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    We Ra Symposium Helen Jean 2018 ND D

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    This document discusses supporting learners with neurodevelopmental learning needs in Southern Africa. It outlines South Africa's inclusive education policies and challenges in supporting neurodiverse learners. It also describes a University of Johannesburg project that aims to develop teacher education programs to address neurodevelopmental diversity through blended learning approaches.

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    We Ra Symposium Helen Jean 2018 ND D

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    This document discusses supporting learners with neurodevelopmental learning needs in Southern Africa. It outlines South Africa's inclusive education policies and challenges in supporting neurodiverse learners. It also describes a University of Johannesburg project that aims to develop teacher education programs to address neurodevelopmental diversity through blended learning approaches.

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    Article on nuerodevelopmental disorders

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    We Ra Symposium Helen Jean 2018 Nd d

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    This document discusses supporting learners with neurodevelopmental learning needs in Southern Africa. It outlines South Africa's inclusive education policies and challenges in supporting neurodiverse learners. It also describes a University of Johannesburg project that aims to develop teacher education programs to address neurodevelopmental diversity through blended learning approaches.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    10 views29 pages

    We Ra Symposium Helen Jean 2018 ND D

    Uploaded by

    mapanga2807
    This document discusses supporting learners with neurodevelopmental learning needs in Southern Africa. It outlines South Africa's inclusive education policies and challenges in supporting neurodiverse learners. It also describes a University of Johannesburg project that aims to develop teacher education programs to address neurodevelopmental diversity through blended learning approaches.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    See discussions, stats, and author profiles for this publication at: https://www.researchgate.

    net/publication/326923061

    Supporting learners with NeuroDevelopmental Learning Needs in


    Southern Africa

    Presentation · August 2018


    DOI: 10.13140/RG.2.2.17221.96486

    CITATIONS READS

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    2 authors:

    Helen Dunbar-Krige Jean Fourie


    University of Johannesburg University of Johannesburg
    15 PUBLICATIONS 81 CITATIONS 65 PUBLICATIONS 89 CITATIONS

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    All content following this page was uploaded by Jean Fourie on 09 August 2018.

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    Supporting learners with
    NeuroDevelopmental Learning
    Needs in Southern Africa

    Dr Helen Dunbar-Krige
    and Dr Jean Fourie
    [email protected]
    World Education Research Forum
    Symposium – Promoting Special Needs
    Education and the implementation of
    inclusive education policy in South Africa

    August 2018
    This project has been developed through the Teaching and
    Learning Development Capacity Improvement Programme
    which is being implemented through a partnership
    between the Department of Higher Education and Training
    and the European Union.
    Education White Paper 6: 2001.
    Special Needs Education:
    Building an Inclusive Education
    and Training System,
    Department of National Education

    Sets the vision for the SA education


    system to create a
    socially just inclusive society
    Department of Education. (2001). Education White Paper 6: Special Needs Education. Building an
    Inclusive Education and Training System. Pretoria: Government Printer.
    South Africa signed

    UN Convention Rights Persons


    Disabilities (2007)

    Article 24 – Education
    “Persons with disabilities are not
    excluded from the general education
    system on the basis of disability”
    • A comprehensive understanding of
    special needs education is necessary
    to prepare teachers to work in an
    inclusive society that welcomes
    diverse learners.
    • Inclusion is at the core of
    transforming societies. (Walker, 2016)
    • There is a difference in
    understanding inclusion and the
    practice of inclusive education. (Florian &
    Black-Hawkins, 2016)
    • The Department of Higher Education and Training in South Africa introduced a
    teacher reform program in collaboration with the European Union. The focus of
    our UJ project is ‘teaching and learning capacity improvement’ in Special
    Needs.
    The UJ NDD project aims to
    • develop teacher education programs to address neurodevelopmental
    diversity in schools;
    • develop resource material for teachers and parents regarding NDD
    • conduct research on the delivery of the teacher education programs on NDD
    • conduct research on the implementation of the SIAS process in schools.
    • stimulate post graduate research in this special needs field.
    Neurodevelopmental disorders are conditions which
    manifest in childhood and are characterised by
    impairments in personal, social, academic, or
    occupational functioning
    (American Psychiatric Association. 2013. Diagnostic and statistical manual of mental disorders. 5th ed.)

