Browsing by Subject "severe to profound intellectual disability"

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    TEDI 4 Week 2 - Attitudes to Learning
    (2019-06-01) Hansen, Anthea
    In this video, Anthea Hansen, an audioologist and lecturer at the University of Cape Town, discusses the attitudes if parents, teachers, family and community towards children with severe to profound intellectual disability and how these attitudes can influence the ability of said children to learn. She discusses how attitudes towards children with disabilities are influenced by societal and cultural factors, such as the intense shame and stigma around children with disabilities who are often seen as sick or even cursed. She mentions the structural factors that impede their learning, which includes the attitudes of educators and the processes of early childhood education. She also speaks of the importance of educating teachers on how to adapt their teaching spaces or even curriculum to incorporate children with learning disabilities. She then discusses the factors that can promote the intellectual development and learning opportunities for children with disabilities, such as the involvement of caregivers, families and community members in developing their own awareness of intellectual disability, or the importance of changing attitudes towards children with severe to profound intellectual disability to be able to provide the educational opportunities that work best for the children. She closes by discussing the importance of building skills and awareness in the family so that parents and caregivers can access the support they need and provide the care they can for their children.
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    TEDI 4 Week 2 - Learning Context
    (2019-06-01) Chikowore, Sandra
    In this video, Sandra Chikowore (a special needs educator) and a mother to a son with an intellectual disability, talks about the environmental factors that impact on children with intellectual disabilities. She discusses the internal environmental factors in the home and learning centres, as well as external environmental factors such as physical infrastructure (poor roads, lack of ramps, etc).. She discusses the role of language as a potential barrier and the need for caregivers to be able to communicate with specialists and outside experts.
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    TEDI 4 Week 3 - Engaging the child in learning
    (2019-06-01) Isaacs, Aimee
    In this video, occupational therapist Aimee Isaacs discusses how to engage children with severe to profound disabilities throughout the day. Children with disabilities may take more time to grasp certain concepts. It is important to determine the needs and capabilites of the different children within your class, and accessing the professional support network (specialists, caregivers, etc.) can help in ascertaining each student's needs. She recommends an approach that starts with meeting the child at their level and then developing a learning plan that addresses their needs and capabilities that allows them to reach the cognitive level they are capable of, and allowing them to participate in the community. She also speaks of the importance of using diverse learning activities to allow them to expand and grow their own awareness and cognitive capacity, and the importance of providing choice and agency in learning.
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    TEDI 4 Week 3 - Working with children in groups
    (2019-06-01) Spangenberg, Karlien
    In this video, Karlien Spangenberg discusses how to develop group learning activities for children with severe to profound intellectual disability. She reiterates the importance of correctly grouping children together not based on their diagnosed disability, but rather on the basis of which learning stage (Awareness, Engagement, or Active Learning) that each child has reached. She discusses how to develop learning activities that address the different learning needs of the different learning stage groups, while remembering that each child will need individual support and attention as well. She then discusses some practical activities and learning activities that are targeted towards learners in the different learning stages. She closes with discussing how to manage classes with limited resources and facilitators to provide the best possible educational experience.