Search

Training teachers of learners with visual impairment (VI) emphasise instrumental skills such as curriculum adaptation and assistive technology, at times ignoring anxieties and attitudes within teachers surrounding disability. South Africa's education system faces a huge backlog in VI teacher training, which is being addressed by intensive short courses developed through the Teacher Empowerment for Disability Inclusion (TEDI) project. With only 5 days of contact, hard choices must be made regarding what teachers most need to prepare for the VI learner. The Authors felt that personal and attitudinal shifts (in teachers entirely new to VI) were pivotal. Besides 'harder' skills, trainees took part (as audience) in a daily panel discussion by four academically successful VI graduates, with experiences of both inclusive and special education. The panel strategy had five aims: (i) counter stereotypes by showcasing high-achieving VI persons; (ii) provide humanising, first-hand experience of VI; (iii) raise and digest difficult emotions to do with VI; (iv) model a sense of mutual acceptance between learners and teachers and (v) add humour and lightness to difficult issues. This paper presents qualitative data on the outcomes of these aims, based on written submissions by panellists, and questionnaire and focus group material from trainees.

This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders including non-governmental (NGOs) and disabled people organisations (DPOs). Based on a thematic analysis, findings show limited pre-service teacher education programmes focused on teaching learners with SPD. In-service teacher training through education departments and NGOs and DPOs, is usually through basic short courses or workshops and are not complemented by on-going support. We argue for a reconceptualization of teacher education in South Africa to prepare teachers to meet the diverse needs of learners, including those with SPDs within an inclusive education context. Skills in addressing barriers to learning should be infused throughout initial teacher education, in line with the principles of universal design for learning while impairment-specific knowledge can be offered in related modules that focus on reasonable accommodation for children with disabilities. In-service education can occur in formal and informal programmes and should empowers teachers to become lifelong learners.

Deaf learners are among the most disadvantaged when it comes to educational outcomes in South Africa. The aim of this paper, therefore, is to explore the educational needs of learners who are deaf and use the findings as a basis from which to strengthen their education. This research employed a qualitative research design, drawing on interviews with deaf learners, teachers, school management team members (SMTs) and parents. Data were analysed using thematic analysis. Findings reveal that deaf learners have significant difficulty in communicating with their teachers, and that teachers of the deaf in South Africa are not sufficiently trained to understand the educational needs of their learners. Recommendations regarding the strengthening of training for teachers of the deaf are made.

Older drivers are more likely to have difficulty wayfinding in unfamiliar areas than younger people. The present study investigated the role of cognitive functioning and age on wayfinding difficulties and driving performance whilst driving in unfamiliar areas. Forty-seven participants aged between 21 and 82 years completed a wayfinding task in a driving simulator and a battery of neuropsychological tests. Older age was related to reduced driving speed and increased time stopped during the drive. Cognitive variables associated with wayfinding difficulties and driving performance decrements included processing speed, visuospatial ability, and aspects of memory, including verbal and visual immediate and delayed recall. This research suggests that older drivers, particularly those with poorer cognitive functioning, had more difficulty with wayfinding in unfamiliar areas than younger drivers. The findings are discussed with reference to potential safety and mobility benefits of alternative wayfinding strategies.

Globally, education of children with disabilities increasingly occurs in inclusive school settings, requiring specialised teacher education. Scholars emphasise relational and instrumental skills, to overcome prejudice and exclusion. Visual impairment (VI) is emotionally evocative, presenting particular challenges to inclusion. Using data from in-service teacher education for VI inclusion in South Africa, this theoretical paper explores the personal and emotional barriers which teachers must negotiate surrounding the 'new reality' of VI in their classrooms if successful inclusion is to be achieved, and how teacher education may support this. We set qualitative data from an in-service short course for teachers of VI learners against ideas from disability studies, critical psychoanalysis and anthropology, conceptualising relational issues arising from VI in the classroom. Due to VI's evocation of unconscious anxieties in the observer, we argue that the experiences and needs of children with VI may be felt as 'matter out of place' in the classroom, confounding inclusion. Teacher anxiety threatens the capacity for containment and creativity, undermining the secure relationship which is elemental to successful learning. To manage the experiences, feelings and needs of VI learners, teachers require education which facilitates processing of their own emotions surrounding this evocative form of disability. [ABSTRACT FROM AUTHOR]

The prevalence of the invasive species African Lovegrass (Eragrostis curvula, ALG thereafter) in Australian landscapes presents significant challenges for land managers, including agricultural losses, reduced native species diversity, and heightened bushfire risks. Uncrewed aerial system (UAS) remote sensing combined with AI algorithms offer a powerful tool for accurately mapping the spatial distribution of invasive species and facilitating effective management strategies. However, segmentation of vegetations within mixed grassland ecosystems presents challenges due to spatial heterogeneity, spectral similarity, and seasonal variability. The performance of state-of-the-art artificial intelligence (AI) algorithms in detecting ALG in the Australian landscape remains unknown. This study compared the performance of four supervised AI models for segmenting ALG using multispectral (MS) imagery at four sites and developed segmentation models for two different seasonal conditions. UAS surveys were conducted at four sites in New South Wales, Australia. Two of the four sites were surveyed in two distinct seasons (flowering and vegetative), each comprised of different data collection settings. A comparative analysis was also conducted between hyperspectral (HS) and MS imagery at a single site within the flowering season. Of the five AI models developed (XGBoost, RF, SVM, CNN, and U-Net), XGBoost and the customized CNN model achieved the highest validation accuracy at 99%. The AI model testing used two approaches: quadrat-based ALG proportion prediction for mixed environments and pixel-wise classification in masked regions where ALG and other classes could be confidently differentiated. Quadrat-based ALG proportion ground truth values were compared against the prediction for the custom CNN model, resulting in 5.77% and 12.9% RMSE for the seasons, respectively, emphasizing the superiority of the custom CNN model over other AI algorithms. The comparison of the U-Net demonstrated that the developed CNN effectively captures ALG without requiring the more intricate architecture of U-Net. Masked-based testing results also showed higher F1 scores, with 91.68% for the flowering season and 90.61% for the vegetative season. Models trained on single-season data exhibited decreased performance when evaluated on data from a different season with varying collection settings. Integrating data from both seasons during training resulted in a reduction in error for out-of-season predictions, suggesting improved generalizability through multi-season data integration. Moreover, HS and MS predictions using the custom CNN model achieved similar test results with around 20% RMSE compared to the ground truth proportion, highlighting the practicality of MS imagery over HS due to operational limitations. Integrating AI with UAS for ALG segmentation shows great promise for biodiversity conservation in Australian landscapes by facilitating more effective and sustainable management strategies for controlling ALG spread. [ABSTRACT FROM AUTHOR]

