By Emmerentia Landsberg
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Additional resources for Addressing Barriers to Learning: A South African Perspective
Schools can also draw on neighbouring schools and other education institutions, such as special schools and universities. • Professional development. For educators to teach in an inclusive school and collaborate with one another, they need to acquire, through pre-service and in-service experiences, a common vision, conceptual framework and language, and a set of instructional and technical skills to work with the needs of diverse learners. Professional development must prepare educators for collaboration and support, and assist them in understanding their relative roles and responsibilities in the inclusion effort.
However, the Act also contains gaps and weaknesses, mainly in the wording of some of the clauses, which restricts the rights of learners experiencing barriers to learning and undermines the development of an integrated inclusive education system. Despite this, in this legislation compulsory exclusion has been abolished (Lomofsky & Lazarus 2001). The White Paper on Education and Training and the South African Schools Act created the basis necessary in policy and legislation to facilitate a paradigm shift to inclusive education.
G. The effect of the severely retarded child on his family (Fowler 1968, in Ferguson 2002); Remarks on the causes of idiocy (Howe 1976, in Ferguson 2002). 2 The concept “normal” was heavily debated during this time. ” 3 A self-contained classroom refers to a class in the mainstream school where learners who experience problems related to, for example, disability receive most of their instruction and support, similar to what we know as special classes or remedial classes. The educators are usually trained to provide special education.