This time of the year is characterised by joy and celebrations – end of the year 2014, a well-deserved holiday, Christmas and family gatherings.
In some instances this joy is replaced by sadness due to pupils not progressing to the next grade and the need to repeat an academic year scholastically.
However, it is possible that your child was hampered by a neurological and/or learning barrier without being aware of its existence.
In such cases serious consideration should be given to the granting of a special concession.
The aim of granting a special concession is to minimise the impact of the candidate’s disability during the writing of examination, tests and during school-based assessment through the academic year.
The granting of concessions aims to place such candidates on par with other candidates and not to give them any additional advantages.
Learners who experience barriers to learning can get concessions early in their school careers.
Concessions are not granted by an individual person, but by a school-based support team who are also responsible for the management of those learners who need concessions.
Amanuenses (scribes):
Amanuenses refer to the practice where a
- person (amanuensis) reads the questions to a candidate and writes down the candidate’s response verbatim.
- A candidate reads the questions and the person (amanuensis) writes down the candidate’s response verbatim.
- A person (amanuensis) reads the questions to the candidate and the candidate writes down the response.
Criteria for amanuenses:
All learners are assessed and based on the merits of each case, the learners are identified who will receive amanuenses.
This could include learners with:
- severe reading problems or dyslexia – learners who experience severe reading problems, writing and spelling.
- Dysgraphia – learners with illegible handwriting and unable to plan ideas.
- Severe spelling problems – learners with severe spelling problems with the effect that the meaning and content are lost due to the incorrect spelling.
- Severe planning problem – planning is defined as the ability to form an idea of what to do, plan how to do it and then carry the task out. The elements involved in the execution of the physical and/or cognitive activities are integrated and stored. Cross-reference to this stored information is very important for the successful execution of new activities. Problems with planning can result in the poor establishment of the body and mind security and thus leaves the learner feeling insecure in their abilities and affecting their self-esteem negatively. If these learners do not have all motor/cognitive aspects consolidated in their development, they are often NOT able to plan and sequence any new gained information.
- Physical disabilities – any impairment which limits the physical functioning of one or more parts of the body which include impairment of movement or control, visual impairment and hearing impairment.
- Dyscalculia – a serious inability to deal with calculations.These learners experience problems with time, space and reversals.
- Anxiety disorders – when anxiety is constant and so overwhelming that it interferes with a person’s functioning on many levels of work, education and relationships. It affects a person emotionally, mentally and physically.
To assist parents, Protea School will have a parent information sharing evening on January 15 at 6pm in the School Hall at 55 Main Avenue, Springs Extension, Springs.
E-mail proteaskool@mweb.co.za or call 011-362-6854 for more information.
Wynandus Bezuidenhout, Principal – Protea School
