Training ECD Practitioners inclusively toward Inclusive Education in ECD

Transcription

1 Training ECD Practitioners inclusively toward Inclusive Education in ECD ~ Patsy Pillay (Director : New Beginnings) Odette Swift (Director Deaf Education: DeafSA)

2

3 common passion in helping to promote equity in South Africa by supporting the education and development of Deaf people Understand the problem and find a solution

4 Founded April 1929 long history of advocacy for the Deaf urgent need for accredited training of Deaf assistants Struggle to find a reputable, openminded training partner who would be willing to adapt materials and adjust the content of the course to ensure that it is relevant for the Deaf education context.

5 ECD accredited training provider for the past 23 years Offers Formal ECD qualifications/short courses Open to new ideas /innovative approaches in ECD Facilitated the free on line PLAY programme & invited DEAF learners Met with Odette Swift - the birth of our relationship offered free interpretation, advice on needs of Deaf students 2 passionate people wanting to make a difference

6 Deaf education (and special education generally) pathetic lack of matric, lack of post-school education opportunities. Deaf teaching assistants provide an essential role in the holistic development of Deaf children but without any formal training at all. They are also native SASL models for Deaf learners who impart positive sense of identity and Deaf culture. Often the most significant adult in the classroom for Deaf learners since hearing teachers may not sign adequately at all.

7 For years, Deaf Teaching Assistants have been unable to access accredited training which takes into account educational history, language access needs and current employment status, remain unqualified despite years of practice in some cases remain exploited/ unaffirmed eg: 19 years experience, no training, moved around in grades, low wages, not valued Wanted to access accredited training post PLAY training

8 Facilitate process to assist the Teaching Assistants access the minimum ECD qualification the FETC:ECD, NQF L4, 140 CREDITS What we found: Some lacked learning assumed to be in place i.e. Maths Literacy Some had minimum entry requirements but inadequate English competency Some did not have minimum entry requirements but extensive teaching experience

9 2 passionate people want to make a difference deal with the hurdles Access to funds-battling to get funds but frustrated by delay in starting (Since 2016) Sent out more than 15 proposals Offer the training Address RPL as a separate project Just do it!!!

10 10 deaf teaching assistants Also 9 hearing students recruited for FETC Brain overload Why not an INCLUSIVE Class Support evidence based research Support new model in ECD training Promote an inclusive society Contribute to nation building Brought Deaf and hearing students together

11 Orientation Ethics My story Training Methodology Working in mixed groups / Working in homogenous groups? Workplace practice models? What we take for granted Singing, whisper games Creates awareness of the needs of the other Focus on written form Experimenting.

12 Hearing find ways to communicate Deaf eager to share Facilitators learning about Deaf challenges Stories about how students became Deaf early intervention importance Champion for Deaf cause Learning to sign Importance of ECD Value of social media WhatsApp Voluntary contributions

13 Funding ongoing attempts to resolve this Interpreters costly, professional service; Lack of spirit of volunteerism Integration of Deaf and hearing in different elements of training Pre-checking of work outline Mixed groups for class activities

14 NO Pilot we are exploring and recording Adopting a flexible model Action research to inform best practice Informed consent completed by all students Ongoing documentation of process

15 So far so good!! High level of enthusiasm among Deaf participants Good interaction among the students in class Trainers beginning to think about differentiation Good collaboration between project partners Start writing research One small funder after 2 years Continue search for funding! Share the lessons learnt from this pilot

16 We welcome your input Patsy Pillay Odette Swift