Capacity Building for Quality Care and Education for Children with Severe to Profound Intellectual Disabilities in South Africa

Autor/inn/en	Vergunst, Richard; McKenzie, Judith; Hansen, Anthea
Titel	Capacity Building for Quality Care and Education for Children with Severe to Profound Intellectual Disabilities in South Africa
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 3, S.561-574 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vergunst, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/17446295211018584
Schlagwörter	Foreign Countries; Special Education Teachers; Caregivers; Capacity Building; Faculty Development; Professional Development; Individual Development; Educational Methods; Cooperation; Advocacy; Self Esteem; Daily Living Skills; Program Evaluation; Educational Improvement; Severe Intellectual Disability; South Africa + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Caregiver; Carer; Betreuungsperson; Pfleger; Individuelle Entwicklung; Educational method; Erziehungsmethode; Co-operation; Kooperation; Sozialanwaltschaft; Self-esteem; Selbstaufmerksamkeit; Alltagsfertigkeit; Programme evaluation; Programmevaluation; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the South African context, children with severe to profound intellectual disabilities are not accommodated in the compulsory education system, although steps are being taken in this direction in acknowledgement of their right to education. Critical to this development is the training of educators and caregivers. There is a paucity of studies from South Africa addressing the training of educators and caregivers. The Teacher Empowerment for Disability Inclusion (TEDI) project developed a course on the education and care of children with severe to profound intellectual disabilities to facilitate and empower teachers to provide quality education for these learners. This paper explores, through a qualitative analysis, the ways in which 30 participants attending this course developed professionally and personally. The findings show that there was personal as well as professional learning in the areas of disability approaches, collaboration, advocacy, self-care, and confidence. These findings are discussed and future implications are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01