Emotional and Embodied Aspects in the Education of Learners with Visual Impairment: The Use of Standpoint 'Panel Chats' in Teacher Training

Autor/inn/en	Watermeyer, Brian; Lourens, Heidi; Botha, Michelle; Khumalo, Benedict; Kelly, Jane; Shanda, Nozwelo
Titel	Emotional and Embodied Aspects in the Education of Learners with Visual Impairment: The Use of Standpoint 'Panel Chats' in Teacher Training
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 2, S.169-185 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1858473
Schlagwörter	Students with Disabilities; Visual Impairments; Teacher Competencies; Blindness; Teacher Attitudes; Teacher Characteristics; Inclusion; Special Education; Stereotypes; Experiential Learning; Emotional Response; Teacher Student Relationship; Humor; Foreign Countries; Teacher Education; Faculty Development; South Africa + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Lehrkunst; Blindheit; Lehrerverhalten; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Klischee; Experiental learning; Erfahrungsorientiertes Lernen; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Humoristische Darstellung; Ausland; Lehrerausbildung; Lehrerbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01