Conceptualising teacher training programmes that focus on ... · prepare teachers to work in an...
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Conceptualising teacher
training programmes that
focus on supporting learners
with NeuroDevelopmental
Learning Needs
Dr Helen Dunbar-Krige
and Dr Jean Fourie
North West University
3rd Inclusion Symposium
July 2018
This project has been developed through the Teaching and Learning Development Capacity Improvement Programmewhich is being implemented through a partnership between the Department of Higher Education and Training and the European Union.
South Africa - 2007
UN Convention Rights Persons
Disabilities
Article 24 – Education
“Persons with disabilities are not
excluded from the general education
system on the basis of disability”
Sets the vision the SA education system
Create
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.
Education White Paper 6: 2001.
Special Needs Education:
Building an Inclusive Education
and Training System,
Department of National Education
• 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 and Black-Hawkins, 2016)
• In the Higher Education and Training sector of South Africa there is currently a
move to understand how we can better prepare teachers to support learners,
especially those with special needs.
• The Department of Higher Education and Training in South Africa introduced a
teacher reform program in collaboration with the European Union. The focus of
this teacher reform is on four sectors: teaching and learning capacity
improvement, lecturer development, the college infrastructures and
management coordination.
• Within the teaching capacity improvement program the emphasis is on the
strengthening of university teaching and learning and the teacher education for
inclusive teaching and teacher education for special needs education projects.
The UJ NDD project aims are
• to develop teacher education programs to address neurodevelopmental
diversity in schools;
• to develop resource material for teachers and parents regarding NDD
• to conduct research on the delivery of the teacher education programs
• to conduct research on the implementation of the SIAS process in schools.
• to stimulate post graduate research in this special needs field.
SA teachers are often ill prepared for the challenge of teaching
Special needs learners in mainstream
classrooms.
Teachers often do not have sufficient
knowledge to screen, identify, assess
and support learners who present with
neurodevelopmental disorders in the
classroom.
Focus at UJ on `´Teacher education for learners with Neuro Developmental Disorders´,
TEACHME.org.za
Empowering teachers through Teacher Training
Focus Areas at UJ in NDD
Career Pathing for Teachers – focus on NDD
Pre-service - Foundation, Intermediate, - Short Learning Program in 3rd year
- FET, Senior Phases – 1st to 4th years modules
WIL happens in Special Needs/Resource Centres/Full Service Schools
FUNZA-LUSHAKA bursaries awared to the first group of students this year in this specialisation.
In-Service
Advanced Diploma in Remedial Education – 4 modules – Focus on SLD
Post Graduate Diploma in Inclusive Education - 4 modules – All SEN
METHODOLOGY
• Data were collected using i) the tests, assignments and examination papers of
the students; ii) reflections the students wrote about the brain architecture
game; iii) reflections of the lecturer and the students; iv) a structured feedback
session in the classroom. Students were asked to discuss in groups of six what
they enjoyed of the module, what they would like to change and other
recommendations they wanted to implement.
• Data were analyzed by means of thematic content analysis, breaking data
down into manageable sections and analyzing them. The trustworthiness of the
study was guaranteed by ensuring triangulation of the different data sets and
feedback to the students about the themes discussed during their group
sessions.
• Ethics – overall project research approved by Faculty Ethics Committee and
DHET
Conceptualising
teacher training for
inclusive education
Integrating 4th Industrial Age Technology
USING BLENDED LEARNING
Engage with multiple media
online and in workshops
Medical, Deficit Based,
DSM5
disorders, disability,
diagnosis
NEGATIVE
connotations
vs
Systemic, Holistic,
Socio-ecological,
Neuro-diversity,
inclusive
Understand tensions
in paradigmatic
models
Refining theoretical models
underpinning our research and
programmes
Stimulus
Organism
Response
Physiological Behavioural Emotional Cognitive
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African imperatives on special needs
Include cultural and cross-cultural psychology skills and
knowledge so teachers develop culturally sensitiveness
about neurodevelopmental disorders
Explore indigenous theories of education, health and illness
USE LOCAL KNOWLEDGE TO UNDERSTAND NDD
DIFFERING VIEWS OF KEY CONCEPTS IN SEN
- Adapted Classroom practices
- Individualised learning plans
- Blurred roles of professionals,
multi-disciplinary teams
Work in an African context
WRITE CRITICAL POSITION PAPERS
Cognitive - Head
Learning
Understand
relevant theoretical
models
PRACTICAL IN CLASS
IMPLEMENTATION
PRACTICAL , HAND work
Individualised
Education Plans for a case child
PRACTICAL
Develop and implement
a PARENT support plan
for the case child
Heart Learning – develop
Empathy, sensitivity
Multi-Cultural awareness
Develop
Empathy, sensitivity
Read poems, personal
people narratives
write Deep reflections on
learning
• 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)
Developmental brain
• Feedback from younger students on brain architecture/ games/ videos/
variety of experiences - wonderful to experience but difficult for in-depth
learning. Older students in the ADE and Masters courses could engage
more deeply with the experiences
• Implication of changes to be made in the Flipped Classroom methodology
(Mazur, 2018)
Become designers of experiences that
ultimately change student’s brains
Develop an integrated perspective that includes a balance
between a biomedical perspective, the socio-political
context and Inclusive Education
Future planning
CONCLUSIONS
Designing our special needs teacher education programmes required
negotiating conflicting paradigmatic views
deliberating unit content, material choices
designing practical, motivating assignments
careful cognitive framing
developing skills in collaboration with stakeholders in schools
heart work – values, beliefs
Rethinking the flipped classroom and blended learning
Dr Jean Fourie
Dr H Dunbar-Krige
Teachme.org.za