TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1

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dc.contributor.authorViljoen, Hestelle
dc.date.accessioned2023-05-13T11:40:35Z
dc.date.available2023-05-13T11:40:35Z
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, focusing on classroom management and learning content. Hestelle explains the definition and purpose of differentiation and how to go about it successfully. She discusses classroom differentiation in terms of the psycho-social and physical environments. She provides examples of differentiation in both environments, from encouraging student participation to organising furniture and lighting in the classroom. She describes how to alternate learning activities to cater for students with different levels of visual impairment. She then explores how to differentiate learning content for visually-impaired learners, which may include reducing abstraction, providing tactile learning experiences, and teaching visually-impaired learners how to interpret visual materials effectively.en_US
dc.identifier.apacitationViljoen, H. (2019). TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1 [MOOC]. Retrieved from http://hdl.handle.net/11427/37921en_ZA
dc.identifier.chicagocitationViljoen, Hestelle. "MOOC TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1," 2019. http://hdl.handle.net/11427/37921en_ZA
dc.identifier.citationViljoen, H. 2019. <i>TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1</i>. [MOOC]. http://hdl.handle.net/11427/37921en_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, focusing on classroom management and learning content. Hestelle explains the definition and purpose of differentiation and how to go about it successfully. She discusses classroom differentiation in terms of the psycho-social and physical environments. She provides examples of differentiation in both environments, from encouraging student participation to organising furniture and lighting in the classroom. She describes how to alternate learning activities to cater for students with different levels of visual impairment. She then explores how to differentiate learning content for visually-impaired learners, which may include reducing abstraction, providing tactile learning experiences, and teaching visually-impaired learners how to interpret visual materials effectively. DA - 2019-06-01 DB - OpenUCT DP - University of Cape Town KW - disability education KW - visual impairment KW - content differentiation KW - classroom differentiation LK - https://open.uct.ac.za PY - 2019 T1 - TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1 TI - TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1 UR - http://hdl.handle.net/11427/37921 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37921
dc.identifier.vancouvercitationViljoen H. <i>TEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1</i>. [MOOC]. ,Centre for Higher Education Development ,CILT, provided on 2023-05-13T11:40:35Z. [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37921en_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.subjectcontent differentiationen_US
dc.subjectclassroom differentiationen_US
dc.titleTEDI 3 Week 3 - Curriculum Differentiation for the Visually Impaired Child: Part 1en_US
dc.typeMOOCen_US
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