FERSA University of Cambridge Blog
Faculty of Education Research Students' Association
Showing posts with label Autism. Show all posts
Showing posts with label Autism. Show all posts
Thursday, 1 April 2021
Saturday, 2 January 2021
Digital Education Futures – The now and the future for Special Needs and Disability
Digital Education Futures – The now and the future for Special Needs and Disability https://www.gna.org.gh/1.
Education is dynamic, especially for children with Special Educational Needs and Disabilities (SEND). The World Health Organisation suggests that approximately 15% of the global population live with some form of disability. The right education equips children with the skills useful into their future, and can lessen their marginalization.
Advances
in technology determine the skills needed for future jobs and meaningful
contribution to society. Using technology to create innovative approaches to
education can offer students the foundational skills that are desirable for future
work.
Covid-19
has resulted in school closures, government restrictions and changing public health
guidelines being implemented to keep learners safe. Models of learning largely
remain the same as public schools follow the national curricula. Only a few Ghanaian
educational institutions are focused on providing the necessary support and
interventions for SEND children unable to attend school.
The Government
of Ghana (Ghana Learning Television (GL-TV)) and some media houses broadcast
lessons for various subjects from kindergarten to secondary level. The only obvious
accommodation made for SEND children in this form of delivery is sign language
for the hearing impaired. While a few institutions provide some essential
support for their students, most public schools in Ghana lack these
opportunities. It is usually the case that low resourced educational
institutions have problems with the basic supply and provision of teaching and
learning materials.
Where
the delivery of education is virtual, the priority for Special Educational
Needs and Disability Coordinators (SENDCO)s, Inclusion managers and school
management remains providing the needed virtual support and intervention for students
with special needs. SENDCOs and teachers are concerned about their lack of
skills to implement virtual learning programs, which has meant leap-frogging
from face-to-face to virtual teaching.
Challenges
and solutions during Covid-19 Virtual Learning
There
are common barriers. These include access to quality broadband data, digital
technology tools, unaffordable software and/or archaic,
impractical equipment often donated by charitable organisations.
Supporting children/wards
during online learning, requires parents and caregivers drawing on extra skills
to address issues like Inattentiveness, noncompliance, frequently prompting children
to refocus, or going offline because children are unable to continue to partake
in sessions. Regarding autism, children are sometimes over-stimulated or
distracted when they use iPads or laptops. Trying to focus, follow instructions,
or other distractions like the novelty of new technologies (e.g. seeing
themselves on the monitors/screens) can affect learning in the home
environment. Of great concern is the digital safety of children, which is not
very well addressed when access to online facilities is given without properly
trained supervision. These concerns remind us of the sterling job teachers and
classroom assistants do to support SEND children.
Covid-19
has changed the status quo. Technology offers teletherapy, online training for
parents and professionals using tools such as Zoom and Telegram. There are other
excellent applications (Apps) and tools beneficial to explore. All stakeholders
(Teachers, therapists and parents) should be encouraged to embrace these
avenues even after Covid-19.
The
grim reality is that the disparity in access to good education and digital
technology grows wider in schools remaining closed until the unforeseeable
future (2021).
It is
encouraging that Covid 19 has thrown the spotlight on the virtual education and
the benefits offered if properly harnessed and supported.
How
do we look into the future?
Participation
in a globally-connected world, means having exciting models of education to be pursued.
●
Develop the individual strength of a person as opposed to a
group
Individualised learning based on subject areas and skills
that give a person the tools to gain skills for future employment. Involving
young people in the design of their own education and supporting them with
coaches, mentors and facilitators.
● Offer
Flexibility in education
Offering modules designed to be flexible and that can be
fitted in. Modules that are transferable into different models. e.g. WASSCE
grades transferable to GCSE O Level, Open Educational Resources or informal
online learning platforms like FutureLearn.
● Respond to
changing employment requirements
A flexible curriculum training people for global employment
in the future.
These
initiatives may seem complicated to explore especially in public schools and
institutions which are guided by the national curriculum. However, we must
continue to ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all (SDG 4, UN).
By
Emmanuel
Ntow Nyarko: ARIS PLD Consultant and CEO ENNY Foundation &
Hannah
Ackom-Mensah: Researcher, AutismDTgh
Wednesday, 28 October 2020
Our networks during Covid-19 pandemic: Autism Awareness Care and Training Centre (AACT)
Autism Awareness Care and Training Centre (AACT) has always been of immense support to AutismDTgh, and continues to be a fountain of knowledge on Autism in Ghana.
AACT is an NGO, local support and education centre for children with autism in Ghana.
https://m.facebook.com/profile.php?id=230175567121419&__tn__=C-R
https://twitter.com/aact_ghana?lang=en
AACT is moving to
Digital Address: GE-259-4572;
Address: Adjin Nye St;
New site
Pictures from old site at Kokomlemle
Sunday, 25 October 2020
Our networks during Covid-19 pandemic: Enny Foundation
Enny Foundation continues to be a crucial part of our network especially during the Covid-19 pandemic.
https://www.facebook.com/ennyfoundation/
Emmanuel Nyarko training Facilitators for outreach services on 24.10.2020
Continuous professional development is paramount.
Enny Foundation is planning to collect data from stakeholders about the impact of Covid-19 on Special Needs and Disability children. It will help inform the services they provide.
Evidence-Based Practice.
Tuesday, 22 September 2020
Autism Basics for Parents and Caregivers (Part 1)
In collaboration with Tanzania Autism Resource Centre, AutismDTgh presented on Saturday 19th September 2020.
The presentation was in English and Swahili.
