Directors:

Calvin Pienaar and Ishana Ramdarie

About us

ABOUT CORNERSTONE TRAINING ACADEMY

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).

All schools have learners experiencing barriers to learning. The courses are designed to:

  1. 1. Train individuals to assess their present school policy, make amendments to become inclusive as per our constitutional and legislative requirements.
  2. 2. Train individuals to set up SBST (School based support teams) and ILST (Institutional Based support teams).
  3. 3. Equip these individuals with all the tools, knowledge and skills needed to practically implement, monitor and support an inclusive school policy.
  4. 4. Equip one with Practical solutions to deal with SEN children who have not had the opportunity to have had remedial interventions.
  5. 5. Training whole school staff in the principles of inclusion.
  6. 6. Changing teaching methodologies.
  7. 7. Networking and working collaboratively with all stakeholders.
  8. 8. Role and function of the DBST, especially, if the school cannot meet the needs of the child.
  9. 9. Following all correct policies and procedures (creating the correct paper trail) necessary in ensuring the needs of the child are met. This will include all referrals / written reports to the relevant stakeholders.
  10. 10. Upholding the ‘rights’ of all individuals. Confidentiality.
  11. 11. Upholding all ethical and professional behaviour at all times.
  12. 12. Ensure each and every teacher who attends the courses can become their own SENCO (Special Educational Needs Coordinator) within their classroom.

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.

 

Cornerstone Training Academy is accredited to do Irlens Screening.

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.

Company Vision

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.

Company Mission

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.

Courses

COURSE INFORMATION

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.
Duration:

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)

Courses 1,2,34,5,6, 10 and 11 - fall under a 8 week programme
8 CONTACT SESSIONS
COST: R5850.00
Accreditation: 85 SACE POINTS
ETDP SETA: 55 POINTS
Courses 1,2,10 and 11 can be done as separate modules

We suggest one does the 8 week course as the modules all interlink and form the core course material (knowledge needed) for all the other courses on offer.

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:

  • Any school/ institution that has children who are underachieving, Special needs etc.
  • Continual Professional Development - Upgrade present experienced teachers.
  • Develop a pool of knowledgeable, SEN competent ‘floating’ Facilitators or Teacher Assistants as additional help in the school.
  • Parents , caregivers, etc.
This course will allow one to:
  • SIAS( Screen, Identify, Assess and Support) LSEN ( learners with special needs).
  • Identify the barriers and needs of learners, teachers, school and community
  • Equip one with the knowledge and skills needed to deal with those experiencing barriers to learning and help them receive the necessary support needed.
  • Be able to follow the process and steps needed to complete a Special Needs assessment / analysis.
  • Networking. Developing a collaborative and broad based consultation approach. Know how and what stakeholders to involve and their roles.
  • Identify if their school has the resources to meet the needs and if not what external alternatives are available.
  • Develop an ISP/IEP (Individual Support/Educational Programme) to ensure their learners receive the support they specifically need.
  • How to monitor the support given (the progress) of the individual experiencing barriers to learning.
  • Review and make changes as needed.
  • Adapt teaching methodologies, learning programmes and strategies to suit the needs of their learners the child, to enable participation in the learning process.
  • All the above are current, relevant and comply with universal and globally implemented inclusion policy.
  • All the above follow the legislative and statutory requirements of record keeping( the need for a paper trail of evidence).
  • Spread the word. Be competent in guiding and educating others on how to deal with learners who present with barriers to learning and what it means to be inclusive.
  • Instrumental in helping their school and community develop a culture of inclusivity in line with our constitution.
  • Inclusion education addresses ALL learners, not just those with SEN but the gifted and those in-between.
  • Support and train individuals to set up SBST (School based support teams) and ILST (Institutional Based support teams) to monitor theses children to ensure they reduce the dropout rate.
  • Ensure the schools comply and give the DBST what they need for referrals.
  • Upholding the ‘rights’ of all individuals. Confidentiality.
  • Upholding all ethical and professional behaviour at all times.
  • Ensure each and every teacher who attends the courses can become their own SENCO (special educational needs coordinator) within their classroom creating an atmosphere conducive to learning.
  • Be instrumental in aiding present Remedial/ Special Schools maintain their present status and simultaneously Develop them into a Resource Centre; a support network for ongoing support and training, so they can cope with an extremely wide range of learners needs.
  • Aid the development of FSS (Full Service Schools). They need much support in coping with their wide range of learners and overcrowded classes.
  • Help FSS to get their referral process (SNA) in order so those learners whose needs are not being met can be referred on to SS.
  • Ensure the ILST and SBST’s know the correct procedures when dealing with the DBST’s. How to and what to expect from their DBST’s.
  • To provide quality training that complies with the principles of the NQF for all communities and people that we serve.

