Calvin Pienaar and Ishana Ramdarie
Cornerstone Training Academy provides training in Inclusive Education. The courses are designed to train anyone involved with or interested in Special Educational Needs (SEN) and the remediation of those needs. The courses are aimed at, but not limited to Teachers, Teacher Assistants (TA’s), facilitators, Interns, caregivers, School Management Teams, School Governing Body, parents, psychologists and therapists (primarily occupational and speech). The accredited courses provide Continual Professional Development (CPD) and teacher upgrade for those dealing with Special Educational Needs (SEN), in the classroom of Full Service Schools (FSS), Special Schools (SS), mainstream Schools and Resource Centres (RC).
Our constitution requires that we embrace diversity. Our education system as laid down in Education White Paper 6 makes it imperative that the education and training system must change to accommodate the full range of learning needs. That training must be provided across all SEN from mild disabilities to more severe and specialised SEN, including the gifted. Particular attention must be given to strategies for instructional and curriculum transformation. These principles also underlie the new Curriculum and Assessment Policy Statement (CAPS).
Cornerstone Training Academy is accredited as a Service Provider with the Educational Training and Development Training Sector (ETDP SETA) and South African Council of Teachers (SACE). Each Accreditation Body will provide a certificate of proof, to each candidate for each module, once the requirements for competency have been met by the candidates. As from 2016 all SACE members, at all levels are obligated and compelled to accumulate a certain number of accredited points as part of the national focus and introduction of CPD points to the educational sector to upgrade all their staff. All modules are SACE accredited. Cornerstone Training Academy has developed material towards a National Certificate in Inclusion Education (ETDP SETA). The certificate will comprise of individually accredited modules. Additional material, addressing specific practical applications of remedial teaching are also available. These include specific special needs like; ADHD, Dyslexia, reading and spelling programmes, mathematics programmes, Autistic spectrum disorders, perceptual difficulties, gifted, deaf etc. Application has been made to HPCSA (Health Profession Council SA) for accreditation of the material presented. To date, professionally qualified psychologists and therapists who attend and complete the courses have received the relevant accreditation. HPCSA decided they will look at each case individually and accredit accordingly. They will however assist in the accreditation for all candidates for conferences presented by Montague Education and Training. ALL work is assessed and externally moderated by accredited individual. ETDP SETA audit and verify all results on site.
Irlens Screening is a diagnostic test for children who experience reading difficulties. Benefits: Quick, easy, non-invasive and Extremely Cost Effective way to test. It can change a child’s life by providing them an Assisted Device.
Quality education for all. To inculcate lifelong values of inclusivity in our schools and to society as a whole, so every child is valued and has the opportunity to reach their full potential.
The primary objective is to empower teachers, parents, caregivers, facilitators, teacher assistants, school management, governing body and the community; change perception and create an all-inclusive educational environment within OUR schools, in line with the principles and practice of our constitution.
To train and equip individuals with knowledge backed by practical, remedial and differentiated skills and programmes, necessary to cope with and support their learners with Special Educational Needs (SEN). Specifically, by Screening, Identifying the barriers experienced, enabling one to accurately assess and support and meet the the needs of their SEN learners in their schools through developing an Individual Support programme.
To enable schools to Develop support networks involving all stakeholders.
Enable individuals to analyse their present school situation; identify the problems; start implementing policies and procedures to create an ethos of inclusivity in their respective schools, as laid down by government and DoE legislation.
Through knowledge and understanding, educators (mainly) can help to reduce the drop out rate and behavioural problems that accompany the barriers these children experience; which in turn hampers learning. Inclusion education addresses ALL learners, not just those with SEN but the gifted and those in-between.
These courses are accredited with NQF Levels 3,4,5 and 6. Entrance requirements are a NQF LEVEL 4 but EDTP SETA does recognise Prior Learning and experience for entrance.
