Browsing by Author "Viljoen, Hestelle"
Now showing 1 - 10 of 10
Results Per Page
Sort Options
- ItemOpen AccessTEDI 1 Week 5 - Curriculum Adaptation for Low Vision and Blind Learners(2019) Viljoen, HestelleIn this week, the concept of universal design for learning is introduced as a way of approaching teaching and learning to tackle any problems of exclusion from education. Building on the lectures from last week, this week, experienced teachers describe in some detail what teaching strategies they use in their classrooms to include and support learners with specific impairments. This is video 2/4 in week 5 of the Disability Inclusion in Education: Building Systems of Support course.
- ItemOpen AccessTEDI 3 Week 1 - How Visual Impairement Affects Learning(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses how visual impairment affects learning. She discusses the three ways it effects learning: through differences experiential learning (characterising how objects are similar or different); through the development of different skills to access subject matter and curricula (which are typically designed for sighted learners); which can include the use of text magnifiers, audio supplements, or tactile learning tools; and thirdly, the development of social skills and personal capacity skills such as personal hygiene, completing household tasks, etc.
- ItemOpen AccessTEDI 3 Week 1 - Including Children with Visual Impairement in the Classroom(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen, a former principal of a school of children with visual disabilities in South Africa, discusses how visual impairment affects learning in the classroom. She discusses the different kinds of visual impairment learners can experience and how their needs can be accommodated in the classroom allowing them to follow the same curriculum as sighted students. She also discusses the importance of incorporating different stakeholders (such as community members, teachers, specialists, and the students themselves), and then discusses some specific techniques that can be used in the learning environment to support their learning.
- ItemOpen AccessTEDI 3 Week 1 - Understanding low vision in the classroom (Hestelle Viljoen)(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses the ways in which children with visual impairment experience classroom education. She discusses the different kinds of visual impairment, such as central vision loss, peripheral vision loss, interrupted vision, and other impairments, and how these have specific impacts on classroom learning. She discusses how the diversity of potential visual impairments require different strategies to ameliorate them in the classroom setting, and emphasises the importance of communicating with the learner to develop appropriate interventions.
- ItemOpen AccessTEDI 3 Week 2 - Visual Efficiency and Compensatory Academic Skills(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses two topics from the Expanded Core Curriculum for visually-impaired learners, namely visual efficiency and compensatory academic skills. Visual efficiency refers to making full use of the residual sight that low-vision learners have in order to maximise their learning. This can include high-contrast, large print, or other interventions that support their learning. Compensatory academic skills refer to the additional skills a learner with visual impairment needs to develop in order to access the curriculum, which can include various hardware and software such as text-to-speech programmes, text magnifiers, and other assistive technology. Hestelle also discusses how to develop pedagogical techniques that help learners navigate a society developed with sighted people in mind - such as the use of visual signposting, or information conveyed by visual graphs. She discusses how to include multi-modal educational techniques incorporating audio, tactile learning elements, and braille, to help convey information that would otherwise be conveyed visually, and practical ways of modifying visual content in order to support learning.
- ItemOpen AccessTEDI 3 Week 3 - Approaches to Making Learning and Teaching Material Accessible: Part 1(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses different approaches to make both learning material and assessment tasks more accessible to learners with visual impairments. She discusses practical ways to adapt learning materials, particularly visual materials (such as images and graphs) to be usable by visually-impaired learners, and discusses how to use braille and tactical elements to modify assessments and practical learning activities to make them more accessible. She discusses the use of supplementary text and physical props to accompany images and diagrams to provide alternative ways to access the desired learning activity.
- ItemOpen AccessTEDI 3 Week 3 - Approaches to Making Learning and Teaching Material Accessible: Part 2(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses approaches to making visual teaching and learning materials more accessible for learners with visual impairments. She discusses how to remove unnecessary images and replacing them with equivalent text resources; how to reduce visual information for adaptation for conversion into braille equivalents (such as removing colours, removing unnecessary boundary lines; and replacing inherently visual materials with alternatives that cater to users with low- or no-vision. She closes with discussing how to make alternative kinds of assessments that can be completed effectively for learners with visual impairments.
- ItemOpen AccessTEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses how to differentiate the curriculum in order to make it more accessible, focusing on classroom management and learning content. Hestelle explains the definition and purpose of differentiation and how to go about it successfully. She discusses classroom differentiation in terms of the psycho-social and physical environments. She provides examples of differentiation in both environments, from encouraging student participation to organising furniture and lighting in the classroom. She describes how to alternate learning activities to cater for students with different levels of visual impairment. She then explores how to differentiate learning content for visually-impaired learners, which may include reducing abstraction, providing tactile learning experiences, and teaching visually-impaired learners how to interpret visual materials effectively.
- ItemOpen AccessTEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen discusses how to differentiate the curriculum in order to make it more accessible, specifically with regard to teaching methodologies and assessment methods. She describes how visually-impaired learners may require more time and different kinds of learning materials (such as braille or audio content) in order to engage with the curriculum. She discusses how to adapt visual content (such as graphs or images) to make it more accessible, through a variety of methods, with specific examples. She also discusses the 'reasonable accommodations' during assessment provided by South African law for learners, which can include assistive devices, different physical accommodations or provision of different stationery or tools.
- ItemOpen AccessTEDI 3 Week 3 - Identifying Individual Learning and Teaching Support Material Needs(2019-06-01) Viljoen, HestelleIn this video, Hestelle Viljoen talks about how to identify learners who may be experiencing vision loss and how to identify which learning materials and assessment methods need to be adapted in order to cater to the needs of specific visually-impaired learners. She then discusses how to adapt assessments for visually-impaired learners, providing specific examples and processes to follow.