OpenUCT :: Browsing by Author "McKenzie, Judith"

Browsing by Author "McKenzie, Judith"

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Disability Inclusion in Education
(2020) Mdlulwa, Ncediwe; McKenzie, Judith
Worldwide millions of children are not able to fully participate in schooling, and this is especially a problem for children with disabilities. In this course, we explore the support that teachers need in order to meet the needs of children with severe to profound hearing, visual and intellectual disabilities. We consider how this can be done by talking with a range of experts (from teachers to activists) about inclusive education as well as sharing experiences of education. Inclusive education is only possible if teachers are supported and empowered to make the curriculum accessible to all learners. The topics in this course cover developing disability confidence and what exactly children with specific impairments need to be able to learn. This includes sharing specific classroom strategies and teaching activities for learners who are D/deaf or hard of hearing, blind or have low vision or have a severe to profound intellectual disability. By the end of the course, you will be familiar with the impairment specific needs of learners with disabilities, and how to build systems of support for inclusive education.
Open Access
Education for All Week 1 - Barriers to Learning
(2019-06-01) McKenzie, Judith
This video focuses on barriers to learning which can be brought about by the limiting educational system and the society or environment. The video further explains that children may experience one or more barriers to learning and the Inclusive Education approach is used to address these obstacles to enable all learners to reach their full potential. In order to achieve Inclusivity in education and training, the presenter in the video emphasizes the importance of a shift in the mindset from putting the problem with child, to changing the education system as a whole to meet all learner needs. This is supported by the agreements such as the UN Convention on the Rights of Persons with disabilities and the Salamanca statement which recognize that education for all learners should occur in an inclusive manner.
Open Access
Education for All Week 2 - A social or individual problem?
(2018-06-01) McKenzie, Judith
In this video, Judith McKenzie uses examples of different learners with disabilities and how they experience education depending on their specific learning needs, home environment, and the engagement of local community organisations and family members. The video illustrates how children with disabilities and their families engage with their support needs and the environment in which they live. This is video 2 in week 2 of the Education for All MOOC.
Open Access
Education for All Week 5 - Our answers
(2018-06-01) McKenzie, Judith
In this video, Judith McKenzie responds to participant questions. She answers questions about teacher education and inclusion and stresses that all teachers should receive inclusivity training as part of their core training, while recognising the importance of specially-trained teachers to deal with specific disability inclusion. She addresses the difficult experiences brought up by teachers who have children with significant impairments, and responds with the importance of changing curriculum and assessment to cater for children with different kinds of cognitive difficulties, as well as the need to set realistic goals and expectations for children with disabilities so that they can achieve more realistic learning outcomes. She then addresses a question about whether government is a necessary actor in ensuring inclusivity in the classroom, and makes the point that change comes first from the teacher community.
Open Access
Education for All Week 6 - Final words
(2018-06-01) McKenzie, Judith; Ohajunwa, Chioma
In this video, Judith McKenzie and Chioma Ohajunwa discuss the highlights of the Educational for All MOOC and the community engagement around it. They discuss the kinds of feedback and experiences shared by the MOOC participants. Judith discusses how inclusive education can benefit not just children with disabilities (and their families) but also assist children without disabilities, particularly in fostering a greater sense of acceptance of diversity. They discuss the importance of a community-based approach to learning, and ask that the participants of the MOOC carry on their learning and engagement with each other after the MOOC in order to sustain the Community of Practice that has begun to emerge around inclusive education.
Open Access
Education for All Week 6 - The value of sharing
(2018-06-01) McKenzie, Judith
In this video, Judith McKenzie discusses how to begin to implement some of the ideas developed through the Education for All MOOC. She suggests that participants begin by creating a community of practice. She defines communities of practice as groups of people who come together in a process of collective learning within a shared domain of activity. She suggests that creating communities of practice around inclusive education would be a good place to start in supporting inclusive education, such as groups of parents who support each other and advocate for their children to be included in mainstream education, or groups of teachers who co-learn from each other about inclusivity. Communities of practice can be used for communal action or shared problem-solving, as well as sharing information and ideas, resources, transport, and emotional support. She mentions that communities of practice can be primarily face-to-face or employ online media such as Facebook to communicate.
