Browsing by Author "McConkey, Roy"

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    Education for All Week 1 - Call to Action
    (2018-06-01) McConkey, Roy
    In this video, Roy McConkey discusses how all children deserve to receive formal education. He discusses how chilldren in Africa, particularly those with disabilities, often do not receive education despite the attempts by the UN. He discusses how schools can become inclusive by accepting all learners, adapting teaching methods to cater for different kinds of educational needs, involving the community in education and schooling, and encouraging attitudinal change in the learners so that all students are able to participate in education without prejudice. He further discusses the various challenges that schools face when attempting to become more inclusive. This is video 1 in Week 1 of the Education for All MOOC.
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    Education for All Week 6 - Supporting each other
    (2018-06-01) McConkey, Roy
    In this video, Roy McConkey discusses the pathway to transforming a school into a more inclusive learning environment. He discusses the roles of parents, health professionals (who can provide guidance for students with special needs), and the value of school-school and teacher-teacher mutual aid and communities of practice to enhance their understanding and practice of inclusive education. He also stresses the importance of the emotional support these peer networks can provide to maintain teacher enthusiasm and commitment to inclusivity. He mentions other interventions such as service training courses from schools with successful inclusivity practices. He closes by stressing that there are many means to promote inclusivity, but the will to change is often lacking, and this aspect needs to be addressed before assigning blame to inadequate resourcing.
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    Health conditions and support needs of persons living in residential facilities for adults with intellectual disability in Western Cape Province
    (2013) Mckenzie, Judith A; McConkey, Roy; Adnams, Colleen M
    Background: Intellectual disability (ID) is a relatively high-incidence disability, with an increased risk of poor physical and mental health. Persons with ID also have lifelong support needs that must be met if they are to achieve an acceptable quality of life. Little is known about these health conditions and support needs in the African context. This study examines persons over the age of 18 years with ID in residential facilities in Western Cape Province. OBJECTIVE: To analyse the health conditions and support needs of persons with ID in Western Cape Province. METHOD: A survey of residents' health conditions and support needs was conducted in face-to-face interviews with the managers of 37 out of 41 identified facilities. RESULTS AND CONCLUSION: The survey comprised 2 098 residents (54% of them female), representing less than 2% of the estimated population of persons with ID in the province. The survey suggests that such persons experience a wide range of health conditions (notably mental health and behavioural issues) but have limited access to general health care and rehabilitation services. Furthermore, the daily living supports required for an acceptable quality of life are limited. The findings highlight the need for better health and support provision to persons with ID.
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    TEDI 1 Week 1 - What is Inclusive Education?
    (2019-06) McConkey, Roy
    This week, we consider what disability inclusion means by exploring different models of disability as well as disability rights and policies. Drawing from the history of special and inclusive education we look at how mainstream schools can move towards becoming inclusive schools and how special education can fit into an inclusive education framework. This is video 4/6 in week 1 of the Disability Inclusion in Education: Building Systems of Support course..
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    TEDI 1 Week 3 - Informal Support
    (2019) McConkey, Roy
    This week focuses on the systemic support structures that are available to teachers and educators in order to support learners with impairments. A former teacher and two district officers share their experiences of support structures and the roles they had to shape and implement policies within the spaces they found themselves in. We will also explore some insights from the TEDI research project on how teachers feel they are supported. This is video 6/7 in week 3 of the Disability Inclusion in Education: Building Systems of Support course.