A variety of different reports related to LSEN learners with special needs
General knowledge and understanding and specific to LSEN
Managing assessment
Conducting Research within the learning environment specifically related to LSEN
This course will benefit:
  • Any school/ institution. Teachers, parents, caregivers, facilitators, teacher assistants, school management, governing body and community, remedial specialists, therapists (speech) educational psychologists.
This course will allow one to:
  • Equip one with the tools and knowledge to address barriers experienced by those who present with Reading and Spelling difficulties. It will equip one with all the diagnostic tools, how to analyse the results, plan and put together a specific IEP (individual educational support programme), designed with different strategies, activities and adapted material within the learning and assessment process.
  • It reshapes teaching methodologies and strategies through a Specific intervention/ remedial programme for learners experiencing barriers to learning by having Reading and spelling difficulties.
  • It addresses assessment (concessions) specifically related to a reading and spelling difficulty. Plus specific learning difficulties are addressed with practical solutions to enhance classroom management, teaching and learning.
  • Mainstream learners benefit from learning their spelling rules as this activity is not done in mainstream. This would help all learners learn English…. Builds sound foundations.
  • Equip these individuals (teachers and learners) with all the tools, knowledge and skills needed to practically implement, monitor and support an inclusive school policy.
  • Changing teaching methodologies through Differentiation
  • Networking and working collaboratively with all stakeholders.
  • Exposing teachers to the diagnostic testing to obtain a baseline for the learner
  • Practical solutions to deal with children with Special Educational Needs who have not had the opportunity to have remedial interventions.
  • Early Childhood Development by identifying barriers early.
  • Ensure each and every teacher who attends the courses can become their own SENCO (special educational needs coordinator) within their classroom.
VARIETY OF ASSISTED DEVICES USED BY SEN LEARNERS

This programme is very significant and of benefit to all learners but especially those marginalised – the second language learners and SEN

This course will benefit:
  • Train our educators to help our learners who battle with comprehension of the material presented to them.
  • Covers all subjects as if a learner cannot interpret the question he cannot answer it. MATHEMATICS also is language based.
  • Teaches learners how to answer the questions (a skill which is severely lacking among educators and learners)
  • Comprehension skills are not part of any teacher training programme so it falls within the ‘hidden curriculum ‘ but many educators have no idea how to improve comprehension skills.
  • This programme is very significant and of benefit to all learners but especially those marginalised – the second language learners and SEN
  • Upgrade teachers in Mainstream, Special Schools, Full Service schools and Resource Centres.
The MODULE focuses on and is designed to:
  1. 1. Changing teaching methodologies through Differentiation
  2. 2. Upholding the ‘rights’ of all individuals and affording each learner the opportunity to learn and reach their potential by removing the language barrier.
  3. 3. Upholding all ethical and professional behaviour at all times.
  4. 4. Remedial programmes for specific learning difficulties.

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

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:
  • Gifted
  • ADHD
  • Behavioural problem
  • learning difficulty
  • dyslexic
  • emotional issues (anxiety)
  • eye tracking problems
but it is not limited to these groups.