Open Access
The family-support needs of Zimbabwean asylum-seeking families living with their disabled children in the Western Cape Province of South Africa
(2016) Tarusarira, Willson; McKenzie, Judith
There is much evidence indicating that asylum - seeking families living with a child with disability experience poverty to a greater degree than those living without one. In the South African context, Zimbabwean asylum - seeking families that are driven into the country by poverty, lack of health facilities for their disabled children and discrimination are seriously disadvantaged by their lack of citizenship. This study on the family - support needs, perspectives and experiences of Zimbabwean asylum - seeking families living with children with disabilities explores the accumulation of impacts when these families attempt to access assistance, education and health care in South Africa. I begin with these families' background in Zimbabwe, a background on immigration into South Africa and a discussion of the effects of the country's immigration policy on immigrant families with disabled children. I then present a study carried out in Cape Town, South Africa, where 10 interviews were conducted with families of disabled children and 2 interviews with key informants from People Against Suffering, Oppression and Poverty (PASSOP), a local non - governmental organisation that deals with Cape Town - based refugees and asylum seekers from all over the world. The respondents were all Zimbabweans with children with disabilities. The findings indicate that Zimbabwean asylum families living with disabled children like any other asylum seeking families gain access to health care and education in Cape Town - South Africa. Though they are able to access health and education, the findings suggest that they face serious challenges, such as discrimination and stigmatisation. Zimbabwean asylum seeking families living with their disabled children are discriminated on the basis of their nationality, and they are more seriously disadvantaged by their lack of access to financial support, in the form of care - dependency grants, and by their limited access to disability support networks. The study concludes by recommending that the status of disabled immigrants and their families be revised with regard to the support that these families require and are able to access.
Open Access
A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities
(2016) Kahonde, Callista Kanganwiro; McKenzie, Judith; Wilson, Nathan
Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.
Open Access
I Be Africa Man Original: Towards a Contextual Conceptualization of Father Involvement in the Education of Children with Disabilities in Kenya
(2022-01-10) Karisa, Amani; McKenzie, Judith
Father involvement could play a significant role in the lives of children with disabilities. Research is scarce on father involvement in the education of children with disabilities in Africa. We seek to provide a context for father involvement in the formal education of children with disabilities in Kenya, with the aim of contributing to the development of a conceptual understanding for father involvement in such a circumstance. We examine general research on father involvement in Kenya, explore the policy frameworks that guide fatherhood in the country, and look at the specific area of involvement in education. We then present a case study that examines father involvement in the formal education of children with disabilities in Kenya. Our analysis flags up a key opportunity in the pursuit of education for children with disabilities when fathers are involved; they can support their children with disabilities’ access, participation and success in education. We highlight the need for research that builds upon the voices of fathers to illuminate their role in education and we also make some suggestions toward a conceptual lens that will highlight the contextual realities involved, particularly in regard to the education of children with disabilities.
Open Access
Identifying support needs for people with intellectual disability and their families through a family quality of life survey in Kenya
(2018) Wanjagua, Rachael Wachera; McKenzie, Judith
Intellectual disability (ID) is associated with limitations in cognitive, practical and adaptive functions. Individualised supports therefore enhance functioning for people with ID. Families often manage supports for their ID members alone. If not supported, the family quality of life (FQOL) is affected, which also affects the quality of life of the disabled member. FQOL therefore is an outcome measure for support services and strategies. In Kenya, FQOL and supports of families with individuals with ID is not known. This study’s purpose was to understand the FQOL of people with ID and their families and their support needs. The methodology used was a qualitative design, exploring perceptions of 7 people with mild ID and 8 caregivers on FQOL and support needs through interviews and 2 focus group discussions (FGDs). The Beach Centre Family Quality of Life Conversation Guide was used and piloted with 2 people with ID and 2 caregivers. It was adapted by simplifying the questions for people with ID and translated into Swahili. The study had emancipatory approaches with 2 people with ID and 1 caregiver as research assistants. 10 participants were identified through special schools and a village elder from each zone namely Nyahururu, Kinamba, Ol’ngarua and Mailoinya in Laikipia County. 2 participants for each category were selected through random sampling. Informed consent was received from all participants and caregivers of people with ID. Ethical approval was granted by the Human Research Ethics Committee of the University of Cape Town and a research permit granted by the Kenya National Commission of Science, Technology and Innovation. Data was collected and recorded on a mobile device. Identification codes were used to protect anonymity. Verbatim data was transcribed and checked by participants in FGDs. Confirmed data was translated into English and deductive and inductive analysis was done using Dedoose version 7.5.15. Similar data from the 5 domains in the Beach Centre FQOL Conversation Guide was coded together to develop the theme (community supports). FindingsFQOL in Kenya can be described through family interaction, parenting, emotional wellbeing, disability-related supports, physical/material wellbeing and community supports. Poverty, rights of people with ID and cultural constructions of disability can inform disability-related services, government policies and guidelines. Study limitations: The findings are representative of support needs for families of people with mild ID. The study gathered perspectives of people with ID and caregivers, and hence more views could be gathered from other family members. This study was conducted in rural settings and should be interpreted with this in mind.
