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Adapting the CTA

Adapting the CTA. Making the CTA accessible for learners with disabilities Western Cape Education Department. Disabilities/Barriers to Learning. Disabilities are only one source of barriers to learning.  

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Adapting the CTA

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  1. Adapting the CTA Making the CTA accessible for learners with disabilities Western Cape Education Department Kobie Kitshoff SCP Special Schools

  2. Disabilities/Barriers to Learning • Disabilities are only one source of barriers to learning.   • A disability occurs when certain or all functions of a particular sense or system have been lost, and the learner is not able to use them any more. • A partial or complete loss of certain functions is called an impairment. • One can then say that an impairment causes a disability and a disability can be a barrier to learning. Kobie Kitshoff SCP Special Schools

  3. Adapting the CTA • Adaptation of the CTA for learners with disabilities who are in Grade 9, should focus on issues such as: • Vocabulary • Sentence structure • Lay-out • More time to complete Section B • Output modality. • Adapting the CTA should not have a negative impact on the credibility of the CTA. Kobie Kitshoff SCP Special Schools

  4. General recommendations • Changes should be made in such a manner that the memo does not need any adaptation/change. • Learners should be allowed to have access to: • Amanuensis • Tape recorded material • Structured completion of the CTA by having the teacher read it section by section to the whole class. This would mean reading a section, allowing the learners to complete the task, then reading the next section. • This approach would ensure that: • Learners do not make unnecessary mistakes, often due to poor concentration and impulsiveness. • Ensure a better working and completion rate • Prevent daydreaming. Kobie Kitshoff SCP Special Schools

  5. Recommendations for adaptations • The National Department of Education will undertake the adaptation of the CTA for the Blind. • This slide show will include recommendations for CTA adaptations for: • Learners who are deaf • Learners with Cerebral Palsy • Learners with Specific Learning Disability and Epilepsy Kobie Kitshoff SCP Special Schools

  6. Learners who are Deaf • Replace unfamiliar vocabulary with words known to the learners. • Explain other unknown vocabulary. • Where possible, develop a sign or signs for a concept if no known sign exists. • Shorten sentences where at all possible. • Allow the learner more time to complete Section B. Kobie Kitshoff SCP Special Schools

  7. Learners with Cerebral Palsy (CP) • Ensure that the spacing is of such a nature that learners do not have to strain to write in too small spaces – enlarge to 16 font on A4 paper and ensure that dedicated blocks are big enough for easy access to fill in answers. • Should a learner with CP also have a specific learning disability (SLD), incorporate the recommendations for SLD as well. Kobie Kitshoff SCP Special Schools

  8. Learners with Specific Learning Disability and Epilepsy • Shorten sentences, even if it means that a long complex sentence has to be broken up into 2, 3 or more short sentences. • If necessary change lay-out to ensure that there is not too much info on one page, e.g. only one or two sums per page or one sub-section per page to make sure the learners stay focused and are not distracted or demotivated by too much information on one page. • Certain learners can be asked to repeat the instructions to ensure that they understand and know what is expected. Kobie Kitshoff SCP Special Schools

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