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Emotional and Embodied Aspects in the Education of Learners with Visual Impairment: The Use of Standpoint ‘Panel Chats’ in Teacher Training
International Journal of Disability, Development and Education ( IF 1.300 ) Pub Date : 2020-12-15 , DOI: 10.1080/1034912x.2020.1858473
Brian Watermeyer 1 , Heidi Lourens 1 , Michelle Botha 1 , Benedict Khumalo 1 , Jane Kelly 2 , Nozwelo Shanda 1
Affiliation  

ABSTRACT

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.



中文翻译:

视觉障碍学习者教育中的情感和具体方面:在教师培训中使用立场“小组聊天”

摘要

培训视觉障碍学习者的教师 (VI) 强调课程适应和辅助技术等工具技能,有时忽视教师对残疾的焦虑和态度。南非的教育系统在 VI 教师培训方面面临大量积压,目前正在通过教师赋权促进残疾包容 (TEDI) 项目开发强化短期课程来解决这个问题。只有 5 天的接触时间,必须就教师最需要为 VI 学习者准备什么做出艰难的选择。作者认为个人和态度的转变(对 VI 完全陌生的教师)是关键。除了“更难”的技能外,学员还(作为听众)参加了由四名学业成功的 VI 毕业生进行的每日小组讨论,他们具有全纳教育和特殊教育的经验。小组策略有五个目标:i)通过展示高成就的 VI 人来反击刻板印象;ii) 提供人性化的、第一手的 VI 体验;iii) 引发和消化与 VI 相关的困难情绪;iv) 在学习者和教师之间建立一种相互接受的感觉,以及 v) 为困难的问题增添幽默感和轻松感。本文根据小组成员的书面意见以及受训人员的问卷和焦点小组材料,提供了有关这些目标成果的定性数据。

更新日期:2020-12-15
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