A potential individual may have :

  • light sensitivity with physical symptoms associated with this
  • academic difficulties – using some of the media provided during the teaching eg: whiteboard, overheads, computer

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

history

Training History

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:

  1. Cornerstone Remedial School (FSS)
  2. Umhlanga College
  3. Crawford La Lucia Pre Primary
  4. Crawford La Lucia Senior Primary
  5. Crawford La Lucia College
  6. Crawford North Coast
  7. Our Lady of Fatima
  8. Glenashley primary
  9. Atholl Heights
  10. Curro Embury
  11. Durban North College
  12. Northwood Boys
  13. Hopewell
  14. Livingstone Remedial
  15. South Coast Madressa
  16. Our Lady of Fatima
  17. Scottburgh JP
  18. Durban Girls College
  19. Montpelier Pre Primary
  20. Assumption
  21. Eden College
  22. Reaching Out - Autism Intervention
  23. Private individuals associated with learners at:
    • Highbury Primary School
    • Kersney College
    • Livingstone remedial
  24. Private individuals who have children with disabilities and SEN.
  25. KZN DoE- Pinetown District - Georgedale (FuLL Service School ) and surrounding community schools
  26. Irlens screening and Training ( Helen Irlen – USA) - ASSISTED DEVICES
    • conducted in Durban for 23 Educators
  27. Deutsche Schule Durban
  28. Umhali Primary
  29. St. Mary’s DSG Kloof
  30. Northlands Primary
  31. La Lucia JP
  32. Cowies Hill
  33. Tree Tops
  34. Saturn PP
  35. Marist Stella
  36. St Johns DSG
  37. Wykeham Collegiate
  38. South City Christian School
  39. Clifton College
  40. St. Mary’s DSG  Kloof Durban
  41. St. Mary’s DSG  Pretoria
  42. Prestige College
  43. Cornwall Hill College JP
  44. International School of SA
  45. Pretoria Preparatory
  46. Mitchell House
  47. Pretoria Chinese School
  48. Waterkloof House

Strategic Priorities

Company Strategic Priorities

  1. 1. Use the Initial accredited training programmes as a foundation on which to build.
  2. 2. Extending and developing the qualification to a full National Certificate and ultimately a National Diploma for those who wish to further their qualification.
  3. 3. To extend the programme to provide training across all SEN, from mild learning disabilities to more severe and specialised SEN needs, including the gifted.
  4. 4. Develop additional programmes to further address and provide more information on the specific needs of the schools and institutions. These may not be in line with SETA’s programme but they will practically address specific remedial needs eg: reading programmes, dyslexia, ADHD, Autistic spectrum disorders, etc.
  5. 5. Develop outreach programmes through learner ships and internships.
  6. 6. Extend these learner ships and internships, to provide additional support in the form of Teachers Assistants and facilitators, to teachers, parents and the SEN child where needed (in mainstream,FSS or remedial).
  7. 7. Continual Professional Development (CPD), upgrading all existing teachers in the principles and policy of Inclusion Education.
  8. 8. CPD Training will equip individuals with all the necessary skills, knowledge and practical experience to go back in to their institution/ school and implement a policy of inclusion in all areas of the curriculum.
  9. 9. Be instrumental in aiding present Remedial/ Special Schools maintain their present status and simultaneously Develop them into a Resource Centre; a support network for ongoing support and training to their local community.
  10. 10. Aid the development of FSS (Full Service Schools).
  11. 11. Support and train individuals to set up ILSTs and SBST’s in their schools.
  12. 12. Support the development and set up of DBST’s.
  13. 13. Ensure the ILST and SBST’s know the correct procedures when dealing witgh the DBST’s. How to and what to expect from their DBST’s.
  14. 14. To provide quality training that complies with the principles of the NQF for all communities and people that we serve.
  15. 15. To provide ongoing support and networking to keep schools/ institutions updated on policy and legislative changes that will affect them.
  16. 16. Develop a network within the organisation of highly qualified and experienced individuals to develop materials that fill the gaps needed in our present educational system and facilitate the implementation of this process by sharing of their expert knowledge in the upgrade of our teaching staff and management.

Corporate Governance

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.

Social Responsibility

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.

Company Culture

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.

contact

STAY IN TOUCH

04 Mathias Place,
Durban North,
KwaZulu Natal,
4051,
South Africa

Calvin Pienaar

calvin@calvinpienaar.co.za
+27 (0)84 563 0272

Ishana Ramdarie

ishana@cornerstoneschool.co.za
+27 (0)82 565 9426