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Educating and Caring for Children with Profound Intellectual Disability: a Manual for Carers and Teachers Educating

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Educating and Caring for Children with Profound Intellectual Disability: a Manual for Carers and Teachers Educating Educating and caring for children with profound intellectual disability: A manual for carers and teachers for carers A manual disability: intellectual profound with Educating and caring for children Educating The Teacher Empowerment for Disability Inclusion (TEDI) aims to empower teachers and carers to provide high-quality education for children with severe and caring to profound sensory or intellectual disability through training that is focused on inclusivity, diversity and addressing learners’ specific needs. In 2018, TEDI for children with profound intellectual disability piloted its first professional development courses and workshops for carers, teachers and other facilitators of learners with profound intellectual disability. This manual is a result of plans made in these initiatives to develop useful and practical resources for participants to enrich and further their learning. The manual is aimed at those working and interacting with children with profound intellectual disability, including carers, caregivers, community workers, facilitators, classroom assistants and programme implementers. It adopts a practical, skills-based approach and is aligned with South Africa’s Department of Basic Education’s policy framework and learning programme for learners with profound intellectual disability. A manual for carers and teachers CB108_Teaching and caring_COVER_210mmx297mm_V1_JB_with 7.5mm spine.indd All Pages 18/09/2019 14:55 Educating and Caring for Children with Profound Intellectual Disability A manual for carers and teachers Teacher Empowerment for Disability Inclusion (TEDI) September 2019 Contents Introduction ..................................................................................................................................... 4 How to use this manual ................................................................................................................... 5 Activities ......................................................................................................................................... 7 Support activities............................................................................................................................. 7 Acronyms ........................................................................................................................................ 8 Key terms ....................................................................................................................................... 9 CHAPTER 1: Understanding disability .......................................................................................... 13 1.1. What is disability? .................................................................................................................. 13 1.2. Defining intellectual disability ................................................................................................. 14 1.3. Disability and inclusivity in society .......................................................................................... 17 CHAPTER 2: Acknowledging and supporting children with disabilities .......................................... 22 2.1. Getting to know children with PID ........................................................................................... 22 2.2. Assessing children with PID ................................................................................................... 23 2.3 Communicating with children with PID .................................................................................... 30 2.4. Playing constructively with children with PID .......................................................................... 33 2.5 Working with assistive devices ................................................................................................ 39 2.6. Managing medical conditions ................................................................................................. 42 CHAPTER 3: Teaching and caring for learners with disabilities .................................................... 43 3.1. Creating an environment conducive to learning ...................................................................... 43 3.2. Developing individual support plans ....................................................................................... 50 3.3. Integrating a learning programme into a daily programme...................................................... 55 3.4. Parental involvement with learning and the classroom ........................................................... 60 CHAPTER 4: Communicating with families affected by disability .................................................. 61 4.1. What is effective communication? .......................................................................................... 61 4.2. Guidelines for improving communication ................................................................................ 64 CHAPTER 5: Caring for the carer ................................................................................................. 68 5.1. Knowing oneself as a carer .................................................................................................... 68 5.2. Self-care in the workplace ...................................................................................................... 70 5.3. Collaborative relationships in the workplace ........................................................................... 74 CHAPTER 6: Using community and support networks .................................................................. 78 6.1. Belonging to a community ...................................................................................................... 78 6.2 Building relationships with the community ............................................................................... 80 CHAPTER 7: Understanding the wider context of disability ........................................................... 84 7.1. What is policy? ....................................................................................................................... 84 7.2. International policies and policy frameworks .......................................................................... 84 7.3. National policies and policy frameworks ................................................................................. 87 CHAPTER 8: Knowing more about specific disabilities ................................................................. 89 8.1. Introduction ............................................................................................................................ 89 8.2. Down syndrome ..................................................................................................................... 90 8.3. Cerebral palsy ........................................................................................................................ 90 8.4. Autism spectrum disorder....................................................................................................... 91 8.5. Foetal alcohol spectrum disorders .......................................................................................... 92 8.6. Global developmental delay ................................................................................................... 93 References ................................................................................................................................... 94 Appendix A: Physical development chart ...................................................................................... 96 Appendix B: Mental and social development chart ........................................................................ 97 Appendix C: Cognitive milestones checklist .................................................................................. 98 Appendix D: Positioning/Alignment checklist ............................................................................... 101 Appendix E: 24-hour management checklist ............................................................................... 102 Introduction The Teacher Empowerment for Disability Inclusion (TEDI) project – headed by the University of Cape Town’s Disability Studies Division in partnership with Christoffel-Blindenmission (CBM), and co- funded by the European Union and CBM – aims to empower teachers and carers to provide quality education for learners with severe to profound disabilities through training focused on inclusivity, diversity and addressing learners’ disability-specific needs. In 2018, TEDI piloted professional development courses and workshops for carers, teachers and other facilitators of learners with profound intellectual disability (PID). From these initiatives, a need arose to develop useful and practical resources for participants to enrich and further their learning. This manual is a response to that need, offering a practical, skills-based approach aligned with the Department of Basic Education’s policy framework and learning programme for learners with PID. The purpose of this manual is to: ñ Provide a foundation of knowledge and skills. ñ Promote skills to implement a learning programme for learners with PID. ñ Provide basic knowledge for disability-inclusive development at both theoretical and practical levels. ñ Supplement formal course learning and promote a practical approach to learning that includes discussions, activities, reflections and actions. ñ Promote a collaborative approach to caring for children with PID among parents, carers
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