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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

Adapting the CTA

Making the CTA accessible for learners with disabilities

Western Cape Education Department

Kobie Kitshoff SCP Special Schools

disabilities barriers to learning
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

adapting the cta1
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

general recommendations
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

recommendations for adaptations
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

learners who are deaf
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

learners with cerebral palsy cp
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

learners with specific learning disability and epilepsy
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