Education for All Week 5 - Our answers

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dc.contributor.authorMcKenzie, Judith
dc.date.accessioned2023-03-03T13:30:03Z
dc.date.available2023-03-03T13:30:03Z
dc.date.issued2018-06-01
dc.description.abstractIn this video, Judith McKenzie responds to participant questions. She answers questions about teacher education and inclusion and stresses that all teachers should receive inclusivity training as part of their core training, while recognising the importance of specially-trained teachers to deal with specific disability inclusion. She addresses the difficult experiences brought up by teachers who have children with significant impairments, and responds with the importance of changing curriculum and assessment to cater for children with different kinds of cognitive difficulties, as well as the need to set realistic goals and expectations for children with disabilities so that they can achieve more realistic learning outcomes. She then addresses a question about whether government is a necessary actor in ensuring inclusivity in the classroom, and makes the point that change comes first from the teacher community.en_US
dc.identifier.apacitationMcKenzie, J. (2018). Education for All Week 5 - Our answers [MOOC]. Retrieved from http://hdl.handle.net/11427/37238en_ZA
dc.identifier.chicagocitationMcKenzie, Judith. "MOOC Education for All Week 5 - Our answers," 2018. http://hdl.handle.net/11427/37238en_ZA
dc.identifier.citationMcKenzie, J. 2018. <i>Education for All Week 5 - Our answers</i>. [MOOC]. http://hdl.handle.net/11427/37238en_ZA
dc.identifier.ris TY - MOOC AU - McKenzie, Judith AB - In this video, Judith McKenzie responds to participant questions. She answers questions about teacher education and inclusion and stresses that all teachers should receive inclusivity training as part of their core training, while recognising the importance of specially-trained teachers to deal with specific disability inclusion. She addresses the difficult experiences brought up by teachers who have children with significant impairments, and responds with the importance of changing curriculum and assessment to cater for children with different kinds of cognitive difficulties, as well as the need to set realistic goals and expectations for children with disabilities so that they can achieve more realistic learning outcomes. She then addresses a question about whether government is a necessary actor in ensuring inclusivity in the classroom, and makes the point that change comes first from the teacher community. DA - 2018-06-01 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PY - 2018 T1 - Education for All Week 5 - Our answers TI - Education for All Week 5 - Our answers UR - http://hdl.handle.net/11427/37238 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37238
dc.identifier.vancouvercitationMcKenzie J. <i>Education for All Week 5 - Our answers</i>. [MOOC]. ,Centre for Higher Education Development ,CILT, provided on 2023-03-03T13:30:03Z. [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37238en_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.titleEducation for All Week 5 - Our answersen_US
dc.typeMOOCen_US
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