Category: Newsblog

 "With the spotlight being on literacy this month, we realise that for many children, and their caregivers, this can be an extremely difficult time especially when literacy is a struggle and challenge.  We, therefore, continue to share some of our past articles as a means of giving guidance and advice when it comes to supporting children who, because of their barriers to learning, struggle with reading and writing.  This week's article was written by retired teacher and IESA facilitator, Leatitia Brummer." In our June (2013) newsletter, we discussed the fears and adventures of ‘crying Robyn’, and others who struggled with the transition to big school. However, many big boys and girls cannot cry but find the transition from Foundation phase to Intermediate and Senior phases equally difficult and even more…

Making transitions easier: Leatitia Brummer Despite the teacher’s attempts to console her, Robyn has been crying bitterly since her mother left her at school. The rest of the Grade 1 class does not quite understand her behaviour. Some are laughing and one child is chanting “cry baby”. This makes Robyn cry even louder. The teacher explains to us that Robyn has been crying since the beginning of the year. Even after the crying has stopped she keeps asking when her mother will fetch her. According to the teacher some children are so anxious that it is extremely difficult to get them interested in the activities at school. This prevents them from learning and also distracts the attention of the rest of the class. The principal of Northlake Preparatory School says:…

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…

The Inclusive Schools project in the Motheo District in the Free State has kicked off today!  IESA's Robyn Beere and Charlene Petersen began interventions at Khothatso Intermediate school and Mmulakgoro Intermediate School today.  These are two of thirty-six schools that IESA in partnership with the Kagiso Shanduka Trust will be introducing to Inclusive Education.  Professional Learning Communities will be set up during the process and the improvement of school based support structures will be worked on amongst other things. We are very excited to be participating in this venture. [caption id="attachment_1989" align="alignnone" width="300"] A warm welcome was received by a parent involved in security and welcome at Mmulakgoro Intermediate School in Botshabelo (Motheo District) Free State[/caption]

In the wake of the 2016 matric results, various academics and members of civil society have legitimately advocated for attention to be focused on the early years of schooling, instead of matric results. There has also been much discussion about the department’s progression policy, which is considered by many to be problematic. Very little has been said about the lack of various forms of support for learners in schools, or that the progression policy is actually a process of progression WITH SUPPORT. And that repetition of a grade does not guarantee progress and development but could contribute to dropping out. Conrad Strydom, the country’s top matriculant (2016), is described as a struggler who repeated Grade 1. His mother explains that he had difficulties with focusing and fine motor skills which…

Shaakirah’s family first made contact with IESA’s Information & Support service in May 2015. Early in April they were invited to share their story on ENCA news.  Mom was feeling very nervous, so I promised to come around and sit with them before the interview.   Shaakirah will be turning eleven this year and has never been accepted into the schooling system.  Due to her parents’ perseverance she now attends the Carbanado Autism Centre, an NGO operating out of a local high school and so, at last, has the opportunity to be part of a stimulating programme and educated in a way suited to her needs. As I sat in the home of this family, their humility and hospitality were so tangible.  It was an experience that I will always treasure. As…

May 12, 2017 In the article below, our ECD Trainer, Cindy Olivier, highlights the important role parents play in the parent-teacher partnership.  We trust you enjoy.  For full newsletter click here The best thing any teacher can do is to get to know the parents of learners and to establish ways of keeping regular contact with parents. Building a good relationship with parents/caregivers can be one of the main factors in supporting a child who is experiencing barriers to learning and development. This can be a challenge for busy teachers and parents who have their hands full but, a good teacher-parent partnership can save so much time and it creates the great opportunity for the child to develop to his/her full potential both in school and at home. As part of…