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Supporting learners with NeuroDevelopmental Learning Needs in

Southern Africa

Presentation · August 2018

DOI: 10.13140/RG.2.2.17221.96486

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Helen Dunbar-Krige Jean Fourie

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 Supporting learners with
NeuroDevelopmental Learning
Needs in Southern Africa

Dr Helen Dunbar-Krige
and Dr Jean Fourie
jeanf@uj.ac.za
World Education Research Forum
Symposium – Promoting Special Needs
Education and the implementation of
inclusive education policy in South Africa

August 2018
This project has been developed through the Teaching and
Learning Development Capacity Improvement Programme
which is being implemented through a partnership
between the Department of Higher Education and Training
and the European Union.
 Education White Paper 6: 2001.
Special Needs Education:
Building an Inclusive Education
and Training System,
Department of National Education

Sets the vision for the SA education

system to create a
socially just inclusive society
Department of Education. (2001). Education White Paper 6: Special Needs Education. Building an
Inclusive Education and Training System. Pretoria: Government Printer.
South Africa signed

UN Convention Rights Persons

Disabilities (2007)

Article 24 – Education
“Persons with disabilities are not
excluded from the general education
system on the basis of disability”
• A comprehensive understanding of
special needs education is necessary
to prepare teachers to work in an
inclusive society that welcomes
diverse learners.
• Inclusion is at the core of
transforming societies. (Walker, 2016)
• There is a difference in
understanding inclusion and the
practice of inclusive education. (Florian &
Black-Hawkins, 2016)
• The Department of Higher Education and Training in South Africa introduced a
teacher reform program in collaboration with the European Union. The focus of
our UJ project is ‘teaching and learning capacity improvement’ in Special
Needs.
The UJ NDD project aims to
• develop teacher education programs to address neurodevelopmental
diversity in schools;
• develop resource material for teachers and parents regarding NDD
• conduct research on the delivery of the teacher education programs on NDD
• conduct research on the implementation of the SIAS process in schools.
• stimulate post graduate research in this special needs field.
Neurodevelopmental disorders are conditions which
manifest in childhood and are characterised by
impairments in personal, social, academic, or
occupational functioning
(American Psychiatric Association. 2013. Diagnostic and statistical manual of mental disorders. 5th ed.)

Developmental deficits range from highly specific limitations of learning

to read, do maths, control attention, communicate effectively -
to broad, pervasive impairments of intellect, cognitive, behavioural
and social functioning.
This wide range of difficulties poses many challenges for
educators when teaching NDD learners in mainstream,
full service or special needs schools.

Educators are often ill prepared for the challenging social

behaviours, emotional side-effects, and cognitive hurdles.

Educators often have limited knowledge relating to the

symptoms, characteristics and school support required.

Working collaboratively with multi- disciplinary teams,

parents and with professionals to support these learners
needs socially sensitive educators.
Since the formalisation of inclusive education there are
more learners in all schools displaying these deficits,
and educators require skilful competence to identify and
support these learners.
Differentiating the curriculum, adapting classroom practices
and individualising learning plans is draining on school
resources.
This research project aims to address these issues in our
teacher training programmes and research.
 PG Dip in
Inclusive Ed In-Service Training

Teachme.org.za
ADE Rem
Ed

Teachme.org.za
Pre- Service Career Pathing for Teachers
focusing on NDD

Foundation, Intermediate, - Module in 3rd year

FET, Senior Phases – 1st to 4th years modules

- Teaching Practice happens in Special Needs Schools,

Resource Centres or Full Service Schools

FUNZA-LUSHAKA bursaries awarded to the first group of

students this year in this specialisation.
 Conceptualising
Teacher Training Programmes
for Supporting
NeuroDevelopmental Diversity
in the Classroom
Delving into African Indigenous
beliefs regarding, health,
disability, illness
USING BLENDED LEARNING
Engage with multiple media
online and in practical workshops
 Build Foundational Knowledge –
Neuroscience for Educators

• Infuse cognitive neuroscience into teacher training programmes as it can help

to directly improve understanding of student learning and development and
their responsibility to shape this growth. (Dubinsky et al , 2013)
• Change from using the brain to changing the brain. Understand the
Interaction between nature and nurture. Help student teachers to understand
the plasticity of their brains.
• Build capabilities of teachers in training to build capabilities of students with
special needs. (Harvard Centre for the developing child)
Play the Brain Architecture Game
Understand tensions in
paradigmatic models

Medical, Deficit Based,

DSM5
disorders, disability,
diagnosis
NEGATIVE
connotations

vs

Systemic, Holistic,
Socio-ecological,
Neuro-diversity,
inclusive
Cognitive - Head
Learning

Understand
relevant theoretical
models
PRACTICAL IN CLASS
IMPLEMENTATION
PRACTICAL , HAND work

Individualised
Education Plans for a REAL child
PRACTICAL
Develop and implement
a PARENT support plan
for the case child
Heart Learning – develop
Empathy, sensitivity
Multi-Cultural awareness
Read poems, personal
people narratives, book
reviews

write Deep reflections on

own personal
experiences
In Closing

Designing our special needs teacher education programmes requires

negotiating conflicting paradigmatic views
rigorously deliberating unit content, material choices
rethinking blended learning
creating practical, motivating assignments
careful cultural framing
developing skills in collaboration with stakeholders in schools
incorporating heart work – values, beliefs

Equipping Teachers to
Support
NeuroDevelopmental
Diversity in
All Classrooms
Teachme.org.za

Dr Jean Fourie
jeanf@uj.ac.za
Dr H Dunbar-Krige
helenk@uj.ac.za

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