World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: AF03-1
COUNTRY:
Western Cape, South Africa
Permission
YEAR: 2003
LANGUAGE:
Afrikaans, English
TITLE: Inclusive Curriculum Resource File (Module 1 only)
AUTHOR/DEVELOPER:
Sandra Fortuin, WCED (Western Cape Education Department)
CONTACTS/AVAILABILITY:
 Documents available on the WCED, “Barriers to Learning” website at:
http://curriculum.wcape.school.za/site/20/res/view/165
 Or on the WCED “Inclusive Education” website at:
http://curriculum.wcape.school.za/site/40/res/view
[Adopted Definition/Focus of Inclusive Education]
 ‘Inclusive Education is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race, class, gender,
disability, religion, culture, sexual preference, learning styles and language.’ [NCSNET/
NCESS 1998] (Inclusive Curriculum Resource File, p. 3)
 Inclusive Education is based on the principle that all learners have the right to learn and that
all learners need support. It acknowledges that all learners are different and have different
learning needs. It requires that this diversity of learning be accommodated in an inclusive
classroom through the implementation of an inclusive curriculum (p. 1)
[General Description of the Material]
Module 1 is the first of a series intended to serve as a resource for educators, to assist
them in addressing the diversity of curriculum needs within their classrooms. It also
outlines framework for Inclusive Education and White Paper 6 and the need for change. It
was issued to all schools in Western Cape both primary and high schools to introduce the
concept of inclusion.
MODULE 1: Addressing an Inclusive Curriculum
1. FORWARD
2. INTRODUCTION TO INCLUSIVE EDUCATION
 Salamanca Statement
 South Africa Education White Paper 6 (EWP6) “Building an Inclusive Education and
Training System” (2001) – 20-year-strategy-time frame
 “Inclusion is in the heart and minds of society”
 Ten Reasons for Inclusion
 Benefits of Inclusion
 Change
i. Key to manage diversity is in dealing with change
ii. Change could also mean the redistribution of power and authority
iii. 4 Major components of successful change toward diversity
1. Communication
2. Interpersonal skills
3. Positive attitudes
4. Flexibility
3. BACKGROUND TO THE BARRIERS TO LEARNING
 Systemic barriers
 Societal barriers
 Pedagogical barriers
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
 Medical barriers (Disabilities)
4. ACCESSING THE INCLUSIVE CURRICULUM
 Curriculum
 What do we mean by the term “curriculum”?
 Is the curriculum a barrier to learning? Does it contribute to the exclusion of
learners?
 Fundamental elements of inclusive school
 Whole School Development Model for Human Rights and Inclusivity
 Hints for Developing an Inclusive school
 Strategies for the Maintenance of an Inclusive School
 Methods of Instruction
 “An analysis of teaching approaches and learning styles is an essential
process for all educators who wish to develop inclusive classrooms.”
 Methods that facilitate learning and enhance inclusivity (e.g., brainstorming,
creative expression, field trips, etc.)
 A Model for Differentiation – Key concepts, basic skills, more advanced skills,
and skills for the most able learners
 Methods of Assessment
 Why do we assess? What do we assess? When do we assess? How do we
assess?
 Assessment Guidelines for Inclusion
 Revisiting the Commitments to Inclusion: The Challenge
 “Inclusive Education is a process and we should not underestimate the real
challenges schools face in becoming more inclusive. However, we should hold
on to the belief that building inclusive societies will be the most effective means
of combating discriminatory attitudes and stigmatization.”
5. MANAGING SUPPORT FOR INCLUSION
 Conceptual Shifts – In a new approach, support is seen as all activities which increase
the capacity of a school to respond to the diverse needs of all learners
 Support to Learners
 Strategies to mobilize existing resources
 Learn about the learner through observation
 Stages of Learning: Determine when to provide support (Receiving information
stage; Procession information stage; or Expressing information stage)
 Learn about learner’s learning styles
 Differentiation and Assessment
 Support to Educators
6. REFERENCES
Relevant Literature/Resources:
 WCED Inclusive Education website: http://curriculum.wcape.school.za/site/40/page/view
 WCED Barriers to Learning website: http://curriculum.wcape.school.za/site/20/page/view/388

DoE (2002). Curriculum 2005: Assessment Guidelines for Inclusion.
http://curriculum.wcape.school.za/site/20/res/detail/wced_32322fec711c1cfc834de1234736f610/1
40

DoE (2005). Multiple Intelligences – Teaching and learning strategies and LTSM.
http://curriculum.wcape.school.za/site/29/res/detail/wced_3313393aa0dc770a3a22a5d2125730b3
/687

DoE (2005). Guidelines for inclusive learning programmes.
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
http://curriculum.wcape.school.za/site/20/res/detail/wced_3a44d5dab3b5098a1c70c7323c1f186f/3
21

Kitshoff, K. (2003). Support Tips: Strategies for curriculum adaptations.
http://curriculum.wcape.school.za/site/20/res/detail/wced_1a0a14750f49be792fb189783d3e0bb2/
371

WCED (2005). Multiple Intelligences (A poster in English).
http://curriculum.wcape.school.za/site/29/res/detail/wced_b1e3a85afee7285b8e5082bbb30c2fc3/6
87

WCED (2005). Multiple Intelligences (A poster in Afrikaans).
http://curriculum.wcape.school.za/site/29/res/detail/wced_772cd97e1866ab078691727ad518b5da
/687

WCED (2005). Better Thinking, Better Learning workshop (Transparencies).
http://curriculum.wcape.school.za/site/29/res/detail/wced_1ce0971c47941490468443553fde739c/
688
 WCED (2005). CD-ROM on Barriers to Learning. For more info, go to
http://curriculum.wcape.school.za/site/20/news/view/863
TARGET:  policy makers  school administrators  preschool teachers  primary ed teachers
 secondary ed teachers  higher ed teachers  sped teachers  pre-service teachers 
related service providers  families  students  community members
TOPIC:  introduction/philosophical understanding of inclusive education/getting started 
effective teaching/assessment strategies  challenging behaviors  team work, collaboration 
family/community involvement  networking  developing policy  dealing with change 
HIV/AIDS  advocacy/leadership skills  others
PHASE:  awareness raising/introduction/advocacy phase  on-going support  followup/monitoring  others
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