2. 1

3. 2 UMALUSI National Assessment Board To be fair they all get the same test. Climb the highest tree!

4. 3 DIVERSITY  CULTURE  LANGUAGE  GENDER  SEX  CLASS  SOCIAL ORIENTATION  LEARNING ABILITIES AND STYLES…

5. 4 BARRIERS TO LEARNING LEARNER

6. 5 BARRIERS TO LEARNING, TEACHING AND DEVELOPMENT SOCIO – ECON SYSTEMIC LEARNING SITE

7. 6 SOCIO - ECONOMIC  LACK OF ACCESS TO BASIC SERVICES  POVERTY AND UNDERDEVELOPMENT  FACTORS WHICH PLACE LEARNERS AT RISK  ATTITUDES  LACK OF PARENTAL RECOGNITION AND INVOLVEMENT  DISASTERS  EPIDEMICS(HIV/AIDS  UNAVAILABILTY OF EDUCATIONAL RESOURCES  LACK OF COMMUNITY PARTICIPATION

8. 7 SYSTEMIC  AN INFLEXIBLE CURRICULUM  LANGUAGE AND COMMUNICATION  INACCESSIBLE AND UNSAFE BUILT ENVIRONMENT  LEARNERS WITH DISABILITIES …

9. 8 LEARNING SITE CHALLENGES  LABELLING OF LEARNERS → AS DROP OUTS,REPEATERS,SLOW LEARNERS, PLACEMENT IN A PARTICULAR LEARNING ENVIRONMENT  DISCRIMINATION RACE,CLASS,GENDER,CULTURE,  RELIGION,SEXUAL PREFERENCES, DISABILITIES AND ABILITIES  STEREOTYPES( IKS VS WESTERN IDEAS)  STYLE AND TEMPO OF TEACHING, LEARNING AND ASSESSMENT

10. 9 KINESTHETIC  LEARN BEST WHEN THEY ARE INVOLVED/ACTIVE  FIND IT DIFFICULT TO SIT STILL FOR LONG PERIODS  USE MEMORY AS A MEMORY AID

11. 10 AUDITORY  LIKE TEACHER TO PROVIDE VERBAL INSTRUCTIONS  LIKE DIALOGUES, DISCUSSIONS AND PLAYS  SOLVE PROBLEMS BY ATLKING ABOUT THEM  USE RHYTHM AND SOUND AS MEMORY AIDS

12. 11 TACTILE  USE WRITING AND DRAWING AS MEMORY AIDS  LEARN WELL IN HANDS-ON ACTIVTIES (PROJECTS AND DEMONTRATIONS)

13. 12 VISUAL  LOOK AT TEACHER’S FACE INTENTLY  LIKE LOOKING AT WALL DISPLAYS, BOOKS, POSTERS, ETC.  OFTEN RECOGNISE WORDS BY SIGHT  USE LISTS TO ORGANISE THEIR THOUGHTS  RECALL INFORMATION BY REMEMBERING HOW IT WAS SET OUT ON A PAGE

14. 13 MULITPLE INTELLIGENCIES  VISUAL/SPATIAL  VERBAL/LINGUISTIC  LOGICAL/MATHEMATICAL  BODILY/KINESTHETIC  MUSICAL/RYHTMIC  INTERPERSONAL  INTRAPERSONAL  NATURALISTIC

15. 14 IMPLICATIONS ON TEACHING AND LEARNING  DEVELOPMENT OF SCHOOL BASED SUPPORT TEAMS  PROVISION OF TRAINING FOR TEACHERS(INSET, PROFFESSIONAL, PROFFESSIONAL DEVELOPMENT)  DEVELOPMENT OF NETWORKS AND SUPPORT MECHANISMS  PROVISION OF FLEXIBLE CURRICULUM TO ACCOMMODATE A RANGE OF LEARNING NEEDS  TEACHERS TO DEMONSTRATE EMPATHY, SENSITIVITY AND TOLERANCE