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Every learner and every teacher have a unique blend of personal
characteristics and background factors that change with time and
context, and affect the experience of living and developing.
Traditionally, the education of learners with disabilities focused
on the nature of specific conditions in an attempt to alleviate
barriers to learning. The impairment, and not the impact thereof on
participation at school or at home, was emphasised. A more
contemporary view is to focus on the strengths, attitudes and
abilities of children within meaningful contexts. Believe that all
can achieve addresses inclusion as the foundation for education in
an attempt to celebrate diversity in the classroom, to capitalise
on the strengths each learner brings to the learning-teaching dyad,
and to welcome every family member as part of the broader classroom
community. Believe that all can achieve embraces the core values of
the South African Constitution - freedom, dignity and equality. It
shares best practice, evidence-based techniques and strategies in
an effort to build a deeper understanding of the core challenges
and possible solutions. Narratives, case studies, screening
checklists, engaging illustrations and examples provided in the
book enable the teacher to translate theory into actuality in the
classroom. The chapters on challenging behaviours; intellectual,
learning, physical and sensory disabilities; autistic spectrum
disorders, and medical conditions add a wealth of information and a
ready reference. Believe that all can achieve is aimed at students
and teachers in the field of inclusive education. Seeing children
with disabilities at work has taught me that there are many things
they do that I thought they could not do. From this experience I
now know that I would have no problem employing a person who is
mentally or physically challenged. I ask God to help all of us have
a better understanding and to see them as normal. I also ask that
inclusion becomes part of many schools because I truly believe we
can all benefit from inclusion.
Freedom, dignity and equality - the core values of the South
African Constitution (1996) - provide the foundation for developing
inclusive societies. "Inclusive education" is the term used to
describe an education system in which all learners, including those
with disabilities, are accepted and fully integrated not only
educationally, but socially as well. Participation lies at the
heart of inclusive education and cannot be restricted to one area
of life. What is taught has to be reinforced in all the child's
natural environments - the home, the school and the community.
Believe that all can achieve explores how the incorporation of
learning into real-life contexts forms the basis of meaningful
education, and highlights the pivotal role of the teacher in this
process. Believe that all can achieve pays specific attention to
practical implementation. Photographs and line drawings are used to
enhance understanding and application, and the narratives, case
studies, screening checklists and examples of best practice in the
home, the classroom and the community enable teachers to translate
the theory into classroom practice. Believe that all can achieve
looks at the child's participation patterns in terms of unique
abilities, health status and environmental and personal factors,
thus moving the focus from disability to ability; from the child in
isolation to the child in the community; from the medical model of
health care to the social model of health care. Believe that all
can achieve is aimed at practising classroom-based teachers who
want to improve their ability to support the increasingly diverse
learners in their classrooms, schools and communities. Education
students interested in special needs will also find this text
particularly beneficial.
Early hearing detection and intervention (EHDI) is the gold
standard for any practising audiologist, and for families of
infants and children with hearing impairment. EHDI programmes aim
to identify, diagnose and provide intervention to children with
hearing impairment from as early as six months old (as well as
those at risk for hearing impairment) to ensure they develop and
achieve to their potential. Yet EHDI remains a significant
challenge for Africa, and various initiatives are in place to
address this gap in transferring policy into practice within the
southern African context. The diversity of factors in the southern
African context presents unique challenges to teaching and research
in this field, which has prompted this book project. The South
African government's heightened focus on increasing access to
health care which includes ongoing Early Childhood Development
(ECD) programmes, make this an opportune time for establishing and
documenting evidence-based research for current undergraduate and
postgraduate students. Early Detection and Intervention in
Audiology: An African Perspective aims to address this opportunity.
Grounded in an African context with detailed case studies, this
book provides rich content that pays careful attention to
contextual relevance and contextual responsiveness to both
identification and intervention in hearing impairment. With diverse
contributions from experts in local and international contexts, but
always with an African perspective, this is textbook will be an
invaluable resource for students, researchers and practitioners.
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