Every learner and every teacher have
a unique blend of personal characteristics and background factors that change
with time and context, and affect the experience of living and developing. Traditionally,
the education of learners with disabilities focused on the nature of specific
conditions in an attempt to alleviate barriers to learning.
The impairment, and not the impact
thereof on participation at school or at home, was emphasised. A more contemporary
view is to focus on the strengths, attitudes and abilities of children within meaningful
contexts. Believe that all can achieve addresses inclusion as the foundation for education in an
attempt to celebrate diversity in the classroom, to capitalise on the strengths
each learner brings to the learning–teaching dyad, and to welcome every family
member as part of the broader classroom community.
Believe that all can achieve embraces the core values of the South African Constitution
– freedom, dignity and equality. It shares best practice, evidence-based
techniques and strategies in an effort to build a deeper understanding of the
core challenges and possible solutions. Narratives, case studies, screening
checklists, engaging illustrations and examples provided in the book enable the
teacher to translate theory into actuality in the classroom. The chapters on
challenging behaviours; intellectual, learning, physical and sensory
disabilities; autistic spectrum disorders, and medical conditions add a wealth
of information and a ready reference.
Believe that all can achieve is aimed at students and teachers in the field of
inclusive education.
Seeing children with disabilities at work has taught me that there are many things they do that I thought they could not do. From this experience I now know that I would have no problem employing a person who is mentally or physically challenged. I ask God to help all of us have a better understanding and to see them as normal. I also ask that inclusion becomes part of many schools because I truly believe we can all benefit from inclusion.
MOTHER OF A TYPICALLY DEVELOPING
CHILD IN AN INCLUSIVE SCHOOL
Everything must be done in the best interests of the child.
PART 1 INCLUSIVE EDUCATION:
PRINCIPLES AND PRACTICE
1 Inclusion: changing paradigms
2 Participation
3 Assessment approaches in the
school setting
4 Teaching practices
5 Differentiated teaching
PART II INCLUSIVE EDUCATION: FUNCTIONAL ABILITIES
7 Understanding learners with
challenging behaviour
8 Understanding learners with
intellectual disability
9 Understanding learners with
learning disabilities
10 Understanding learners with
physical disabilities
11 Understanding learners with
sensory disabilities
12 Understanding learners with
autism spectrum disorder
13 Understanding learners with
chronic medical conditions
PART III FUNCTIONAL APPROACH TO
INTEGRATING DISABILITY AND SUPPORT
14 Integrating disability and support
Supplementary material available for this title includes:
This lecturer’s support material includes:
- A
test bank
- A
list of useful contacts
- A
case study
- JPEGs
of all figures and tables
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