Browsing by Subject "children with disabilities"

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    Education for All Week 1 - Why inclusion
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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    Education for All Week 3 - Our answers 2 - Advice for new teachers
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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    Education for All Week 3 - Our answers 3 - Dealing with disability in the classroom
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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    Education for All Week 5 - Practical tips (part 1)
    (2018-06-01) McKinney, Emma
    In this video, Emma McKinney, a lecturer from Stellenbosch University with extensive experience in teaching children with disabilities and conducting teacher training to assist teachers to work with children with disabilities, discusses some practical tips to ensure inclusivity in the classroom. She speaks of the importance of working with parents and, where appropriate, with the children with disabilities themselves. She discusses what classroom modifications need to be made to include all children, from physical access to the classroom, good visual signposting, pathways and mobility access to seating, desk arrangement, lighting, and acoustics.
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    TEDI 3 Week 3 - Providing Learning and Teaching Support Material Creatively
    (2019-06-01) Verhoef, Suna
    In this video, Suna Verhoef discusses providing Learning and Teaching Support Material in a creative way. She discusses her own experiences with a lack of specialised training for educating learners with visual disabilities, and her experiences with engaging with the Expanded Core Curriculum in her class with her learners. She discusses her experience in adjusting a class on the trans-Saharan trade routes to include learning support materials that would cater for children with visual disabilities, including the use of physical props, sound clips of appropriate audio, and physical learning activities such as roleplay. She discusses how the Expanded Core Curriculum provided a framework for reworking a lesson to incorporate life and social skills that made the lesson more effective and improved the quality of learning for her students.
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    TEDI 4 Week 1 - Asserting the right to education (Part 1)
    (2019-06-01) Wood, Tessa
    In this video, Tessa Wood, the director of the Western Cape Forum for Intellectual Disability, discusses the foundational work conducted by the Forum and its related support networks in advocating for and supporting the education of children with intellectual disabilities. She talks about the history of centres, organisations and networks that provided care for children with intellectual disabilities prior to the formation of the Forum, and how they cooperated to advocate for education for all children as per the South African Constitution. She discusses the long process of advocacy, negotiation and protest action undertaken by the Forum and how these resulted in legal action once all other opportunities for engagement had failed. She discusses the success of the legal action and how the current system for the education of children with disabilities has improved the educational and care landscape in both the Western Province and in the country at large.
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    TEDI 4 Week 3 - Support needs - an overview
    (2019-06-01) Du Toit, Taryn
    In this video, Taryn du Toit discusses the support needs of a child with severe to profound intellectual disability. She discusses the support needs these children have to allow them to participate in education and in society at large. She discusses the levels a which support needs to be provided, such as the local community, the wider community, and society at large, and the different actors within these specific levels, and the interaction between the different levels. She also discusses how the children themselves can impact the wider community. She then goes into detail about how support should be provided to the child, stressing the child's agency and respect towards them and their dignity.