Browsing by Author "Nwanze, Ikechukwu"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Open Access
    Development of the Monitoring Disability in Society Post Graduate Diploma Course for Online Delivery
    (2016-04-04) Nwanze, Ikechukwu
    The Monitoring Disability in Society (AHS4118 MDIS) postgraduate diploma course has been adapted with a blended online component using teaching and learning technologies. This online component ran from when the students were at UCT physically (July 2015) to end of the course (November 2015). The course had a total of 18 students from within South Africa, Namibia and Botswana. The engagement of the postgraduate students in the online space has been remarkable and at the end of the course in November 2015, there was a 93% participation level for the forum and blog Vula online engagements. This was measured based on student posting and comment engagement with their peers for the 4 online activities we had in the course. This resource contains a report on the process of moving the course to a blended model and ten student outputs.
  • No Thumbnail Available
    Item
    Open Access
    Education for All Week 4 - Community inclusion
    (2018-06-01) Nwanze, Ikechukwu
    In this video, Ikechukwu Nwanze, a lecturer in Disability Studies in the University of Cape Town, who specialises in exploring the availability and usability of electronic and online tools for learning, discusses the role of community resources (people, devices and infrastructure) in supporting learning. He emphasises that schools should make links with the existing community organisations and resources who can assist children with disabilities in their learning. He also speaks about the importance of educating the community about children with disabilities in order to change negative perceptions towards them, and how to involve local authorities and community leaders to act as change-makers to support inclusive education. He discusses the role of community health workers who engage in Community-Based Rehabilitation (CBR) and how they can assist people with disabilities in taking control of their own lives, as well as providing links to other health support networks and services and identifying children and adults with less-obvious learning difficulties so they can get the assistance they need in a timeous fashion.
  • Thumbnail Image
    Item
    Open Access
    How can we include disability issues in undergraduate curricula at the University of Cape Town?
    (2016) Nwanze, Ikechukwu; Kathard, Harsha; Ohajunwa, Chioma
    This study examined how disability issues can be included into the undergraduate curriculum at the University of Cape Town (UCT). It was based on Ohajunwa's (2012) study which looked at whether disability is included at all in UCT curricula. She found that disability issues were included but with minimal support and was done through individual effort and not a university collective effort. She also found that lecturers did not have support structures on how to even begin to think of including disability issues. This study therefore asked how disability issues can actually be included in the undergraduate curriculum at UCT. A literature search found that institutions in South Africa have not started looking at the inclusion of disability issues in the curriculum in universities but rather have been focusing on the inclusion of students with disabilities. Inclusion of disability issues in university curricula has been happening on a small scale internationally with institutions citing a lack of support on how this can be embedded into all curricula rather than as an add-on. The aims and objectives of this study, therefore, were to identify what content area should be the focus for the inclusion of disability issues, what teaching and assessment methods should be used, and what support structures are likely to be needed. The methodology used was a case study design and the case of disability inclusion in the University of Cape Town undergraduate curriculum. Focus group discussions, in-depth interviews, document analysis, and a reflective journal were means of data collection. Data were analysed using a thematic analysis method with an inductive approach. The findings are reported in relation to a curriculum process framework which emphasises the links between why disability issues should be included, how, when and by what means. The findings are presented in four themes: 1. Achieving transformation through curriculum change; 2. Build and design the curriculum for diversity; 3. Creating a community of practice; and 4. Translating talk into action. Trustworthiness and rigor were observed through member checking for credibility, reflexivity and peer-review for confirmability, and an audit trail for dependability. The study concluded with a recommendation that with the use of the curriculum process framework that emerged from the study, disciplines may have a way to include disability issues in undergraduate curricula in order to transform these curricula. However, this should be done in an integrated way through considering various parts of the curriculum process framework.
  • No Thumbnail Available
    Item
    Open Access
    TEDI 2 Week 3 - Assistive Devices used by Deaf Children
    (2019-06-01) Nwanze, Ikechukwu
    In this video, Ikechukwu Nwanze, lecturer at the Disability Studies Division UCT, effortlessly discusses basic assistive devices and how teachers can use these in lesson adaptations. He makes the distinction between low and high tech and stresses on the need for individual needs to be the determinant of which device to use. This video lecture 9/9 of week 3 of the course: Educating Deaf Children: Becoming an Empowered Teacher.