Management of Accommodations for Learners who experience Barriers to Assessment and Learning

Management of Accommodations for Learners who experience Barriers to Assessment and Learning

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When you have handed out the standard assessment to a learner at exam/test time, have you ever felt that there is really no chance of him making it? We know there are learners whose writing or language skills are poor but, if they are given more time and a different type of assessment, they are able to convey their understanding of the work. Department of Education Policy guidelines provide solutions to this. An example is applying for assessment accommodations regarding barriers to learning and/or immigrant status requests for assessment purposes for learners who require them. The following guidelines are extracts from WCED Circular 0017/2016: Which learners are eligible for accommodations? Those who experience barriers to learning arising from a disability, learning difficulty, learning disability or behaviour and/or psycho-social disorder which…
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IESA Celebrates Heritage Day 2018

IESA Celebrates Heritage Day 2018

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Today, IESA Gauteng and Western Cape branches celebrated heritage day 2018. Staff members were asked to come dressed in traditional clothing and share a few of their stories with one another as well as bring eats that represented their heritage.  A great day was had by all, as we were reminded of our rich and diverse collective histories. [ngg_images source="galleries" display_type="photocrati-nextgen_basic_thumbnails" override_thumbnail_settings="0" thumbnail_width="240" thumbnail_height="160" thumbnail_crop="1" images_per_page="20" number_of_columns="0" ajax_pagination="0" show_all_in_lightbox="0" use_imagebrowser_effect="0" show_slideshow_link="1" slideshow_link_text="[Show slideshow]" order_by="sortorder" order_direction="ASC" returns="included" maximum_entity_count="500"]
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Barriers to Learning Are Not Limited to Disability

Barriers to Learning Are Not Limited to Disability

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Senzo's Story - A barrier is not only defined by disability “A barrier to learning is anything that stands in the way of a child being able to learn effectively.”   What we often fail to realise is that barriers to learning are not only limited to physical or intrinsic disabilities. *Senzo (name has been changed) is an only child of a single mother and has lived with his grandmother from birth up until his present age of three.  He is well cared for, however, when he started at his local ECD centre he was delayed with regards to milestones in comparison to his peers.  This was because he had not had appropriate stimulation at home.  He still drank milk from a baby bottle and his mannerisms were “baby-like”. Scribbling, reading activities…
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How do you Prepare a Child for a new schooling Environment?

How do you Prepare a Child for a new schooling Environment?

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In the light of applications being given in and most parents having heard back from schools, parents of first-time school-goers will be thinking through preparing their children not only for school but the actual school environment.  This is especially difficult if there is a barrier to learning.  We therefore take this opportunity to share one of our past articles written by Angela Hutchison, a family counsellor. There’s a big difference between being school-ready and being ready for school. School-readiness covers whether a child has the capabilities to work within the environment we choose for that child, which says little about the child’s inherent capabilities, and a lot about whether he can mould himself sufficiently enough to work within a chosen environment. This is not to say the environment is bad, but more adaptation happens from the child’s side than the environment’s But being…
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Progression without Support

Progression without Support

IESA Press Release, Latest News, news
As we continue to focus on the challenge youth drop out this month.   One of the key contributing factors is the progression of learners in schools WITHOUT support.  To give us more insight we share a newsletter article from IESA July 2016 Newsletter written by our director, Robyn Beere. From The Directors Desk July 2016 The third term of the school year marks the time for teachers to consider those children who may be possible candidates for repetition or progression.  There is much debate about this issue, with policy not being understood and support for learners and their parents not adequately provided. Whilst we believe there is merit in a learner who will not benefit from repeating a year moving forward with his peers, what is absolutely critical is that…
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