Browsing by Subject "parental involvement in disability education"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Open Access
    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.
  • No Thumbnail Available
    Item
    Open Access
    TEDI 3 Week 4 - Collaborating as an Empowered Teacher
    (2019-06-01) Daniels, Bongiwe
    In this video, Bongiwe Daniels, a teacher and principal at a school for the visually impaired in the Eastern Cape, South Africa, discusses how to become empowered to teach students with visual impairments. She discusses how to collaborate with other teachers to develop lesson plans and teaching techniques to support learners with visual impairments, and how they reached out to other professionals and experts in the sector for additional support, such as bringing in assistive devices. She discusses how they sought out training opportunities in order to develop their own skills in teaching learners with visual impairment. She explains how to ask the learners themselves about the techniques or strategies that would best support their learning, and how to have conversations with their parents to draw on their knowledge about their children's learning experiences. Lastly, she discusses how to reach out to specialists who can provide expert input to support learning, and of the importance of developing multi-stakeholder networks that include all members of the community to support learning.