,# 2003 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
ETH306-W/1/2004±2006
97441767
Karinnew Style
, CONTENTS
Study unit Page
FOREWORD (viii)
SECTION A
LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING
STUDY UNIT 1
WHO ARE THESE LEARNERS WHO EXPERIENCE BARRIERS TO
LEARNING? 2
1.1 The terms ``learners with special educational needs'' and ``learners
who experience barriers to learning'' 3
1.2 Manifestations of barriers to learning 5
1.3 The interrelationship between barriers to learning 11
1.4 Phases in which barriers to learning and development come to the
fore 11
1.5 Classification of learners who experience barriers to learning 12
1.6 Degrees of barriers to learning 15
1.7 Extent of barriers to learning 15
1.8 Consequences of barriers to learning 16
1.9 Summary 16
Bibliography 17
STUDY UNIT 2
CAUSES OF BARRIERS TO LEARNING 18
2.1 Why a knowledge of what causes barriers to learning is important 18
2.2 Disability 20
2.3 Extrinsic causes of barriers to learning 23
2.4 Summary 33
Bibliography 34
STUDY UNIT 3
PARENTS AND FAMILIES OF LEARNERS WHO EXPERIENCE BARRIERS
TO LEARNING 36
3.1 Introduction 36
3.2 Some factors that may determine parental attitudes towards a
learners with a physical and/or physiological impairment 38
ETH306-W/1/2004±2006 (iii)
, Study unit Page
3.3 Different patterns of parental attitudes 41
3.4 Life-cycle events and parental attitudes 45
3.5 The effect of the birth of a child with a physical and/or physiological
impairment on the different members of the family 47
3.6 Parents and families of learners with physical and/or physiological
impairments: a South African perspective 51
3.7 Possible behavioural patterns of parents of learners with physical
and/or physiological impairments as far as teachers are concerned 52
3.8 Conclusion 55
Bibliography 58
SECTION B
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL
STUDY UNIT 4
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL IN OTHER COUNTRIES 60
4.1 Introduction 61
4.2 Primitive societies 61
4.3 The ancient civilisations 62
4.4 The early Christian period 62
4.5 The Middle Ages 63
4.6 The age of Enlightenment 63
4.7 1900 to approximately 1965 65
4.8 Recent decades 67
4.9 Summary 73
Bibliography 73
STUDY UNIT 5
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL IN SOUTH AFRICA 75
5.1 Introduction 76
5.2 The early years (before 1652) 76
5.3 The colonial period (1652±1947) 76
5.4 The apartheid era (1948±1994) 78
5.5 The new period (after 1994) 81
5.6 Summary 81
Bibliography 81
(iv)
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
ETH306-W/1/2004±2006
97441767
Karinnew Style
, CONTENTS
Study unit Page
FOREWORD (viii)
SECTION A
LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING
STUDY UNIT 1
WHO ARE THESE LEARNERS WHO EXPERIENCE BARRIERS TO
LEARNING? 2
1.1 The terms ``learners with special educational needs'' and ``learners
who experience barriers to learning'' 3
1.2 Manifestations of barriers to learning 5
1.3 The interrelationship between barriers to learning 11
1.4 Phases in which barriers to learning and development come to the
fore 11
1.5 Classification of learners who experience barriers to learning 12
1.6 Degrees of barriers to learning 15
1.7 Extent of barriers to learning 15
1.8 Consequences of barriers to learning 16
1.9 Summary 16
Bibliography 17
STUDY UNIT 2
CAUSES OF BARRIERS TO LEARNING 18
2.1 Why a knowledge of what causes barriers to learning is important 18
2.2 Disability 20
2.3 Extrinsic causes of barriers to learning 23
2.4 Summary 33
Bibliography 34
STUDY UNIT 3
PARENTS AND FAMILIES OF LEARNERS WHO EXPERIENCE BARRIERS
TO LEARNING 36
3.1 Introduction 36
3.2 Some factors that may determine parental attitudes towards a
learners with a physical and/or physiological impairment 38
ETH306-W/1/2004±2006 (iii)
, Study unit Page
3.3 Different patterns of parental attitudes 41
3.4 Life-cycle events and parental attitudes 45
3.5 The effect of the birth of a child with a physical and/or physiological
impairment on the different members of the family 47
3.6 Parents and families of learners with physical and/or physiological
impairments: a South African perspective 51
3.7 Possible behavioural patterns of parents of learners with physical
and/or physiological impairments as far as teachers are concerned 52
3.8 Conclusion 55
Bibliography 58
SECTION B
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL
STUDY UNIT 4
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL IN OTHER COUNTRIES 60
4.1 Introduction 61
4.2 Primitive societies 61
4.3 The ancient civilisations 62
4.4 The early Christian period 62
4.5 The Middle Ages 63
4.6 The age of Enlightenment 63
4.7 1900 to approximately 1965 65
4.8 Recent decades 67
4.9 Summary 73
Bibliography 73
STUDY UNIT 5
THE DEVELOPMENT OF SPECIAL EDUCATION TO EDUCATION FOR
ALL IN SOUTH AFRICA 75
5.1 Introduction 76
5.2 The early years (before 1652) 76
5.3 The colonial period (1652±1947) 76
5.4 The apartheid era (1948±1994) 78
5.5 The new period (after 1994) 81
5.6 Summary 81
Bibliography 81
(iv)