    Developmental deficits range from highly specific limitations of learning


    to read, do maths, control attention, communicate effectively -
    to broad, pervasive impairments of intellect, cognitive, behavioural
    and social functioning.
    This wide range of difficulties poses many challenges for
    educators when teaching NDD learners in mainstream,
    full service or special needs schools.

    Educators are often ill prepared for the challenging social


    behaviours, emotional side-effects, and cognitive hurdles.

    Educators often have limited knowledge relating to the


    symptoms, characteristics and school support required.

    Working collaboratively with multi- disciplinary teams,


    parents and with professionals to support these learners
    needs socially sensitive educators.
    Since the formalisation of inclusive education there are
    more learners in all schools displaying these deficits,
    and educators require skilful competence to identify and
    support these learners.
    Differentiating the curriculum, adapting classroom practices
    and individualising learning plans is draining on school
    resources.
    This research project aims to address these issues in our
    teacher training programmes and research.
    PG Dip in
    Inclusive Ed In-Service Training

    Teachme.org.za
    ADE Rem
    Ed

    Teachme.org.za
    Pre- Service Career Pathing for Teachers
    focusing on NDD

    Foundation, Intermediate, - Module in 3rd year


    FET, Senior Phases – 1st to 4th years modules

    - Teaching Practice happens in Special Needs Schools,


    Resource Centres or Full Service Schools

    FUNZA-LUSHAKA bursaries awarded to the first group of


    students this year in this specialisation.
    Conceptualising
    Teacher Training Programmes
    for Supporting
    NeuroDevelopmental Diversity
    in the Classroom
    Delving into African Indigenous
    beliefs regarding, health,
    disability, illness
    USING BLENDED LEARNING
    Engage with multiple media
    online and in practical workshops
    Build Foundational Knowledge –
    Neuroscience for Educators

    • Infuse cognitive neuroscience into teacher training programmes as it can help


    to directly improve understanding of student learning and development and
    their responsibility to shape this growth. (Dubinsky et al , 2013)
    • Change from using the brain to changing the brain. Understand the
    Interaction between nature and nurture. Help student teachers to understand
    the plasticity of their brains.
    • Build capabilities of teachers in training to build capabilities of students with
    special needs. (Harvard Centre for the developing child)
    Play the Brain Architecture Game
    Understand tensions in
    paradigmatic models

    Medical, Deficit Based,


    DSM5
    disorders, disability,
    diagnosis
    NEGATIVE
    connotations

    vs

    Systemic, Holistic,
    Socio-ecological,
    Neuro-diversity,
    inclusive
    Cognitive - Head
    Learning

    Understand
    relevant theoretical
    models
    PRACTICAL IN CLASS
    IMPLEMENTATION
    PRACTICAL , HAND work

    Individualised
    Education Plans for a REAL child
    PRACTICAL
    Develop and implement
    a PARENT support plan
    for the case child
    Heart Learning – develop
    Empathy, sensitivity
    Multi-Cultural awareness
    Read poems, personal
    people narratives, book
    reviews

    write Deep reflections on


    own personal
    experiences
    In Closing

    Designing our special needs teacher education programmes requires


    negotiating conflicting paradigmatic views
    rigorously deliberating unit content, material choices
    rethinking blended learning
    creating practical, motivating assignments
    careful cultural framing
    developing skills in collaboration with stakeholders in schools
    incorporating heart work – values, beliefs

    Equipping Teachers to
    Support
    NeuroDevelopmental
    Diversity in
    All Classrooms
    Teachme.org.za

    Dr Jean Fourie
    [email protected]
    Dr H Dunbar-Krige
    [email protected]

    View publication stats

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