Abstract
D.Ed.
This study focuses on disability and specific learning difficulties as barriers to
learning. With the introduction of inclusive education in South Africa, the
fundamental rights of learners with disabilities to access educational
opportunities equal to their non-disabled peers, were recognised. Many learners
with physical disabilities and specific learning difficulties started attending
mainstream schools, instead of being referred to special schools. The inclusion
of these learners brought about many challenges to them, as well as to their
teachers. It was now expected from teachers to make instructional, curriculum
and assessment adaptions, in order to support and assist learners with a variety
of disabilities and learning difficulties and to cater for their diverse needs.
Learners with physical-, sensory- or neurological disabilities, as well as those
with specific learning difficulties, may experience reading and writing difficulties
which prevent them from giving a true reflection of their acquired knowledge in
classroom tests and examinations. These barriers to learning are therefore
causing barriers to assessment. The purpose of adaptive methods of
assessment (also called special concessions) is to minimize the effects of a
learner’s intrinsic or extrinsic barriers upon assessment performance and to
place him/her on par with other learners. It provides the opportunity for learners
experiencing barriers to assessment, to participate in the assessment process
and to reach their full potential - which is in accordance to an inclusive learning
community. Therefore, it is imperative that teachers should be familiar with the
various types of disabilities and learning difficulties, as well as the appropriate
special concessions that should be implemented, should a learner experience a
barrier to assessment.
The purpose of this research study was to explore and describe Grade 7
teachers’ understanding and implementation of adaptive methods of assessment
(particularly amanuenses), for learners with reading and writing difficulties. A
qualitative research study from an interpretative research paradigm was
conducted. In this study I used a qualitative case study design. Sixteen teachers
from four primary schools, as well as the four principals of the respective schools
in the district of Gauteng East, were selected purposively as participants. Openended
questionnaires, focus group interviews, observations and field notes, as
well as document analysis of the schools’ assessment policies, were used as
methods of data collection. The data was transcribed and analysed, using
Tesch’s method of open coding and was interpreted on the basis of the literature.