Open Access
Monitoring educational participation in children with severe to profound intellectual disability in rural districts of the Western Cape: A descriptive analytical study
(2018) Spangenberg, Karlien; Jelsma, Jennifer; McKenzie, Judith
Subsequent to a High Court ruling, educational support was made available to children with severe to profound intellectual disability in the Western Cape in the form of multi-professional outreach teams. Neither the attainment of learning outcomes nor indicators of educational performance have been reported for those receiving these services. The use of the P scales, which were developed in the United Kingdom to specify educational attainment targets, have been piloted by the outreach teams. However, the reliability and responsiveness to change of these scales needed to be established within the Western Cape context. This research aimed, firstly, to develop a profile of the children in receipt of support from the rural outreach team through the use of a record review, which could inform future service delivery. The second aim was to validate the P scales in the context of rural districts in the Western Cape. The third was to document the nature, content and frequency of intervention by the team. The fourth aim was to identify variables that might be associated with the attainment of learning outcomes. The study population of 498 children had a mean age of 9.9 years and 60% were male. Afrikaans was the home language for most (68%), followed by IsiXhosa (28%). Only 29% lived with both parents, 33% with a single parent, and a high number were in foster care (13%). The most prevalent associated health condition was found to be cerebral palsy (27.9%). Many presented with more than one condition, frequently involving epilepsy. Prominent aetiological factors were classified as maternal and child (25%) or congenital and hereditary (23%) conditions. Chronic medication was used by 37%, but information on other medical procedures was largely unavailable. Children (62%) received additional therapeutic services from the Western Cape Department of Health (62%) and other therapists, including students. The need in terms of wheelchairs and buggies was met, but access to standing frames was limited. Transport was largely available through the special care centres. Where the classification systems were applied, most children were found to be mobile, with good hand function. However, most children were “seldom effective” in communicating their needs. For all subject areas measured by the P scales, peaks were observed at P1(ii) and between P4, P5. Reliability, internal consistency and responsiveness of the P scales were established through a longitudinal study design, using two routinely assessed scores of 83 participants - done at least one year apart. The internal consistency (reliability) (Cronbach’s alpha) was very high in the whole sample (.99) but somewhat lower in the children with a higher performance level (.71). The scale was responsive and the Sign test indicated improvement in every item across time, with at least 39 of the 83 children improving from the first to the second assessment. Known group validity was determined by comparing P scale scores to scores across the different levels of the three routinely applied classification scales [gross motor (n=181), manual ability (n=181) and communication (n=177)]. In every case, the scale item score was significantly associated with the level of the corresponding classification system. Concurrent validity, using the Vineland Adaptive Behaviour Scales II as the gold standard with 41 participants, was demonstrated. Each item was significantly correlated with the relevant specifying performance attainment targets of the Vineland Adaptive Behaviour Scale item (range rho=.61-.84). Feasibility and acceptability of the P scales were determined by twelve professionals in the field. Eight reported them to be useful. It was concluded that selective, routine use can be valuable in tracking learners’ performance. A descriptive analytical longitudinal record review of 83 participants was used to establish which factors were related to educational performance over a period of at least one year. Age, language concordance, medical conditions, independent mobility, effective communication, comprehensive support and individual intervention from Western Cape Education Department team members did not emerge as significant indicators of change in participation ability of this study population. Recommendations include the following. The high number of children in need of medical support implies that there should be good working relationships between teams, centres and communitybased services from Department of Health. It is imperative that rehabilitation services remain in place, with optimal use of additional services and interdepartmental communication on the operational level to ensure that every child receives the necessary therapeutic support. The P scale scores indicated that there were two groups of children, those with very limited performance (P1) and those with improved ability to participate (P4, P5). As their support needs are likely to be different, this should be factored into the programmes and training of support staff. It is strongly recommended that all children receiving support from WCED should have their information entered using the same data base and this information should be amalgamated centrally to inform future planning of services and training within the region. The P scales indicated that, when used within the context of the rural team, these scales were both valid and reliable. It is therefore recommended that a similar approach to administration, namely collaborative scoring after training on assessment procedure, be adopted throughout the province. It was also encouraging that the P scales were responsive to change and approximately half of the children showed improvement over a period of six months or more. The high correlation between the scales in children with the most profound impairments implies that it might be sufficient to administer only one or two of the four scales in this group. The P scales have the potential to be rolled out alongside the newly developed Learning Programme for Learners with Severe to Profound Intellectual Disability. With the emphasis on educational performance, it could become the standard assessment tool. The instrument would then need to be validated within a larger context, with training of administrators and standardisation of the assessment process a prerequisite.
