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ACCESSING THE ABET CURRICULUM

ACCESSING THE ABET CURRICULUM. THE CURRICULUM: A MEANS FOR REDRESS. CHALLENGE.

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ACCESSING THE ABET CURRICULUM

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  1. ACCESSING THE ABET CURRICULUM THE CURRICULUM: A MEANS FOR REDRESS

  2. CHALLENGE • “There is no special world out there.We need to create the conditions in our schools that attempt to MIRROR the reality outside the school, thus ensuring a smooth transition for ALL learners at a pedagogic and all other levels.” • Sigamoney Naicker [Director nDOE: Inclusive Directorate (2002)]

  3. VIEWS ON AN INCLUSIVE CURRICULUM • “ The Curriculum should not be viewed as an end in itself, but rather as the framework through which we provide the vehicle for learning.”[Richard Rose ] • It should reflect the broad aims of education which should apply to all learners. • It should recognise the differences in abilities, aptitudes & needs of individuals.

  4. VIEWS ON AN INCLUSIVE CURRICULUM • Learners should reach their full potential through a process of collaborative learning. • An Inclusive Curriculum embraces relevant Content and Contexts • An Inclusive Curriculum calls for a balance between content and pedagogy. • GOOD “Classroom teaching is at the heart of inclusive practice as it directly impinges on every pupil”(Seba and Sachdev 1997)

  5. EDUCATORS LEARNER NEEDS INCLUSIVE CURRICULUM METHODS OF INSTRUCTION VARIETY OF ASSESSMENT METHODS AND ACTIVITIES

  6. NATIONAL CURRICULUM FORMAL C2005 UNIT STANDARDS PRESCRIBED OUTCOMES- CO’S SO’S ASSESSMENT CRITERIA

  7. EDUCATORS PERCEPTIONS VIEWS PARADIGM TRAINING AND QUALIFICATIONS EXPERIENCE CLASSROOM STRATEGIES AND METHODOLOGIES CURRICULUM SUPPORT AND GUIDANCE

  8. LEARNER NEEDS • Physical needs • Emotional needs • Social inclusion • Learning styles • Multiple intelligences • EQ • Language

  9. NATURE OF BARRIER TO LEARNING RECENTLY ACQUIRED? LONG STANDING? FLUCTUATIING? TEMPORARY?

  10. WHAT ARE THE BARRIERS TO LEARNING? • SOCIETAL- Socio- economic environment • SYSTEMIC- Educational system • PEDAGOGICAL- Methodologies & language • MEDICAL - Physical, sensory, intellectual & emotional

  11. WHERE IS THE BARRIER TO LEARNING LOCATED? PROCESSING INFORMATION?/ COGNITIVE ABILITIES? RECEIVING INFORMATION? / INPUT? EXPRESSING INFORMATION?/ OUTPUT

  12. Passive learners- “learned helplessness” Poor self concept and low self esteem- result of failure and frustration Emotional problems Poor attention and concentration skills Lack of motivation - low persistence level Inept social skills- often they have difficulty in maintaining friendships Underachieving in specific LA’s or in all LA’s. HOW TO IDENTIFY BARRIERS TO LEARNING IN ADOLESCENTS

  13. LEVELS OF SUPPORT 5 INTENSIVE LEVEL OF SUPPORT 4 3 2 1 LOW LEVEL OF SUPPORT

  14. Support for educators of learners experiencing barriers to learning Centre Manager Support EMDC CA/ SLES ABET CA Head Office

  15. METHODOLOGIES AND CLASSROOM STRATEGIES Whole class teaching vs Group teaching Balance between Individual/ peer tutoring/ co-operative learning and whole class teaching

  16. METHODOLOGIES AND CLASSROOM STRATEGIES • Galton and Williamson (1992) classify the range of small groups as follows: • Seating groups - engaged in separate tasks and produce separate and quite different outcomes; • Working in groups - similar tasks resulting in similar outcomes but their work is independent; • Co-operative groups - separate but related tasks resulting in a joint outcome; • Collaboraitve groups - where pupils have the same task and work towards a joint outcome

  17. Basic skill instruction Functional skills Life skills- Social skills Money management Time management Motivational programmes Learning strategies instruction/ study skills - How to learn? Learning style - What is my best method of learning? Work-study programmes that are relevant Approaches to teaching adolescents who experience barriers to learning.

  18. ASSESSMENT PROCESS AND PRODUCT SELF PEER GROUP ADAPTIVE METHODS OF ASSESSMENT

  19. ADAPTIVE METHODS OF ASSESSMENT • Amanuensis - Scribe [A person reads the questions to the learner and writes down the learner’s spoken words (answers) verbatim.] • Scribe- Educator/ Departmental official [NOT someone from the CLC] • Assessment should not take place in the assessment room among the other learners. • Assessment should be recorded to prevent any irregularities. • Reader - Reads the questions

  20. Additional time Braille Enlarged/ bolded text Tape-aid Dictaphone Computer with voice synthesiser Sign language interpreter Computers/ typewriters Video recording Audio-taped questions Speech generated device Graphic & gesture systems to supplement verbal interaction Alternative questions Orally ALTERNATIVE METHODS OF ASSESSMENT & ANSWERING ALTERNATIVES

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