Browsing by Subject "inclusive education"

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    Education for All Week 1 - Barriers to Learning
    (2019-06-01) McKenzie, Judith
    This video focuses on barriers to learning which can be brought about by the limiting educational system and the society or environment. The video further explains that children may experience one or more barriers to learning and the Inclusive Education approach is used to address these obstacles to enable all learners to reach their full potential. In order to achieve Inclusivity in education and training, the presenter in the video emphasizes the importance of a shift in the mindset from putting the problem with child, to changing the education system as a whole to meet all learner needs. This is supported by the agreements such as the UN Convention on the Rights of Persons with disabilities and the Salamanca statement which recognize that education for all learners should occur in an inclusive manner.
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    Education for All Week 1 - Call to Action
    (2018-06-01) McConkey, Roy
    In this video, Roy McConkey discusses how all children deserve to receive formal education. He discusses how chilldren in Africa, particularly those with disabilities, often do not receive education despite the attempts by the UN. He discusses how schools can become inclusive by accepting all learners, adapting teaching methods to cater for different kinds of educational needs, involving the community in education and schooling, and encouraging attitudinal change in the learners so that all students are able to participate in education without prejudice. He further discusses the various challenges that schools face when attempting to become more inclusive. This is video 1 in Week 1 of the Education for All MOOC.
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    Education for All Week 1 - Our model of inclusive education
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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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 1 - Why social inclusion matters
    (2018-06-01) Soudien, Crain
    In this video, Professor Crain Soudien discusses how the terms social inclusion and social cohesion are used. He suggests these concepts are the basis of key ethical approaches. While these are concepts and ideas, they form the basis for framing policies and implementing practices for inclusive education - we will be covering these practices in this course. Inclusive education can be seen as one way of making society more inclusive and building social 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 - Family focus: The social context of disability
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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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 3 - Can any school be inclusive?
    (2018-06-01) Vanessa, Japtha
    In this video, Vaness Japtha from Inclusive Education South Africa discusses how to develop an inclusive education system that allows all learners to feel supported and included in formal education. She discusses that while additional resourcing can support inclusivity, it also depends on the agency of different stakeholders including administrators, teachers, parents and community members. She explains the process of developing an inclusivity strategy, which includes steps such as determining the positionality and attitudes of the different stakeholders and developing an inclusive ethos in the school. She also explains that indicators for inclusivity have been developed and can be used to determine how inclusive a school is.
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    Education for All Week 3 - Creating an inclusive school
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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    Education for All Week 3 - Job's story
    (2018-06-01) Nseibo, Job
    In this video, Nseibo Job Kofi discusses his experiences with education as a child growing up with polio meningitis in Ghana. He discusses how the attitudes of his family affected the kinds of care he was able to access, and how his educational achievements led to changes in how he was perceived by his family. He discusses his experience with inaccessible higher education institutions, and ends with asserting that children with disabilities should remain in mainstream education where learning environments can be made more accessible with sufficient planning and forethought.
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    Education for All Week 3 - What makes a difference
    (2018-06-01) Japtha, Vanessa
    In this video, Vanessa Japtha discusses the role that policy plays in inclusive education. She discusses how policies can promote inclusivity, and how these policies need to be reviewed in order to keep up to the changes in awareness and understanding of inclusivity. She discusses how key policies, such as the admissions policy, any language policies, the school's code of conduct, etc., and how to make these policies more inclusive to diverse student backgrounds and educational needs. She closes by discussing the role of poverty in creating new or exacerbating existing barriers to learning, and the need for school policies (which could include fee exemptions or feeding programmes) to address learner poverty to promote inclusivity.
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    Education for All Week 4 - A careworker's perspective
    (2018-06-01) Jacobs, Louisa
    In this video, Louisa Jacobs discusses her role as a rehabilitation careworker at St Joseph's Children's Home. She discusses how rehabilitation workers provides links between children, parents and the health system. She discusses some of the practical aspects of her work, such as providing physical and occupational therapy, providing transportation services, and providing links between different kinds of health service providers (such as speech and occupational therapists, doctors, and patients), financial support through feeding programmes and food parcel services, and community services such as churches and the police.
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    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.
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    Education for All Week 4 - Learning support
    (2018-06-01) Sompheta, Siphokazi
    In this video, Siphokazi Sompheta discusses the learning support team (caregivers, educators, occupational therapists, speech therapists, educational psychologists, nurses, parents) with a specific focus on the role of the caregiver. The focus is on how the therapist provides access to inclusive education within their community. Siphokazi illustrates how many children with disabilities are currently not attending any form of schooling and are considered a Vulnerable Group in terms of their access to formal education. Siphokazi discusses how policies on the inclusion of children with disabilities in the education sector, exploring the barriers that prevent schools (particularly those with fewer resources). She stresses the need for the development of centres for inclusive learning to support the inclusion of all students in the classroom. Lastly, she closes with explaining the role of the learning support team in collecting appropriate information, advocating on behalf of children with disability, and linking different kinds of care and support together.
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    Education for All Week 5 - Curriculum differentiation
    (2018-06-01) Stofile, Sindiswa
    In this video, Dr Sindiswa Stofile discusses her research into the ways in which learners with disabilities can be accommodated in inclusive classrooms. She focuses specifically on how curriculum differentiation can be incorporated in the classroom to avoid segregating children with disabilities from other children. Curriculum differentiation accommodates for differences between learners so that all learners within the classroom have the same opportunities for learning. Differentiation changes the content, methods and assessment in order to reduce barriers to learning and allows teachers to embrace different learning needs and allows different pathways for students to access and learn the material.
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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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    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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    Education for All Week 6 - Building networks
    (2018-06-01) Ohajunwa, Chioma
    In 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.
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    Education for All Week 6 - Final words
    (2018-06-01) McKenzie, Judith; Ohajunwa, Chioma
    In 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.