All courses are theoretical but the focus is on practical application in the workplace. Each of the courses will equip one with the necessary tools and templates that can be universally (and globally) adapted to suit any similar situation. Each of the courses requires formal lecture time and practical exercises that need to be completed in order to achieve SETA accreditation. Our aim is to facilitate that process ensuring you receive the necessary guidance and help needed to obtain accreditation for the modules on offer. These modules are also current and comply and with the legal and statutory requirements of the DOE.
There will be full days of formal contact usually spread over a period so that practical assignments can be completed in between. Courses will be during the term on alternate Saturdays No courses will occur during the school holidays or over long weekends. Due to the practical nature of the course, work based assignments will be set during the non contact time. All assignment work will work towards the individual’s accreditation for the course. The facilitator and candidate will decide and agree on the final date for the submission of their POE (Portfolio of Evidence). Courses will be but not over a long weekends or during school holidays.
However, on request Montague Education and Training will conduct training in the holidays.
ALL work is externally moderated
On completion one will receive a certificate and SOR (Statement of Results) from the Educational Training and Development Training Sector (ETDP). HPCSA and SACE accreditation as the new CPD points system)
This course will aid one in developing inclusion policy aligned with our statutory, legislative and constitutional requirements. The inclusion policy is based on universally principles, already globally implemented in many countries throughout the world. The information is current and relevant. The nature of the course will allow each school to practically analyse where they presently stand on inclusion and allow them to develop an inclusion policy that suits their particular school’s needs.
Due to the practical nature of the course, work based assignments will be set during the non contact time. All assignment work will work towards the individual’s accreditation for the course.
This module is an essential core module. This module also is a prerequisite for other modules. This module should be completed before any of the other modules are attempted (except if one does the 8 week course) as it gives essential information and a basis on which other modules are based.Course outline
This course is through and detailed. It contains much theory. The theory is an essential part to build ones knowledge and skills. However the course focus is on how this theory is put into practice. The practical application will be assignments given between the formal lectures. These will be done in the work place as actual ‘live/ real’’ case studies. This way one will gain ‘real’ and relevant experience.
This course will benefit:
This programme is very significant and of benefit to all learners but especially those marginalised – the second language learners and SENThis course will benefit:
This course takes the educator through, from the beginning stages or frameworks of reading and interpretation, hence comprehension.
This module addresses behaviour management within the classroom. It also allows the teacher to self-reflect. Analysing his/her professional behaviour when dealing with learners. Create awareness about Inclusion Ed. Equip individuals with the skills, knowledge and practical behavioural classroom solutions to cope with and support learners with Special Needs. This module is applicable to ALL children (as per an inclusive setting) but SEN learners can often present with more challenging behaviour. Develop an understanding of the barriers experienced and that behaviour is a form of communication often directly related to the barriers experienced by the learners, teachers, school and community. The programme is based on sound tested psychological principles and theories. It will also help when interviewing parents and guiding them as stakeholders in their child’s development. It will form part of the learners Individual Support programme. It develops support networks involving all stakeholders. Behaviour has to be addressed to create an all-inclusive, warm, trusting and supportive environment, conducive to learning. Behaviour is a huge barrier to learning and needs to be managed first, or no learning will occur in a classroom. It will also negatively impact on the other learners. Once behaviour is managed, it will allow the learner to experience success. Empower teachers, change perception and create an all-inclusive environment which filters into all aspects of our society and creates the democratic society we all as South Africans want now, for future generations and a South Africa to be proud of. To enable our learners who experience barriers to learning, to achieve success and reach their full potential. Through knowledge and understanding, educators (mainly) can help to reduce the dropout rate which is directly related to behavioural problems.Course outline
This course is primarily a psychological module containing theory and principles to modify behaviour. To build ones knowledge and skills in order to retain desired behaviours and change or eliminate undesired behaviours. The course focus is on how this theory in place so every example has practical applications for the classroom. These are universal principals so can be applied to any situation; home, community, school and self. This will also form part of the ongoing Individual Educational Support Programme so methodologies will be tried and tested, monitored, reviewed and evaluated regularly.. to ensure the programme is effective and working.
