Inclusive education aims to accommodate all learners by acknowledging differences, maximizing participation, and minimizing barriers to learning. It means educating all learners in age-appropriate general classes with supports so all can learn the core curriculum. Inclusive schools have a collaborative culture where students with disabilities are fully participating members. To deal with learning barriers, teachers can provide multi-sensory materials, demonstrations, additional exercises and time, and be aware of socio-economic factors that may impact learning.

1. DR BG NDAWONDE
Teaching Strategies for learners with learning barriers

2. Learning outcomes
■ Describe the white 6 of inclusive education
■ Define the concept of inclusive education
■ Devise strategies of dealing with learners with learning barriers

3. What is inclusion education
As used inWhite Paper 6, ‘inclusive education means:
• Acknowledging that all children and youth can learn
• Acknowledging that all children and youth need support
• Enabling the education system to meet the needs of all learners
• Acknowledging and respecting differences in learners while building on
similarities

4. Cont.
• Acknowledging that learning is more than just formal schooling; learning
happens in the home and in the community as well
• Fostering attitudes, behaviour, teaching methods, curricula and learning
environments that meet the needs of all learners
• Maximising learner participation in educational culture and curriculum
• Uncovering and minimising barriers to learning

5. Other thoughts
■ Inclusive education is educating for ALL leaners in age-appropriate general education
classes in their neighborhood schools, with high quality instruction, interventions and
supports so that all leaners can be accommodated in the core curriculum.
■ Inclusive schools have a collaborative and respectful school culture where students
with disabilities are competent, develop positive social relationships with peers, and
are fully participating members of the school community

6. Language Barriers
■ Give learners additional information
in the form of sensory experiences,
real
■ objects, models, photos and
diagrams wherever possible.
■ Provide learning experiences that
require the learners to do
demonstrations and provide
experiences that do not only involve
speaking and writing.
■ How can a teachers strategies on
Language barriers to learning?

7. visual
Strategies
■ Enlarged and bold text
■ Dictaphones
■ Text in Braille
■ Make use of computers for
demonstration
How to handle a class in
which there are some visually
impaired learners

8. Audio
■ Video recordings in sign language
■ Computer
■ Additional time
■ Alternative assessment tasks

9. Impaired thinking
■ Oral tests and examination
■ Computer (remediation programs; grammar and spell checks)
■ Additional exercises and special contextual materials
■ Additional time

10. How to deal with socio-economic factors
■ Be aware of the effect of low socio-economic status on self-esteem, level of participation
and under-achievement, and plan strategies to counter these.
■ Keep in mind possible financial constraints when you plan field trips and excursions.
■ Be aware of the effect of health and nutrition on participation in physical activity and
concentration levels.
■ Make time for learners to experiment (in class) with resources that they may not have
access to at home.
■ Provide examples of applications and settings that are relevant and familiar to learners
from low socio-economic backgrounds.
■ Be sensitive to the reluctance of such learners to share home experiences, or to describe
experiences that are different to those of their peers.

11. Together we can do more!