Browsing by Author "Moloto, Maurisa"

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    TEDI 4 Week 2 - Communication - Why is it so Important?
    (2019-06-01) Moloto, Maurisa
    In this video, Maurisa Moloto, a community trainer, discusses the factors that help and hinder communication for and with children with intellectual disabilities. She discusses what communication is and what its function is, incorporating speech, sound, body language, touch, and physical media (photographs, videos, etc.). She emphasises the need to embrace a functional communication approach, which stresses the needs and capacity of children with disabilities, which stresses developing the children's self-determination and the development of skills for self-care such as the ability to dress, feed and bath themselves. She also stresses that communication skills are vital for children with intellectual disabilities to develop social skills and the ability to interact with others to the best of their ability. She expands upon the importance of providing choice to children with disabilities as a key component of promoting self-autonomy, encouraging decision-making to the extent that is possible, and offering people with disabilities the ability to self-direct and make meaningful choices in their lives.
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    TEDI 4 Week 2 - Strategies to Facilitate Communication
    (2019-06-01) Moloto, Maurisa
    In this video, Maurisa Moloto focuses on some of the practical strategies that can be employed to improve communication for children with severe to profound intellectual disabilities. She discusses using different items and symbols to determine the communicative abilities of different children, and the use of simple questions to encourage communication. She discusses the importance of analysing non-verbal and non-speech communication such as reaching, head-tilting or reaching behaviour. She also discusses the importance of using different teaching tools and techniques for reaching each child in the best way to promote their learning, and the use of a 'communication book; that can be used by the child to communicate to friends and teachers as well as to assist the educators and caregivers in documenting how each child responds to different communication techniques. She also stresses the importance of developing 'vocabulary' (which can include non-verbal symbols and actions) that can assist the child in other spaces, such as in public or at home. Lastly, she stresses the importance of giving children choice to promote their own agency, whether this is in the form of choosing clothing colours or how they want to eat or bathe.