TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2

MOOC

2019-06-01

Permanent link to this Item
http://hdl.handle.net/11427/37922
Files
Curriculum Differentiation for the Visually Impaired Child- Part 2 (Hestelle Viljoen).mp4 (221.4 MB)
Authors
Viljoen, Hestelle
Journal Title
Link to Journal
Journal ISSN
Volume Title
Publisher
Publisher
Department
CILT
Faculty
Centre for Higher Education Development
License

http://creativecommons.org/licenses/by/4.0/

Series
Abstract
In this video, Hestelle Viljoen discusses how to differentiate the curriculum in order to make it more accessible, specifically with regard to teaching methodologies and assessment methods. She describes how visually-impaired learners may require more time and different kinds of learning materials (such as braille or audio content) in order to engage with the curriculum. She discusses how to adapt visual content (such as graphs or images) to make it more accessible, through a variety of methods, with specific examples. She also discusses the 'reasonable accommodations' during assessment provided by South African law for learners, which can include assistive devices, different physical accommodations or provision of different stationery or tools.
Description
Keywords
disability education
visual impairment
adapting learning content
braille

Reference:

Viljoen, H. 2019. TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2. [MOOC]. http://hdl.handle.net/11427/37922

Collections
Teaching and Learning