This course is a follow up on content course, only teachers who completed Language content course qualify to apply, with the exception of Learning support teachers and special schools teachers.
What are barriers to learning?
Barriers to learning and development often refer to the challenges faced by learners during the learning process as a result of a broad range of experiences in the classroom, at school, at home, in the community and/or due to health conditions or a disability. These factors may lead to the inability of the system to accommodate diversity and cause learning and development to collapse or it can prevent learners’ access to education (Dept. of Education, 1997:12; 2014:13).
These barriers to learning manifest in different ways and only become obvious when learning breakdown occurs or when learners “drop out” of the system.
All barriers to learning and development should be addressed in our classrooms and schools as outlined in Education White Paper 6: Special Needs Education of July 2001.
Therefore, this course covers the wide range of barriers to learning factors under each basic language skill and explores practical intervention strategies teachers could employ in their classes.
This course specifically aims to achieve to support, guide, motivate and train Intermediate Phase teachers to:
- identify and understand the different barriers to learning languages learners may experience in their classrooms and how this could impact on academic performance, their emotional well-being and confidence;
- recognise and identify the manifestations of the specific deficits within the different language skills: listening, speaking, spelling, reading and writing;
- determine the specific challenges their learners with language barriers experience, through observation and administration of different screening tools (provided as Addendum 79);
- understand the diverse learning needs their learners may experience as a result of these language delays and deficits;
- record the specific delays their learners experience and write a learner report (using the policy document on Screening, Identification, Assessment and Support (SIAS) as a guide);
- design relevant and individualised support and intervention programmes for learners with language delays as part of their Individual Support Plans (ISPs);
- determine the functioning levels of the learners in each of the different language skills by means of pre-assessments;
- provide appropriate support and intervention to their learners to remedy these language delays, while implementing differentiation within an inclusive learning environment; and
- determine progress and impact, after implementing intervention programmes through post-assessments and recording of a progress reports.
Additionally, it provides a variety of practical and fun strategies, exciting activities and support material for Intermediate Phase teachers within a comprehensive and unique language intervention kit to render the relevant support and intervention their learners with barriers in learning Language require.
Bridge the gap in teaching with multi-level intelligences in your classroom.
Teachers, would you like to empower yourselves with the necessary skills to teach …
– learners with barriers to learning; or
– GNT (gifted and talented) learners?
Our workshops are designed to engage through interactive and creative activities, including the use of Information and Communication Technology (ICT). Our aim is to give learners the opportunity to reach their full potential