WHAT IS DIFFERENTIATED TEACHING?

WHAT IS DIFFERENTIATED TEACHING?

An inflexible curriculum does not respond to the wide variety of learner needs. Inclusive Education refers to the capacity of ordinary local schools to respond to the needs of ALL learners, including those requiring extra support because of learning or physical barriers, social disadvantage, cultural difference or other diverse learning needs. Please feel free to download our factsheet and share – if you have any questions or enquiries please contact us at info@included.org.za                             IESA FACTSHEET: What is Differentiated Teaching?  
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INCLUDING A LEARNER WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

INCLUDING A LEARNER WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Around the world there is a far greater emphasis on investigating the symptoms of ADHD and finding out why the child behaves as he/she does, and then finding solutions which may, but do not necessarily, include medication. These could include healthy eating, supplements, exercise, counselling and other therapies. IESA FACTSHEET: INCLUDING A LEARNER WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER Please feel free to download and share – if you have any questions or enquiries please contact us at info@included.org.za
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FASD AND ITS IMPACT ON LEARNING

FASD AND ITS IMPACT ON LEARNING

Today is National Foetal Alcohol Syndrome Day.   According to World Health Organisation (WHO), foetal alcohol syndrome is the biggest cause of mental retardation in North America, Canada and South Africa. The number of people affected by foetal alcohol syndrome is three to five times more than those with HIV and AIDS.  The highest reports of foetal alcohol syndrome cases in South Africa are in the Western Cape province, and this is believed to be as a result of the Dop system; a criteria by which wine manufacturers pay workers with alcohol. Foetal alcohol syndrome is 100 percent preventable but it cannot be cured. (Source: Western Cape Provincial Government) At Inclusive Education South Africa, our aim is to equip and facilitate a process whereby our beneficiaries feel more confident to accommodate and support learners meaningfully. …
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Including a child with Visual Impairment in a mainstream setting

Including a child with Visual Impairment in a mainstream setting

South Africa’s Inclusive Education Policy is built on the belief that all children can learn and benefit from learning together at their local school. Schools that take a supportive approach to teaching and learning make this inclusive learning experience possible. IESA FACTSHEET: INCLUDING A CHILD WITH VISUAL IMPAIRMENT IN A MAINSTREAM SETTING Please feel free to download and share – if you have any questions or enquiries please contact us at info@included.org.za
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Including a Child with Cerebral Palsy (CP) in a mainstream setting

Including a Child with Cerebral Palsy (CP) in a mainstream setting

South Africa's Inclusive Education Policy is built on the belief that all children can learn and benefit from learning together at their local school. Schools that take a supportive approach to teaching and learning make this inclusive learning experience possible. IESA FACTSHEET: INCLUDING A CHILD WITH CEREBRAL PALSY (CP) IN A MAINSTREAM SETTING Please feel free to download and share – if you have any questions or enquiries please contact us at info@included.org.za  
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IESA Factsheet: Special School Resource Centres (SSRC)

IESA Factsheet: Special School Resource Centres (SSRC)

In 2001, South Africa adopted an inclusive approach to education through Education White Paper 6. This policy outlines strategies to be implemented for the provision of support in education to accommodate a wide range of learning needs. In acknowledgement of the resources and expertise that exist in special schools, the policy envisaged that special schools be strengthened to function as resource centres offering system-wide support to learners who require a high level of support. IESA has put together a fact sheet with this information and more regarding special schools as resource centres and what you need to know.  To print or view this factsheet click here.
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IESA Factsheet: Reasonable Accommodation in Education

IESA Factsheet: Reasonable Accommodation in Education

With respect to the right to education, reasonable accommodation means ensuring the specific support needs of learners with disabilities are provided for so that they are able to equitably participate in learning alongside their peers. To print or view this factsheet click here
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IESA Factsheet: What is a Full Service School?

IESA Factsheet: What is a Full Service School?

“ Full-service/inclusive schools are first and foremost mainstream education institutions that provide quality education to all learners by supplying the full range of learning needs in an equitable manner. They should strive to achieve access, equity, quality and social justice in education. ” Guidelines for Full Service Schools, DBE, 2010 Download our Factsheet for more information here
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IESA Factsheet: The Role and Function of the School Based Support Team

IESA Factsheet: The Role and Function of the School Based Support Team

The School Based support team is one of the most important structures within the schooling system when we look at the implementation and provision of support and reasonable accommodations for children with support needs.  IESA has just released our latest Factsheet as an open education resource. Please feel free to download and share - if you have any questions or enquiries please contact us at info@included.org.za IESA FACTSHEET: THE ROLE AND FUNCTION OF THE SCHOOL BASED SUPPORT TEAM
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