Prof Juan Bornman from the Centre for Augmentative and Alternative Communication (CAAC) at the University of Pretoria and Jill Rose recently published the second edition of Believe that all can achieve — Increasing classroom participation in learners with special support needs.

Every learner and teacher has a unique blend of personal characteristics and background factors that change with time and context and which affect their life experience and development. Traditionally, the education of children with disabilities focusses on the nature of specific conditions in an attempt to alleviate barriers to learning. The emphasis is on the disability, and not the impact of the impairment on participation at school or at home. The current focus is on the strengths, attitudes and positive functioning of children within meaningful contexts. Believe that all can achieve recognises inclusion as the foundation for education in an attempt to celebrate diversity in the classroom, to capitalise on the strengths each learner brings to the learning-teaching dyad, and to welcome every family member as part of the broader classroom community.

Believe that all can achieve embraces the core values of the South African Constitution, namely freedom, dignity and equality. It shares best practice and evidence-based techniques and strategies to build a deeper understanding of core issues. Narratives, case studies, screening checklists, engaging illustrations and clear examples enable the teacher to translate theory into practice in the classroom. The chapters on challenging behaviours, various types of disabilities (intellectual, learning, physical and sensory), autism spectrum disorders, and medical conditions add a wealth of information and constitute an essential reference.

Believe that all can achieve is aimed at students and teachers in the field of inclusive education.

About the authors:

Prof Juan Bornman is the Director of the CAAC at the University of Pretoria. For the past 24 years she has been actively involved in the disability field as trainer, researcher and activist for one of the most vulnerable groups on the disability spectrum: those who are unable to speak. Her training and research explore strategies that increase participation, and are evidence-based and sustainable with a long term impact. She also focusses on rehabilitation as a human rights issue for individuals with a disability and equal access to justice for those with little or no functional speech. She has published 46 papers, with either a research or clinical focus, as articles in international peer-reviewed journals or book chapters.

Jill Rose is a physiotherapist with extensive clinical and educational experience with children with disabilities. She has worked in special schools and lectured post-graduate students in the fields of education and Augmentative and Alternative Communication (AAC). She has been extensively involved with NGOs that focus on children with disabilities and individuals with HIV/AIDS. She brings 45 years of experience and a passion for children to her work.