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

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dc.contributor.authorViljoen, Hestelle
dc.date.accessioned2023-05-13T11:40:40Z
dc.date.available2023-05-13T11:40:40Z
dc.date.issued2019-06-01
dc.description.abstractIn 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.en_US
dc.identifier.apacitationViljoen, H. (2019). TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2 [MOOC]. Retrieved from http://hdl.handle.net/11427/37922en_ZA
dc.identifier.chicagocitationViljoen, Hestelle. "MOOC TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2," 2019. http://hdl.handle.net/11427/37922en_ZA
dc.identifier.citationViljoen, H. 2019. <i>TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2</i>. [MOOC]. http://hdl.handle.net/11427/37922en_ZA
dc.identifier.ris TY - MOOC AU - Viljoen, Hestelle AB - 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. DA - 2019-06-01 DB - OpenUCT DP - University of Cape Town KW - disability education KW - visual impairment KW - adapting learning content KW - braille LK - https://open.uct.ac.za PY - 2019 T1 - TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2 TI - TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2 UR - http://hdl.handle.net/11427/37922 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37922
dc.identifier.vancouvercitationViljoen H. <i>TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2</i>. [MOOC]. ,Centre for Higher Education Development ,CILT, provided on 2023-05-13T11:40:40Z. [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37922en_ZA
dc.language.isoenen_US
dc.publisher.departmentCILTen_US
dc.publisher.facultyCentre for Higher Education Developmenten_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.subjectdisability educationen_US
dc.subjectvisual impairmenten_US
dc.subjectadapting learning contenten_US
dc.subjectbrailleen_US
dc.titleTEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 2en_US
dc.typeMOOCen_US
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