Despite a sound policy framework, the right of learners with disabilities in South Africa to inclusive and equitable quality education is not being met. A key reason hindering the realisation of this right is that there are very few teacher education programs focused on supporting learners with disabilities. Acknowledging the urgency of teacher education, in this paper we draw on qualitative data from 109 teacher participants and 39 course facilitators of a series of disability inclusion-focused teacher education short courses in the Western Cape province of South Africa. Based on their experience of the courses, we consider how teachers can be empowered to meet the diverse needs of their learners within an inclusive framework. Findings highlight that professional and personal growth facilitated a more empathic understanding of learners and the opportunity to collaborate with others, enabling teachers to find creative ways of solving problems faced in their workplaces. To support teachers in meeting the needs of their learners, teacher training should facilitate active reflection on the role they play in shaping the lives of their learners, and prepare teachers to respond to challenges strategically, taking advantage of the resources available to them within and beyond their school environment. [ABSTRACT FROM AUTHOR]

Oak trees are emblematic of California landscapes, they serve as keystone cultural and ecological species and as indicators of natural biological diversity. As historically undeveloped landscapes are increasingly converted to urban environments, endemic oak woodland extent is reduced, which underscores the importance of strategic placement and reintroduction of oaks and woodland landscape for the maintenance of biodiversity and reduction of habitat fragmentation. This paper investigated the effects of human urban development on oak species in California by first modeling historical patterns of richness for eight oak tree species using historical map and plot data from the California Vegetation Type Mapping (VTM) collection. We then examined spatial intersections between hot spots of historical oak richness and modern urban and conservation lands and found that impacts from development and conservation vary by both species and richness. Our findings suggest that the impact of urban development on oaks has been small within the areas of highest oak richness but that areas of highest oak richness are also poorly conserved. Third, we argue that current policy measures are inadequate to conserve oak woodlands and suggest regions to prioritize acquisition of conservation lands as well as examine urban regions where previous centers of oak richness were lost as potential frontiers for oak reintroduction. We argue that urban planning could benefit from the adoption of historical data and modern species distribution modelling techniques primarily used in natural resources and conservation fields to better locate hot spots of species richness, understand where habitats and species have been lost historically and use this evidence as incentive to recover what was lost and preserve what still exists. This adoption of historical data and modern techniques would then serve as a paradigm shift in the way Urban Planners recognize, quantify, and use landscape history in modern built environments.

Objective: This mixed-methods process evaluation examined the feasibility of a parenting program delivered by community facilitators to reduce the risk of child maltreatment in low-income families with children aged 3-8 years in Cape Town, South Africa (N = 68). Method: Quantitative measures included attendance registers, fidelity checklists, satisfaction surveys, and engagement in home practice activities. Qualitative data included parent interviews, facilitator focus groups, and transcripts from parent groups and facilitator supervision sessions. Results: Quantitative results show high levels of participant involvement, implementation, and acceptability. Thematic analyses identified seven themes related to program feasibility: (a) supporting participant involvement, (b) engagement in collaborative learning, (c) strengthening facilitator competency, (d) delivering nonviolent discipline skills, (e) contextualizing content, (f) receptivity to existing practices, and (g) resistance to new skills. Discussion: Findings suggest that parenting programs derived from evidence-based principles may be feasible in South Africa when situated within a culturally relevant context.

Oak trees are emblematic of California landscapes, they serve as keystone cultural and ecological species and as indicators of natural biological diversity. As historically undeveloped landscapes are increasingly converted to urban environments, endemic oak woodland extent is reduced, which underscores the importance of strategic placement and reintroduction of oaks and woodland landscape for the maintenance of biodiversity and reduction of habitat fragmentation. This paper investigated the effects of human urban development on oak species in California by first modeling historical patterns of richness for eight oak tree species using historical map and plot data from the California Vegetation Type Mapping (VTM) collection. We then examined spatial intersections between hot spots of historical oak richness and modern urban and conservation lands and found that impacts from development and conservation vary by both species and richness. Our findings suggest that the impact of urban development on oaks has been small within the areas of highest oak richness but that areas of highest oak richness are also poorly conserved. Third, we argue that current policy measures are inadequate to conserve oak woodlands and suggest regions to prioritize acquisition of conservation lands as well as examine urban regions where historic centers of oak richness were lost as potential frontiers for oak reintroduction. We argue that urban planning could benefit from the adoption of historical data and modern species distribution modelling techniques primarily used in natural resources and conservation fields to better locate hot spots of species richness, understand where habitats and species have been lost historically and use this evidence as incentive to recover what was lost and preserve what still exists. This adoption of historical data and modern techniques would then serve as a paradigm shift in the way Urban Planners recognize, quantify, and use landscape history in modern built environments.