,© 2018 University of South Africa
All rights reserved
Printed and published by the
University of South Africa,
Muckleneuk, Pretoria
DPP1501/1/2019–2021
70778477
Shutterstock.com images used
Editor and Styler
HSY_Style
, CONTENTS
General Introduction to the study guide (iv)
Learning unit 1: Diversity in the classroom 1
Learning unit 2: Discuss policy and legislature in order to demonstrate
understanding of the issues of inclusivity 13
Learning unit 3: Discuss how barriers to learning can be identified, supported
and accommodated in a variety of inclusive settings 21
Learning unit 4: Understand how the curriculum can be modified to cater for all
the learners 59
List of Appendices 79
DPP1501/1/2019–2021 (iii)
, GENERAL INTRODUCTION TO
THE STUDY GUIDE
Have you worked with learners who have diverse learning needs in your school or
classroom? We know that there is not possible to apply a “one size fits all”
approach. Furthermore, there is no simple solution in ensuring that their learning
needs are met. After the introduction of Inclusive Education Policy (DoE, 2001)
and other strategies to support its implementation, it became clear that no learner
should be precluded from accessing curriculum in our South African schools. In
this module, Diversity, Pedagogy and Practice we consider various aspects of inclusive
education with a view of making the curriculum accessible for all learners including
those in need of additional support.
Pedagogy in this module entails an inclusive approach in teaching that
accommodates differences in the classroom and adaptation of the delivery of the
curriculum to meet the needs of all learners (Mintz & Wyse, 2015).
Unit one focuses on diversity in South African classrooms and the challenges and
opportunities this presents for inclusive education. Unit two reflects on the various
legislation and policies that mandate implementation of inclusive education in our
South African schools. Unit three focuses on the aspects of learning support in
different schools in terms of early identification, learning barriers as well as
accommodation of learners in different schools. In unit four, the focus on how to
accommodate learners with barriers to learning in the classroom and the
implementation of curriculum differentiation.
The purpose of this module is to:
The purpose of this module is to develop students to demonstrate the
understanding of the complexity and challenges of diverse learner population and
the barriers to learning learners face. Students should become acquainted with
policy and legislature and understand the systemic implication.
Prescribed Book
There is no prescribed book for this module. However, the following are pre-
scribed reading material:
Department of Education (2001). Education White Paper 6. Special Needs Education:
Building an Inclusive Education and Training System. Pretoria
Department of Basic Education. (2011b). Guidelines for Responding to Learner Di-
versity in the Classroom through Curriculum and Assessment Policy Statements.
Pretoria. Available at www.education.gov.za
Department of Basic Education. (2010). Guidelines for Full-service Inclusive Schools.
Pretoria: Department of Basic Education, Republic of South Africa.
(iv)
All rights reserved
Printed and published by the
University of South Africa,
Muckleneuk, Pretoria
DPP1501/1/2019–2021
70778477
Shutterstock.com images used
Editor and Styler
HSY_Style
, CONTENTS
General Introduction to the study guide (iv)
Learning unit 1: Diversity in the classroom 1
Learning unit 2: Discuss policy and legislature in order to demonstrate
understanding of the issues of inclusivity 13
Learning unit 3: Discuss how barriers to learning can be identified, supported
and accommodated in a variety of inclusive settings 21
Learning unit 4: Understand how the curriculum can be modified to cater for all
the learners 59
List of Appendices 79
DPP1501/1/2019–2021 (iii)
, GENERAL INTRODUCTION TO
THE STUDY GUIDE
Have you worked with learners who have diverse learning needs in your school or
classroom? We know that there is not possible to apply a “one size fits all”
approach. Furthermore, there is no simple solution in ensuring that their learning
needs are met. After the introduction of Inclusive Education Policy (DoE, 2001)
and other strategies to support its implementation, it became clear that no learner
should be precluded from accessing curriculum in our South African schools. In
this module, Diversity, Pedagogy and Practice we consider various aspects of inclusive
education with a view of making the curriculum accessible for all learners including
those in need of additional support.
Pedagogy in this module entails an inclusive approach in teaching that
accommodates differences in the classroom and adaptation of the delivery of the
curriculum to meet the needs of all learners (Mintz & Wyse, 2015).
Unit one focuses on diversity in South African classrooms and the challenges and
opportunities this presents for inclusive education. Unit two reflects on the various
legislation and policies that mandate implementation of inclusive education in our
South African schools. Unit three focuses on the aspects of learning support in
different schools in terms of early identification, learning barriers as well as
accommodation of learners in different schools. In unit four, the focus on how to
accommodate learners with barriers to learning in the classroom and the
implementation of curriculum differentiation.
The purpose of this module is to:
The purpose of this module is to develop students to demonstrate the
understanding of the complexity and challenges of diverse learner population and
the barriers to learning learners face. Students should become acquainted with
policy and legislature and understand the systemic implication.
Prescribed Book
There is no prescribed book for this module. However, the following are pre-
scribed reading material:
Department of Education (2001). Education White Paper 6. Special Needs Education:
Building an Inclusive Education and Training System. Pretoria
Department of Basic Education. (2011b). Guidelines for Responding to Learner Di-
versity in the Classroom through Curriculum and Assessment Policy Statements.
Pretoria. Available at www.education.gov.za
Department of Basic Education. (2010). Guidelines for Full-service Inclusive Schools.
Pretoria: Department of Basic Education, Republic of South Africa.
(iv)
