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Chapter 2

Inclusive Education

2.1 Webinare | Webinars

2.1Webinare | Webinars

2023

  • Hoe lyk ’n trauma-sensitiewe klaskamer? | What does a trauma sensitive classroom look like?
  • Ken jouself as onderwyser: Is ek ‘n hindernis vir my eie leerders se vermoë om te leer en te vorder (Deel 2) | Know yourself as a teacher: Am I a barrier to my own learners’ ability to learn and progress (Part 2)
  • Ken jouself as onderwyser: Is ek ‘n hindernis vir my eie leerders se vermoë om te leer en te vorder (Deel 1) | Know yourself as a teacher: Am I a barrier to my own learners’ ability to learn and progress (Part 1)
  • What does assessment look like in the multigrade classroom? | Hoe lyk assessering in die multigraad-klaskamer?
  • Die rol van die multigraad-opvoeder in die inklusiewe klaskamer | The role of the multigrade educator in the inclusive classroom
  • Hoe om leerders met angs in ‘n klassituasie te identifiseer, te ondersteun en indien nodig te vir professionele intervensie te verwys| How to identify, support and if necessary refer learners with anxiety in a class situation for professional intervention
  • LSOB Simposium | LSEN Symposium
    • 2023/03/16
      • Dysregulated behaviour | Wanreguleerde gedrag
      • Dispensing of medicine in schools: Do’s and don’t’s | Reseptering van medisyne in skole: moets en moenies
    •  2023/03/15
      • When children break their silence (procedures for reporting sexual, physical and emotional abuse) | Wanneer kinders hulle stilte verbreek (prosedures vir die rapportering van seksuele, fisiese en emosionele mishandeling)
      • The legalisation of Cannabis for personal and private use and the implications for schools | Die wettiging van dagga vir persoonlike en private gebruik en die implikasie vir skole
    •  2023/03/14
      • Assessment for learning: Tips and tricks | Assesering vir Leer: Wenke en Truuks
      • Using MAKATON to support learners with special education needs w.r.t. communication, language and literacy difficulties | Die gebruik van MAKATON om leerders met spesiale onderwysbehoeftes te ondersteun m.b.t. kommunikasie-, taal- en geletterdheidsuitdagings
  • DCAPS: Development of quality assessment tasks for various DCAPS Skills Subjects: Agricultural Studies, Art and Crafts, Bricklaying and Plastering, Plumbing, Woodworking and Timber, Motor Mechanics, Welding, Maintenance and Office Administration 
  • DCAPS: Development of quality assessment tasks for the following DCAPS Skills Subjects: Consumer Studies Food Production, Consumer Studies, Needlework, Hospitality Studies, Beauty and Nail Technology, Hairdressing and Beauty Care, Ancillary Health Care 
  • DCAPS: Development of quality assessment tasks for DCAPS Life Skills
  • DCAPS – Developing quality assessment tasks for DCAPS Mathematics
  • DCAPS: Developing quality assessment tasks for DCAPS Home Language
  • DCAPS – Beginsels van assessering: Kernvakke en Vaardigheidsvakke | Principles of Assessment: Core Subjects and Skills Subjects

2022

  • Learners with communication, language and literacy difficulties
  • Learners on the Autism Spectrum
  • Learners who are deaf or hearing impaired
  • Learners who are blind or visually impaired
  • Down Syndrome
  • Discipline in a post COVID era
    • What are my rights and responsibilities as an educator | Wat is my regte as opvoeder
    •  2022/06/13
      • The use of restorative disciplinary practices to foster a positive learning environment
        Die gebruik van herstellende dissipline praktyke om ‘n positiewe leeromgewing te bevorder

    •  2022/06/07
      • Positive discipline supported by the implementation of the SIAS policy and Individual Support Plans
        Positiewe dissipline ondersteun deur die implementering van die SIAS-beleid en individuele ondersteuningsplanne

