By Emmerentia Landsberg
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Extra info for Addressing Barriers to Learning: A South African Perspective
N. (Eds), The international encyclopedia of education. Volume 3, 2nd ed. Oxford: Elsevier Science Ltd, 1504–1508. M. 2002. A place in the family: an historical interpretation of research on parental reactions to having a child with a disability. Journal of Special Education, 36(3): 124–130, 147. development: preventing and working with barriers to learning. Pretoria: Van Schaik, 3–16. , Stainback, S. & Stainback, W. 1996. Historical overview of inclusion. In Stainback, S. & Stainback, W. (Eds), Inclusion: a guide for educators.
This paradigm shift was reinforced and its practical implementation in the South African context elaborated on in the report issued by the National Commission on Special Needs in Education and Training (NCSNET) and the National Committee on Education Support Services (NCESS) in 1997. This report specifically contributed to our understanding of the nature and extent of barriers to learning within South Africa and the use of acceptable and respectful terminology. An important task of the Commission and Committee was therefore to develop an understanding of concepts such as “special needs” and “education support”.
Next are ecological resources that consist of biopsychological liabilities and assets that influence the capacity of the person to engage effectively in proximal processes. Examples of liabilities include genetic defects, low birth weight, physical impairments or damage to brain function. In contrast, developmental assets take the form of abilities, knowledge, skill and experience that can extend the domains in which proximal processes can do their work. Thirdly, there are demand characteristics that are so called due to their capacity to provoke or discourage reactions from the social environment that either foster or disrupt psychological processes of growth.