TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment

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dc.contributor.authorWatermeyer, Brian
dc.contributor.authorLeteane, Benedict
dc.contributor.authorBotha, Michelle
dc.contributor.authorLourens, Heidi
dc.date.accessioned2023-05-13T10:42:49Z
dc.date.available2023-05-13T10:42:49Z
dc.date.issued2019-06-01
dc.description.abstractIn this video, members of the panel discuss the emotional adjustments they had to go through once they entered the special schooling environment, from learning new skills (such as Braille) to receiving little to no emotional support. They also discussed how they as people with visual disabilities felt that they needed to manage the emotions of their friends and family members, and how their educational and home environments didn't encourage honest emotional conversations of the difficulty of living with visual disability. They also discuss the similarities between the way in which people with disabilities are treated and the segregationist policies that structure South African society in the past and continue to influence South African culture in the 21st century.en_US
dc.identifier.apacitationWatermeyer, B., Leteane, B., Botha, M., & Lourens, H. (2019). TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment [MOOC]. Retrieved from http://hdl.handle.net/11427/37885en_ZA
dc.identifier.chicagocitationWatermeyer, Brian, Benedict Leteane, Michelle Botha, and Heidi Lourens. "MOOC TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment," 2019. http://hdl.handle.net/11427/37885en_ZA
dc.identifier.citationWatermeyer, B., Leteane, B., Botha, M. & Lourens, H. 2019. <i>TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment</i>. [MOOC]. http://hdl.handle.net/11427/37885en_ZA
dc.identifier.ris TY - MOOC AU - Watermeyer, Brian AU - Leteane, Benedict AU - Botha, Michelle AU - Lourens, Heidi AB - In this video, members of the panel discuss the emotional adjustments they had to go through once they entered the special schooling environment, from learning new skills (such as Braille) to receiving little to no emotional support. They also discussed how they as people with visual disabilities felt that they needed to manage the emotions of their friends and family members, and how their educational and home environments didn't encourage honest emotional conversations of the difficulty of living with visual disability. They also discuss the similarities between the way in which people with disabilities are treated and the segregationist policies that structure South African society in the past and continue to influence South African culture in the 21st century. DA - 2019-06-01 DB - OpenUCT DP - University of Cape Town KW - disability education KW - visual impairment KW - inclusive education KW - emotional support LK - https://open.uct.ac.za PY - 2019 T1 - TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment TI - TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment UR - http://hdl.handle.net/11427/37885 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37885
dc.identifier.vancouvercitationWatermeyer B, Leteane B, Botha M, Lourens H. <i>TEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairment</i>. [MOOC]. ,Centre for Higher Education Development ,CILT, provided on 2023-05-13T10:42:49Z. [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37885en_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.subjectinclusive educationen_US
dc.subjectemotional supporten_US
dc.titleTEDI 3 Week 4 - Conversations on Listening to Children with Visual Impairmenten_US
dc.typeMOOCen_US
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