    •  2022/06/01
      • The role of a Value Driven Disciplinary System in a Post COVID Era
  • LSOB klasse vs Remediërendeintervensie klasse | LSEN classess vd Remedial intervention classes
  • LSOB-klasse in hoofstroomskole: Effektiewe klaskamerbestuur en dissipline – Beste praktyk en lesse geleer | LSEN classes in mainstream schools: Effective classroom management and discipline – Best practice and lessons learned
  • Voorbereiding van LSOB leerders vir integrasie in Vaardigheidskole of Beroepsgerigte skole | Preparation of LSEN learners for Integration in Schools of Skills or Vocational Schools
  • How to support, motivate and involve parents of learners who are in LSEN classes in mainstream schools | Hoe om ouers van leerders wat in LSOB-klasse in hoofstroomskole is, te ondersteun
  • LSOB-klasse in hoofstroomskole: Evaluering en plasing van leerders | LSEN classes in mainstream schools: Evaluation and placement of learners
  • Differensiasie van Assessering | Differentiation of Assessment
  • Kurrikulumdifferensiasie: LSOB-klasse in hoofstroomskole | Curriculum Differentiation: LSEN classes in main -stream schools
  • Kurrikulumdifferensiasie: LSOB-klasse in hoofstroomskole | Curriculum Differentiation: LSEN classes in main -stream schools

