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.

Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family-teacher partnerships improve children's academic performance as well as the family's quality of life. This study explores families' and teachers' co-operative experiences of supporting learners with disabilities in special and full-service schools in South Africa. Data were drawn from 39 individual interviews with teachers and five focus group discussions with 27 family members of learners with disabilities. The findings show both positive and negative interactive experiences regarding communication, extending learning from school to home, power dynamics and advocacy, and commitment. Consideration of these aspects will contribute to improving education for learners with disabilities.

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. [ABSTRACT FROM AUTHOR]

Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family–teacher partnerships improve children's academic performance as well as the family's quality of life. This study explores families' and teachers' co‐operative experiences of supporting learners with disabilities in special and full‐service schools in South Africa. Data were drawn from 39 individual interviews with teachers and five focus group discussions with 27 family members of learners with disabilities. The findings show both positive and negative interactive experiences regarding communication, extending learning from school to home, power dynamics and advocacy, and commitment. Consideration of these aspects will contribute to improving education for learners with disabilities. [ABSTRACT FROM AUTHOR]