Browsing by Subject "disability inclusion"

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    Education for All Week 2 - A social or individual problem?
    (2018-06-01) McKenzie, Judith
    In this video, Judith McKenzie uses examples of different learners with disabilities and how they experience education depending on their specific learning needs, home environment, and the engagement of local community organisations and family members. The video illustrates how children with disabilities and their families engage with their support needs and the environment in which they live. This is video 2 in week 2 of the Education for All MOOC.
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    Education for All Week 2 - An unexpected arrival
    (2018-06-01) Watermeyer, Brian
    In this video, Brian Watermeyer discusses the adaptations and emotional experiences of families that discover that their new infant has been born with a disability. He explores the different psychological models that have been used to analyse the experiences of families with disabled children, such as the traditional model which often characterises the personal, individual and internal experiences of individuals and has historically characterised family experiences of living with a disabled child in negative ways, while paying less attention to the structural injustices that serve to exclude people with disabilities from support services and essential services. He then discusses a second approach, named the Family Support model, which focuses instead on the support needs of families with a disabled child. It assumes that all families can thrive when provided with the support they need, and focuses more on structural and social barriers that prevent these families from thriving.This is video 3 in week 1 of the Education for All MOOC.
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    Education for All Week 2 - Jacqui's story
    (2018-06-01) Tooke, Jacqui
    In this video, Jacqui Tooke, who has a son with mental disabilities, discusses how inclusivity principles were very appealing to her when she began exploring how her son might be able to attend mainstream education. She explains how inclusivity does not require the disabled child to change but rather how the learning environment can adapt to their needs. She speaks of the importance of her child being an authentic part of the different learning and extra-curricular activities they attend, such as sports clubs and classroom learning activities. She further discusses the concerns and fears of parents that children with disabilities might experience prejudice or bullying in mainstream education, but also how children without disabilities also can benefit from greater empathy and understanding by being around children with disabilities.
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    Education for All Week 5 - Practical tips (part 2)
    (2018-06-01) McKinney, Emma
    In this video, Emma McKinney discusses the importance of using a variety of teaching methods to include all children in the classroom. She discusses the importance of using multimedia and visual props (and describing visual props for the benefit of students with visual impairments), using different kinds of learning activities (individual, paired activities and group learning), and using positive feedback. She mentions the possible changes to assessment to include students with different learning needs, such as oral examination, using different kinds of media (e.g. large text, colour differentiation, etc.) to assist children with different learning needs. Lastly she stresses the benefit of asking the children themselves and others involved in their education, such as parents or community members, for other ways in which they can be included through more accessible pedagogy and materials.
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    TEDI 3 Week 2 - Orientation and Mobility and Daily Living Skills
    (2019-12-01) Botha, Michelle; Dzapasi, Golden
    In this video, Michelle Botha and Golden Dzapasi discuss the importance of physical mobility and daily living skills in assisting people with visual disabilities in participating fully in the social, cultural, economic and political life of South Africa. Michelle discusses how visually-impaired people experience difficulties navigating a built environment that is not designed with accessibility in mind, as well as experience difficulties in a communicative culture that is largely visual in nature. Michelle and Golden discuss how education can be adjusted to teach concepts that would be learned incidentally in a more intentional way. They discuss the full range of skills (such as gross and fine motor skills), directional indicators, different surfaces, and other aspects such as traffic and travel that visually-impaired learners will need to grasp in order to function as full members of society. They close by discussing how teachers (and parents and other professionals) can model and encourage the development of these skills at school and at home.
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    TEDI 4 Week 4 - Voice of inclusion
    (2019-06-01) Henkeman, Thandi
    In this video, Thandi Henkeman rounds up the discussion on disability inclusion in the TEDI-4 MOOC. Thandi summarises the findings of the World Health Organisation's findings on disability and the ways in which disability impairs people from enjoying full human rights in current society. She outlines the main goals and principles of the Convention for the Rights of People with Disabilities (CRPD) and discusses them with specific relation to individuals with severe to profound intellectual disability. She summarises the social and medical models of disability, and the importance of a rights-based approach to disability that attempts to maximise the inclusion of individuals with disabilities in society. She concludes with explaining how individuals can contribute to disability inclusion, starting with extensive dialogue, followed by widespread educational opportunities, followed by supporting and education families, then the importance of supporting self-determination, and finally the importance of disability advocacy.