Browsing by Author "Ohajunwa, Chioma"
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- ItemOpen AccessEducation for All Week 1 - Our model of inclusive education(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa discusses the model of inclusivity that will be used in the Education for All MOOC. She outlines the inter-related spheres of the home environment, the school, and the community, and how these are involved in socially inclusive education practices. She then outlines the different weeks in the course and their specific focuses on the different aspects of socially inclusive education. This video is located within Week 1 of the Education for All MOOC.
- ItemOpen AccessEducation for All Week 1 - Why inclusion(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa introduces the Education for All MOOC and its focus on inclusive education for the benefit of children with disabilities. She introduces the key themes that will be explored in the MOOC, including inclusivity in education, barriers to learning, and the importance of creating a society in which all children have access to education.
- ItemOpen AccessEducation for All Week 2 - Family focus: The social context of disability(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa discusses the role of the family and the home environment in how disability is understood and conceptualised. She discusses how the existing beliefs and understandings of disability within the family environment affects how disabled people are thought about and cared for, particularly when it comes to learning. She introduces how the attitudes and existing prejudices and beliefs of the family will affect how the education and care for disabled children will manifest.
- ItemOpen AccessEducation for All Week 3 - Creating an inclusive school(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa introduces the focus for Week 3 of the Education for All MOOC, looking at how schools become inclusive, exploring support systems within the school to support this transition. The relevance of involving all aspects of the school community and methods of facilitating this shift to inclusion is discussed, supported by samples of good practise.
- ItemOpen AccessEducation for All Week 3 - Our answers 2 - Advice for new teachers(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa responds to questions submitted by the MOOC participants on how to become more inclusive in their classrooms. She stresses the importance of starting with small, practical steps to improve inclusivity, emphasising that special education training is not required to begin with simple steps like walking alongside children with different needs. She goes through the process of adapting teaching strategies to include all children in the classroom and of being creative in working with and around curriculum. She speaks of the value of making connections with other educators working with children with different needs and accessing what materials and resources are already available within your community. In the second question, she addresses the issue of resistant parents (parents of children with disabilities) who do not see the value of their child receiving mainstream education. She discusses how to include parents in the education of their children, communicating with them about the ways in which they can contribute to include their child in mainstream education.
- ItemOpen AccessEducation for All Week 3 - Our answers 3 - Dealing with disability in the classroom(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa responds to questions submitted by the MOOC participants on how to become more inclusive in their classrooms. She stresses the importance of starting with small, practical steps to improve inclusivity, emphasising that special education training is not required to begin with simple steps like walking alongside children with different needs. She goes through the process of adapting teaching strategies to include all children in the classroom and of being creative in working with and around curriculum. She speaks of the value of making connections with other educators working with children with different needs and accessing what materials and resources are already available within your community. In the second question, she addresses the issue of resistant parents (parents of children with disabilities) who do not see the value of their child receiving mainstream education.
- ItemOpen AccessEducation for All Week 3 - Our answers 4 - Whose reality: perspectives on disability(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa discusses the issue of validating the diverse experiences of people with disabilities and their family members, who experience the social consequences in different ways. She also speaks of how inclusion is imminently possible (and large strides have been made in the past decades) and that the issue of inclusion is largely one of social and political will.
- ItemOpen AccessEducation for All Week 6 - Building networks(2018-06-01) Ohajunwa, ChiomaIn this video, Chioma Ohajunwa introduces the final week of the course, which brings together and summarises the different concepts and practices discussed in prior weeks of the Education for All MOOC. She stresses the importance of a community, rather than individual, approach to inclusion.
- ItemOpen AccessEducation for All Week 6 - Final words(2018-06-01) McKenzie, Judith; Ohajunwa, ChiomaIn 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.
- ItemOpen AccessHow can we include disability issues in undergraduate curricula at the University of Cape Town?(2016) Nwanze, Ikechukwu; Kathard, Harsha; Ohajunwa, ChiomaThis 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.