A plan of action through which the teacher/ school strengthen the support
(with the help of in-house specialist and or/ teachers who have a wide
range of experience) is formulated
c) The support plan is captured and put into action
e) It must have a review date on which progress (or lack of progress) will be
discussed. On the review date the plan is adjusted and the SBST may
decide that the higher level of support is needed in which case the DBST is
asked to assist. Such plans should be reviewed at least once a term
d) In exceptional cases where direct referral is required to ensure the safety of
the learner who is vulnerable to abuse, deviation from the standard
procedure is permitted
STAGE 3: Identifying and Addressing Barriers to Learning and Development at
District Level
1. The SNA3 form guides the District- based Support Team (DBST) in their intervention
strategy to:
a) To review the action plan of the teacher and SBST and use the guideline
for support, the Table to rate the level of support needed and the Checklist
to help determine the decision on how support is to be provided to the
learner. The DBST puts a further plan of action together for the learner
and/ or school, based on the information available. The plan will spell out
a suitable package include:
● Planning and budgeting for additional support programmes determined
in SNA3
● Resource and support-service allocation to school and learner
● Training, counselling and mentoring of teachers and parents/ legal
caregivers
● Monitoring support provision

33. 33
● Using the various tools attached as Annexures to the SIAS policy to
help carry out their decisions
Figure 1: Screening, Identification, Assessment and Support Process
All
Lear
ners
Screening in Early Childhood Education (ECD)
Early identification of barriers, developmental delays,
perceptual problems, disability, health needs, etc.
By
ECD practitioner, Health Services, Social Welfare
Outcome:
Early intervention is provided
Teacher,
Practitione
rs, Parents
10
% of
lear
ner
Identification of Moderate Support Needs
At Admission to School/Gr R
Learner Profile completed for all learners
At Risk Learners are identified (e.g. learners who are
disabled, receive social grant, etc)
Diagnostic Profile is requested from Health Services
ILST in consultation with parent and teacher completes
SNA Section 1
Outcome:
ILST assists teacher to plan support for learner
Support is tracked and monitored by ILST
Institution
al level
support
Teams
1%
of
lear
ner
Motivation for High Needs Support
For Learners who are identified as potentially having
high/very high needs (e.g. if their level of functionality
on the Diagnostic Profile is moderate or severe)
DBST in Consultation with ILST initiates SIAS
Process by completing
SNA Section 2
SNA Section 3 a and b
Develop Action Plan
Outcome:
Official DBST Decision on level and nature of support:
How the school can be supported to provide additional
support – allocation of staff, training, devices,
accessibility features in buildings, accessing support
from Special School
Support is tracked, monitored and reviewed
DBST in
consultati
on with
ILST

34. 34
Figure 2: Screening, Identification, Assessment and Support Pathway

35. 35
If Serious Deviations or Problematic Issues are Observed, it Would be Wise to Refer
the learner for Professional Help, as per example below:
CHALLENGE REFERRAL
History of complications during birth Occupational Therapist
Convulsions, fainting, loss of consciousness Medical Doctor or Neurologist
Overly clumsy Occupational Therapist
Problematic speech, stuttering or lack of language
understanding
Speech Therapist
Anger and Emotional outbursts Psychologist
ADD and Tourette’s Syndrome Occupational Therapist
Obesity and overweight Dietician
Problematic eye movements Optometrist
Hearing challenges and/or strange pronunciation Audiologist or a Speech Therapist

36. 36
ACTIVITIES TO BE PRESENTED DAILY TO SUPPORT LEARNERS
When children build with blocks …
They learn to use their imagination by creating a
structure.
They manipulate, learn about balance, size,
shapes, weight, height, depth and textures such
as smooth and rough.
They develop their eye-hand coordination. They
learn to play with others.
When children do art activities …
They are more concerned with the
process they are going through rather
than the finished product;
They learn about color;
How to paint, draw, cut, colour and how
to be creative and use their imagination.
They benefit emotionally because they
express their thoughts and feelings.
They develop their fine motor skills and
they get opportunities to make choices.

37. 37
When children play outside … They develop physically (gross motor skills).
They learn about getting on and off things, going
around it, going forwards and backward
(perceptual skills).
They learn to play with others (social skills).
They run, climb, jump, hang, slide, swing and
develop their physical strength.
They learn about the limitations of their body.
They learn how to play safely, to take turns and
to share the space.
When children play in the make-
believe/imaginative play or fantasy
area …
They do role play pretending to be
mothers, fathers, doctors or police
officers.
They develop empathy.
They role-play what they have seen or
experienced.
They work through emotions.
They develop their imagination.
They do “self-speech” talking to
themselves about their game which
develops language.
They learn how to co-operate with other
children; which develops their social
skills.
When children play in sand or water …
They develop their sense of touch and they
learn about texture.
They pour, build, measure and count.
They can choose to play alone or with others.
Children who are frustrated, anxious or
aggressive will find sand and water play calming
and relaxing.

38. 38
Water and sand is an open ended activity
allowing for the child to manipulate it as they
choose giving wings to their imagination
When children build puzzles …
They learn about colour, size and shape.
They learn perseverance and their
concentration span is broadened.
They can either do this alone or with a
friend.
Their problem solving and language skills
are expanded as they speak to each
other to find a solution.
Self-confidence and cooperation skills are
developed.
Naming and talking about the picture on
the puzzle enhances vocabulary.
Form perception is improved.
When children listen to a story or page
through a book…. They develop pre-literacy skills which will
culminate in the ability to read.
Children’s listening skills are enhanced.
Their vocabulary and general knowledge is
increased because they hear new words and
learn about new things as an adult encourages
conversation.
They learn about different concepts, people and
places.
They are given the opportunity to interact with
books and discover the joy of paging through a
book reading the pictures.

39. 39
When children cook …
They learn to follow directions.
They stimulate and use all five senses.
They learn to recognise color and shapes
from different kinds of foods and kitchen
utensils.
They have an opportunity to use different
tools and equipment to improve small
muscle co-ordination.
They see and discover science.
They count, weigh and measure which
enhances pre-numeracy skills.
They experience feelings of success and
autonomy as they learn how to butter a
slice of bread.
When children listen to music, sing or
dance …
They learn to appreciate music from different
countries, cultures, and time periods.
They learn to express themselves and their
ideas. They learn about slow and fast rhythms.
They learn to follow the rhythm or sing the
words of a song as well as make up a dance to
the tune of the music.
Their physical coordination is improved.
When children play computer games …
They learn how machines work and how
they can help them learn more.
They practice eye-hand co-ordination e.g.
using the mouse.
They become computer literate.
Their general knowledge increases.

40. 40
N.B. Excessive solitary screen-play
should be avoided and should not be the
only type of play children engages in.
When children play games with rules
or competes in play …
They learn about winning and losing, to be
honest, to follow rules and instructions, to
challenge themselves
They learn how to compete
Children learn to strategize, co-operate and
challenge themselves.
“If children don’t learn
the way we teach them,
Let us teach them the
way they learn”