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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/disability-inclusion-education
课程评论：没有评论
课程名称：教育中的残疾包容性：建立支持系统 课程概述：全球数百万儿童无法充分参与学校教育，尤其是对于残疾儿童而言，这一问题尤为严重。本课程旨在探讨教师所需的支持，以满足有严重到深度听力、视觉和智力障碍儿童的需求。我们将通过与从教师到活动家的多位专家交流来讨论包容性教育，并分享教育经验。 包容性教育的实现依赖于对教师的支持与赋能，使其能够为所有学习者提供可接触的课程。课程内容包括培养残疾自信心，以及不同类型残疾儿童的学习需求。这涉及到为聋或听力受损、视力盲或低视力，或有严重到深度智力障碍的学习者分享特定的课堂策略和教学活动。到课程结束时，您将熟悉不同残疾学习者的具体需求，并了解如何建立包容性教育的支持系统。 若您希望证明自己的成就，可选择购买认证证书，但这是可选的。此外，如果您无法支付证书费用，可申请经济援助。 本课程是“强化南非重度听力、视觉和智力障碍儿童教育”的项目的一部分，由克里斯托费尔-布林登使命（CBM）和欧盟共同资助。 课程大纲： 1. **包容性教育与特殊教育：平等与公平** - 本周我们探讨残疾包容的意义，考察不同的残疾模型及其权利和政策。通过特殊与包容教育的历史，研究主流学校如何朝向包容性学校转变，并分析特殊教育在包容教育框架中的角色。本周结束时，您将有机会参加一个有评分的测验，以检查您对关键概念的理解。 2. **支持残疾包容性** - 本周重点关注教师赋能以及教师需掌握的知识，以更好地支持残疾学习者。我们将分享关于“残疾包容教师赋能（TEDI）”项目研究发现的结果，并听取生活在残疾中的个人关于他们教育经历的感人见证，反映出赋权教师在他们学习生活中的重要性。最后，本周将有同侪评审和反思讨论的机会。 3. **为教育工作者提供系统支持** - 本周关注可为教师和教育工作者支持有障碍学习者的系统性支持结构。我们将听取一位前教师和两位地区官员分享他们在支持结构和政策实施中的经验，并探讨TEDI研究项目提供的教师支持感受。本周结束时，有评分的测验和可选的荣誉同侪评审作业。 4. **残疾包容的原则和方法** - 本周讨论如何使课程对所有学习者可接触，特别是重度和深度残疾者。这包括了解特定障碍（听力、视力和智力）的一些成因及其对学习的影响。您还将学习专家们提出的最佳支持特定障碍学习者的原则和方法。课程结束时，有评分的测验和个人教学实践反思。 5. **包容性教学** - 本周引入“学习的普遍设计”理念，作为解决教育排斥问题的一种教学方法。在本周中，经验丰富的教师将详细描述他们在课堂上用于包容和支持特定障碍学习者的教学策略。最后，在同侪评审作业中，您将有机会基于普遍设计原则创建支持方案。
Name:Inclusive education and special education: Equality and equity
Description:This week, we consider what disability inclusion means by exploring different models of disability as well as disability rights and policies. Drawing from the history of special and inclusive education we look at how mainstream schools can move towards becoming inclusive schools and how special education can fit into an inclusive education framework. At the end of this week, there is a graded quiz, where you can check your understanding of the key concepts. Every week, you are invited to reflect on the topics in the discussions where you can talk with others about what this means for your practice as an educator.
Name:Supporting disability inclusion
Description:This week focuses on teacher empowerment and what teachers need to know to better support learners with disabilities. We begin by sharing with you what the Teacher Empowerment for Disability Inclusion (TEDI) project's research findings revealed about teachers’ educational needs. This week we hear powerful personal testimonies of individuals living with disabilities about their schooling which highlights the importance of the empowered teacher in their lives when they were learners. At the end of this week, there is a graded peer review and opportunity for reflection through discussion.
Name:Systemic support for educators
Description:This week focuses on the systemic support structures that are available to teachers and educators in order to support learners with impairments. A former teacher and two district officers share their experiences of support structures and the roles they had to shape and implement policies within the spaces they found themselves in. We will also explore some insights from the TEDI research project on how teachers feel they are supported. At the end of the week, there is a graded quiz and optional Honours Peer Review assignment where you can explore these topics further.
Name:Principles and approaches for disability inclusion
Description:This week discusses how to make the curriculum accessible for all - particularly focusing on those with severe to profound disabilities. This includes understanding some of the causes of specific impairments (hearing, visual and intellectual) and their impacts on learning. We also have the pleasure of learning from experts who outline which principles and approaches can be adopted to best support learners with these specific impairments. At the end of the week, there is a graded quiz where you can test your knowledge of what you have learnt, and through a discussion reflect on your own teaching practices.
Name:Inclusive teaching
Description:In this week, the concept of universal design for learning is introduced as a way of approaching teaching and learning to tackle any problems of exclusion from education. Building on the lectures from last week, this week, experienced teachers describe in some detail what teaching strategies they use in their classrooms to include and support learners with specific impairments. Finally, in the peer review assignment you will be given the chance to create your own plan to support a learner, using the universal design principles.
Worldwide millions of children are not able to fully participate in schooling, and this is especially a problem for children with disabilities. In this course, we explore the support that teachers need in order to meet the needs of children with severe to profound hearing, visual and intellectual disabilities. We consider how this can be done by talking with a range of experts (from teachers to activists) about inclusive education as well as sharing experiences of education. Inclusive education is only possible if teachers are supported and empowered to make the curriculum accessible to all learners. The topics in this course cover developing disability confidence and what exactly children with specific impairments need to be able to learn. This includes sharing specific classroom strategies and teaching activities for learners who are D/deaf or hard of hearing, blind or have low vision or have a severe to profound intellectual disability. By the end of the course, you will be familiar with the impairment specific needs of learners with disabilities, and how to build systems of support for inclusive education. You will be able to purchase a Verified Certificate if you wish to show evidence of your achievements, but this is optional, and you may apply for Financial Aid if you are unable to pay the certificate fee. This course was developed as part of the project ´Strengthening teaching for Children with profound Hearing, Visual and Intellectual Disabilities in South Africa` co-funded by Christoffel-Blinden Mission (CBM) and the European Union.