This module outlines the pivotal role of the Educational psychologist in formally identifying the barriers the SEN learner is experiencing. The Ed. Psy will make recommendations based on their diagnostic findings which the teacher will have to address via the IEP/ISP (individual support programme) to ensure the needs of the learner are met. Legislatively an SEN learner can only be identified once formally diagnosed by a specialist. This will set the ball in motion of other specialists to further diagnose, which could include ADD/ ADHD, depression, anxiety, bipolar etc (the list is exhaustive) and the need for medication. The teacher must be able to understand and interpret the findings of the assessment , its sub tests to ensure that specific and corrective support programmes are put in place; otherwise the learner will fall through the cracks and out of the system.
This is also extremely pertinent to out new legislative and statutory requirements for identifying SEN learners in the system vis the SNA (support needs analysis - school based ) to ensure the learner is referred for an assessment. If the school does not complete the SNA properly with the attached evidence the DBST ( district based support team ) will not act… they are just too inundated with paperwork and referrals. Schools need to know what evidence is needed and then how to interpret the findings. This course does that. Your Ed. Psy report is one of THE STARTING POINTS for identification of any needs and barriers. The teacher also needs to know how to communicate effectively with specialists using the correct terminology and writing professional reports to theses specialist stakeholders. This will also form part of the on-going Individual Educational Support Programme so teaching methodologies and strategies will be implemented in accordance with the report given, monitored, reviewed and evaluated regularly.. to ensure the programme is effective and working.
Conduct outcomes based assessment (assessors course)
Conduct outcomes based moderation
Facilitator/ train the trainer
Facilitate learning through a variety of methodologies
Duration: Part time 20 Months Time: 9am - 3pm Cost: R15500.00
Early Childhood development
Full certificate full time (10mths) or part time 20 mths
Montague Education and Training is also accredited to perform Irlens Screening for children experiencing reading difficulties. Screening assessments done on request.
Irlen’s Screening Developed and founded by Helen Irlen ( Helen Irlen International Headquarters in California , USA).
Deals with those who have reading difficulties.It is a simple yet effective research based diagnostic tool for those who experience visual perceptual difficulties and have difficulty reading. This can affect those with scotopic sensitivity, who can be:
A potential individual may have :
Qualified screeners are on an international database and accredited through the Helen Irlens institute. A simple screening can change a child’s life. Irlens is an assisted device that is cheap, easy to manage but extremely effective.
One only has to see the delight and look on a child’s face when given the correct overlay … it is as if the light was switched on for them. Academically (if needed) it makes a huge impact.
Cost : R375.00 per screening and includes the overlays
Cornerstone Training Academy has conducted many courses. Each and every time the course material supplied (manual), formal delivery and practical work based assignments have been adjusted and updated to ensure it is aligned with the present DoE requirements for Inclusion. Attendance over the years has included teachers (specialist and mainstream educators) facilitations, TA’s, school management, therapists, social workers, counsellors (psychologists), parents, caregivers and those who have an interest in SEN. Schools included are:
Cornerstone Training Academy by the very nature of its business and its company memorandum of agreement and association is committed to uphold and practice within all legal parameters and requirements to retain and sustain good standing and relationships with each and everyone it has any dealings with; all stakeholders (learners, teachers, parents, specialists, school/ institutional management etc.) rights will at all times be maintained.
Cornerstone Training Academy aligns itself with the principles, values and behaviour it teaches. It understands its crucial role of Social Responsibility to all stakeholders it comes into contact with. It aims and hopes to teach and inculcate others with these principles and values so their behaviour when dealing with the relevant stakeholders involved, especially our children (regardless of race, ethnic origin, social standing, gender and special needs) are given their constitutional right to a fair and unbiased education.
The company culture reflects an ethos of tolerance and acceptance. Those employed will be aligned to teaching these in addition to the expert knowledge and skills they can impart to others.