2021

  • Assesseringsakkommodasies en konsessies | Assessement accommodations and concession
  • Dyslexia | Disleksie
  • SIAS: SAOU Vrystaat | Free State
  • Disgrafie | Dysgraphia
  • Diskalkulie | Dyscalculia
  • Ouditiewe prosesseringsafwyking | Auditory processing disorder
  • AGHS, insluitend die rol en toediening van medikasie in die behandeling van hierdie leerders | ADHD, including the role and administering of medication in the treatment of these learners
  • Dyspraxia | Dispraksie
  • Outisme | Autism
  • Fetale alkohol spektrum sindroom | Fetal alcohol syndrome
  • Sensoriese Intelligensie | Sensory Intelligence
  • Begaafde leersers | Gifted learners
  • Differentiation in die Inclusive classroom
  • Differentiation of Assessment
  • The practical implementation of SIAS in the inclusive classroom
  • SAOU Simposium vir opvoeders by LSOB- en inklusiewe hoofstroomskole; Tegnies en Landbou skole | SAOU Symposium for educators at LSEN- and inclusive main stream schools; Technical and Agricultural schools
    • 2021/10/11
      • Opvoeders by LSOB- en Fokusskole | Educators at LSEN- and Focus Schools:
        • Finansieringsmodelle en ander uitdagings vir LSOB- en fokusskole / Financing models and other challenges for LSEN- and focus schools (Mnr Chris Klopper)
        • Progress with the three-stream-model (Mr Seliki Tlhabane)
      • Opname | Recording
    • 2021/10/12
      • Opvoeders by LSOB- en Inklusiewe Hoofstroomskole | Educators at LSEN- and Inclusive Main Stream Schools
        • Is daar steeds ‘n plek vir spesiale skole in die onderwyssektor of is inklusiewe hoofstroomskole die antwoord? / Is there still a place for special schools in the education sector or are inclusive main stream schools the answer? (Marie Schoeman)
        • Geïntegreerde sintuigstimulasie vir leerders met spesiale onderwysbehoeftes / Integrated sensory stimulation for learners with special education needs (Doné van Wyk)
    • 2021/10/14
      • Opvoeders wat blinde of visueel gestremde leerders onderrig | Educators who teach learners who are blind or visually impaired
        • Visual impairment: Best classroom practice (Karin Swart & Jeanette van Pletzen)
        • Dot your eyes: An Introduction to Braille (Jana Veldsman)
    • 2021/10/19
      • Opvoeders wat dowe of gehoorgestremde leerders onderrig | Educators who teach learners who are deaf or hearing impaired
        • Preparation for post-school education for learners with hearing challenges (Martie Miranda, Charity Morrison,
          Jo-Mari Myburgh-Smit: CUADS:UFS)
        • Basic teaching and therapeutic skills for learners with hearing disabilities (Jo-Anne Lijnes)
        • Oudiologiese en terapeutiese uitdagings, realiteite en intervensies vir gehoorgestremde leerders / Audiological and therapeutic challenges, realities and interventions for learners who are hearing impaired (Celeste Mulder)
    • 2021/10/21
      • Opvoeders, wat leerders wat fisies gestremd is, onderrig | Educators who teach learners who are physically disabled
        • Unfurling the outcast body: Physical disability and the self- concept within the school setting
          (Prof Christine Laidlaw)
        • Medical Trauma and the Special Needs Child (Elsa Struwig)
    • 2021/10/26
    • 2021/10/28
      • Opvoeders wat leerders wat erg intellektueel gestremd is, onderrig | Educators who teach learners who are severely intellectually disabled (SID)
        • Die ontwikkeling van gedifferensieerde assessering in die gedifferensieerde KABV (DCAPS), insluitend pre- en post kwaliteitsversekering / Developing differentiated assessment tasks in the DCAPS, including pre- and post-quality assurance (Dr Carina Vlachos)
        • “Social stories”: ‘n kreatiewe hulpmiddel vir die onderrig van ‘SID’-leerders en leerders op die spektrum / Social Stories: a powerful and creative tool in teaching SID learners and learners on the spectrum (Adel Jacobs)
        • ‘n Gerekenariseerde assesseringsprogram vir skole wat die ‘DCAPS’ aanbied / A computerized assessment programme for schools that offer the DCAPS (Peter Present & Marius Erasmus)
    • 2021/11/02
      • Opvoeders by Vaardigheidskole, LSOB-skole en Fokusskole wat vaardigheids- en tegniese vakke in werkswinkels, kombuise en ander lokale onderrig | Educators at Schools of Skill, LSEN schools and Focus schools who teach skills- and technical subjects in workshops, kitchens and other venues
        • Beroepsgesondheid, veiligheid, risikobestuur en regsaanspreeklikheid in skoolwerkswinkels: ‘n Onderwysregtelike perspektief | Occupational health and safety, risk management and liability in school workshops: An education perspective (Joop Oosthuizen: NWU)
        • Onderwys- en Tegnologiemetodiek vir opvoeders wat vaardigheids- en tegniese vakke aanbied en nie professioneel gekwalifiseerd is nie | Education and technology methodology for educators who teach technical and skills subjects and who are professionally unqualified (Dr Adri du Toit en Arno Combrinck: NWU)
        • JOB-ABLED: Werksgeleenthede en internskappe vir leerders met gestremdhede | Connecting learners with disabilities to job opportunities and internships (Marius Erasmus)
        • Opname | Recording
    • 2021/11/02
      • Opvoeders by Vaardigheidskole, LSOB-skole en Fokusskole wat vaardigheids- en tegniese vakke in werkswinkels, kombuise en ander lokale onderrig | Educators at Schools of Skill, LSEN schools and Focus schools who teach skills- and technical subjects in workshops, kitchens and other venues
        • Beroepsgesondheid, veiligheid, risikobestuur en regsaanspreeklikheid in skoolwerkswinkels: ‘n Onderwysregtelike perspektief | Occupational health and safety, risk management and liability in school workshops: An education perspective (Joop Oosthuizen: NWU)
        • Onderwys- en Tegnologiemetodiek vir opvoeders wat vaardigheids- en tegniese vakke aanbied en nie professioneel gekwalifiseerd is nie | Education and technology methodology for educators who teach technical and skills subjects and who are professionally unqualified (Dr Adri du Toit en Arno Combrinck: NWU)
        • JOB-ABLED: Werksgeleenthede en internskappe vir leerders met gestremdhede | Connecting learners with disabilities to job opportunities and internships (Marius Erasmus)
        • Opname | Recording
    • 2021/11/04
      • Opvoeders by LSOB- en hoofstroomskole | Educators at LSEN- and main stream schools
        • The Management of Learner Discipline in LSEN-Schools (Engela van der Linde)
        • Opname | Recording

2020

  • ARE MASKS A NEW BARRIER TO LEARNING?
    2020/06/11
    Recording
    Presenter:  Michelle van Zyl
    Assisting learners with sensory challenges (including ADHD and Autism) to adapt to the new normal.
  • TRAUMA, EMOSIONELE BUFFERS EN COVID-19
    2020/07/04
    Recording
  • HELP MY KIND IS ANDERS!
    2020/06/02
    Recording
    PP Presentation

 

2.2 Kurrikulum | Curriculum

2.2.1Technical Occupational

2.2.2Children with Severe Intellectual Disability

2.2.3Children with Profound Intellectual Disability

2.2.4Sign Language

2.2.5Differentiation

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