The development of an enabling and socially just learning environment in schools does not relate only to teaching and learning but also to assessment of and for learning. Of particular importance is the provision of assessment opportunities for learners with physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment adaptation focuses on assessment adaptations and methods of assessment (special concessions) for learners who experience reading and writing difficulties that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations. Guidelines for assessment adaptation provides a general and useful framework for assessment in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist them. Contents include the following: Principles of assessment; Specific learning difficulties; Curriculum adaptation; Identifying barriers to assessment; Description of assessment adaptations; Administrative procedures for assessment adaptations. Guidelines for assessment adaptation is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly.

The supervision of inexperienced counsellors and other helping professionals should be regarded as an integral, rather than a peripheral, part of their initial and ongoing training. Furthermore, supervision can play an important role in the development and maintenance of professional competence, and in providing support for the experienced practitioner who wishes to provide the highest quality of care for clients. Training of registered counsellors in South Africa presents unique challenges to supervisors. Supervisors and supervisees need supportive information to stay informed about policy changes, trends and research - from the community within South Africa and internationally - that influence and nature and productivity of the counsellor process. This publication answers this need by focusing on the fundamentals of supervision and its effective utilisation. The chapters cover a variety of topics, from accessible theory on the role and functions of the supervisor and the development stages of the supervisee to eminently practical chapters on report writing and preventing counsellor burnout. Suggestions on the use of metaphor and story in counselling add depth, while the many sample case studies bring focus and immediacy to the text.

There is an increased focus in Higher Education on alternative assessment tools in contrast to traditional methods of assessment (Bitzer, 2003; Brown and Glasner, 1999; Knight, 1995). The aim of this study is to investigate how the development of process portfolios can support the academic, personal and career development of students in a first year foundation course at a Higher Education institution in South Africa. The module that is under study is a life skills module. The research question of this study is thus: How do foundation students in the module "University Preparation" experience the development of a portfolio? I made use of generic, qualitative research methods. A sample of 10 portfolios within the Education Faculty was taken. They ranged from excellent, to average and unsatisfactory. To gain in-depth knowledge, there was a series of individual semi-structured interviews with the students who developed the portfolios, focusing on their experience in developing the portfolios. The findings resulted in various recommendations for the lecturers involved in the module regarding ways of supporting the academic and personal development of students in a foundation course.