Open Access
Severe to Profound Intellectual Disability: Circles of Care and Education
(2020) McKenzie, Judith
This course is about caring for and educating children (and youth) with severe to profound intellectual disability. We use the idea of 'circles' to position the child at the center of the many levels of support needed. Around the child are circles of care and education - such as the parents, family, friends, caregivers, educators, health care workers and others such as neighbors, business owners and community members. Each one has an important role to play in the life of a person with an intellectual disability and can be seen as a caregiver and educator. Although this course is aimed particularly at caregivers who work at a special centre or in a private home, each person in the circle of care and education plays a valuable role and will find the course useful. During the course you can gain greater understanding about intellectual disability, levels of severity of intellectual disability and the history of intellectual disability. You will also start to understand how you can support children and youth with severe to profound intellectual disability so that they can reach their full potential and become participating members of society. We look at lifelong learning by exploring brain development, the learning process and how to maximise the opportunities for learning. With input from a range of experts, we consider how best learning can be facilitated. This includes looking at children’s learning support needs, how to go about planning activities for the learning programme as well as how to empower multiple people who work in a team to care and educate children with severe to profound intellectual disability.
Open Access
TEDI 1 Week 1 - Inclusive Education and Special Education
(2019-06) McKenzie, Judith
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 3/6 in week 1 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 1 - Introduction to the Course
(2019-06) McKenzie, Judith
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 the introduction to week 1 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 1 - Introduction to Week 1
(2019-06) McKenzie, Judith
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. At the end of this week, there is a graded quiz, where you can check your understanding of the key concepts. Every week, you are invited to reflect on the topics in the discussions where you can talk with others about what this means for your practice as an educator.
Open Access
TEDI 1 Week 1 - Wrap Up
(2018) McKenzie, Judith
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 the final video in week 1 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 2 - Introduction: What do teachers need to know to support disability inclusion?
(2019-06) McKenzie, Judith
This week focuses on teacher empowerment and what teachers need to know to better support learners with disabilities. We begin by sharing with you what the Teacher Empowerment for Disability Inclusion (TEDI) project's research findings revealed about teachers’ educational needs. This week we hear powerful personal testimonies of individuals living with disabilities about their schooling which highlights the importance of the empowered teacher in their lives when they were learners. This is the introductory video in week 2 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 2 - Teacher empowerment
(2019-06) McKenzie, Judith
This week focuses on teacher empowerment and what teachers need to know to better support learners with disabilities. We begin by sharing with you what the Teacher Empowerment for Disability Inclusion (TEDI) project's research findings revealed about teachers’ educational needs. This week we hear powerful personal testimonies of individuals living with disabilities about their schooling which highlights the importance of the empowered teacher in their lives when they were learners. This is video 1/6 in week 2 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 2 - Wrap Up
(2019-06) McKenzie, Judith
This week focuses on teacher empowerment and what teachers need to know to better support learners with disabilities. We begin by sharing with you what the Teacher Empowerment for Disability Inclusion (TEDI) project's research findings revealed about teachers’ educational needs. This week we hear powerful personal testimonies of individuals living with disabilities about their schooling which highlights the importance of the empowered teacher in their lives when they were learners. This is the final video in week 2 of the Disability Inclusion in Education: Building Systems of Support course..
Open Access
TEDI 1 Week 3 - How do Education Systems Fail and Succeed in Supporting Teacher Empowerment for Disability Inclusion?
(2019) McKenzie, Judith
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 1/7 in week 3 of the Disability Inclusion in Education: Building Systems of Support course..

Browsing by Author "McKenzie, Judith"

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