Teachers and parents should always be guided by the following:

• All learners can learn given the necessary support
• OBE is learner paced and learner based
• Schools create conditions for learners to succeed
• A shift from categorising learners according to disability towards addressing the barriers experienced by individual learners
• Provision should be based on the levels of support needed to address a range of barriers to learning

Essentially a shift in attitude and a change in the ethos of a school is needed to make a success of inclusive education practices.    

Curriculum Adaptation
Within the National Curriculum Framework all learners will be exposed to all outcomes despite their barriers to learning. In the process of designing down to address these outcomes through teaching and learning educators should keep the barriers in mind, adapting methodology and content to make the curriculum accessible to the learner. As not all learners experience the same barriers or need the same level of support the adaptations and support should be geared towards the particular learner and not towards the type of disability.

More support and ideas on how to adapt learning material and teaching strategies can be found on the resource page of this website.

Support 

Some learners will need support on various levels and at various stages of their school career in order to maximize their potential.   Support should be seen as an integral part of all learning.   A PowerPoint presentation on Support can be viewed from the resources page. 

Assessment Modification
Assessment procedures should address the barriers to learning to make CASS or CTA accessible to the learner. As not all learners experience the same barriers or need the same level of support, assessment modification becomes a very individual process. Its aim is to assist the learner to demonstrate the same outcome than other learners by changing the way the question can be answered or way the task is completed by the learner to ensure that the same knowledge and skill is assessed but via a different modality or using the strength of the learner.   Modification is therefor geared towards the particular learner and not towards the type of disability.