For further information, contact
Tuesday, 21 July 2020
Happy anniversary!!!
Happy anniversary!!!
In spite of Covid-19, we have made great strides.
A lot of interaction, awareness creation, networking, media broadcast, influencers-at-work etc.
Believe it or not, the journey has already been 3 years!
As a team, we have put in 100s and 100s of hours to get here
We can all give ourselves a huge pat on the back.
Ayeeko!!!
Thank God for it all.
God bless all our efforts, God bless all of us, and God bless AutismDTgh!
-From the Core Team
Joshua Addy
Nana Akua Owusu
Emmanuel Ntow Nyarko
Mrs. Serwah Quaynor
Hannah Ackom-Mensah
-From the Core Team
Joshua Addy
Nana Akua Owusu
Emmanuel Ntow Nyarko
Mrs. Serwah Quaynor
Hannah Ackom-Mensah
Wednesday, 10 June 2020
Autistica: 'Managing the transition back to school'
Very interesting and informative webinar by Autistica today.
Webinar posted on Facebook
Host: Dr. James Cusack, Director of Science at Autistica
Panellists:
Dr. Catherine Carroll, Researcher and Senior Lecturer in Education at St. Mary's University
Freddie Adu, Headteacher at Queensmill School
Louisa Harrison, Parent and PACT therapist
Webinar posted on Facebook
Host: Dr. James Cusack, Director of Science at Autistica
Panellists:
Dr. Catherine Carroll, Researcher and Senior Lecturer in Education at St. Mary's University
Freddie Adu, Headteacher at Queensmill School
Louisa Harrison, Parent and PACT therapist
Sunday, 31 May 2020
News paper articles & other online media re: AutismDTgh
Articles for 2021
- Digital Education Futures – The now and the future for Special Needs and Disability https://www.gna.org.gh/1.
19573006
Articles for 2019-2020
Supporting autistic children with educational technology ...
Inclusion: Persons with autism - Graphic Online - Daily Graphic
Leverage on technology to help autistic ... - The Finder Online
Annual Autism and Digital Technology forum opens in Accra ...
Annual autism and digital technology and exhibition opens in ...
Educational technology: Supporting autistic children during ...
- 21 Oct 2019 - 近日，加纳一位研究自闭症儿童教育的数字技术人员Hannah Ackom-Mensah在第二届自闭症与数字技术展览中发表演讲，其主题为“认知、接纳与 ...
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Literature on Autism Spectrum Conditions/Disorder (ASC/D)
- Autism Spectrum Disorders in Africa: Current Challenges in Identification, Assessment, and Treatment: A Report on the International Child Neurology Association Meeting on ASD in Africa, Ghana, April 3-5, 2014 (Kavita Ruparelia, BA, Amina Abubakar, PhD, Eben Badoe, MMed, Muideen Bakare, MNIM, Karren Visser, BA, Diane C. Chugani, PhD, Harry T. Chugani, MD, Kirsten A. Donald, PhD, MPhil, Jo M. Wilmshurst, MD, Andy Shih, PhD, David Skuse, MBChB, and Charles R. Newton, MD)
- Strategies for Transitioning Preschoolers with Autism Spectrum Disorders to Kindergarten ( Wilson K. Agbeke)
- Transition from preschool to Kindergarten for Children with Autism Spectrum Disorder A Systematic Review (Qixiu Miao)
- Autism and talent: the cognitive and neural basis of systemizing (Simon Baron-Cohen, PhD, MPhil; Michael V. Lombardo, PhD)
- Genetic contribution to ‘theory of mind’ in adolescence (Varun Warrier & Simon Baron-Cohen)
- Reflections on a university based social group for students with Asperger syndrome (Joanna Hastwell, John Harding, Nicola Martin & Simon Baron-Cohen)
- Evidence-based support for autistic people across the lifespan: Maximizing potential, minimizing barriers, and optimizing the person-environment (Meng-Chuan Lai, Evdokia Anagnostou, Max Wiznitzer & Carrie Allison)
- LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome (Gina Owens, Yael E Granader, Ayla Humphrey & Simon Baron-Cohen)
- Sensory perception in autism (Caroline Robertson & Simon Baron-Cohen)
- The misnomer of ‘high functioning autism’: Intelligence is an imprecise predictor of functional abilities at diagnosis (Gail A Alvares , Keely Bebbington1, Dominique Cleary, Kiah Evans, Emma J Glasson, Murray T Maybery, Sarah Pillar, Mirko Uljarević , Kandice Varcin, John Wray and Andrew JO Whitehouse)
- Badoe, E. V. (2014). The Child who does not speak: The face of autism in Accra. In Welbeck, J. E., Goka, B. Q., Renner, L. A., Oduro-Boatey, C. & Oppong, S. A. (Eds.). Tropical issues in Maternal and Child Health in Ghana, Clinical Sciences Series Reader. No. 9, 45-59. Digibooks.
- Baron-Cohen, S. (2008). Theories of the autistic mind. The Psychologist, 21, 112-116. https://thepsychologist.bps.org.uk/volume-21/edition-2/theories-autistic-mind
- Belmonte, M. K., Saxena-Chandhok, T., Cherian, R., Muneer, R., George, L., & Karanth, P. (2013). Oral motor deficits in speech-impaired children with autism. Frontiers in integrative neuroscience, 7, 47. https://doi.org/10.3389/fnint.2013.00047
- (2014) Early identification and early intervention in autism spectrum disorders: Accurate and effective? International Journal of Speech-Language Pathology, 16(1), 1-10, https://doi.org/10.3109/17549507.2013.858773
- Franz, L., Chambers, N., von Isenburg, M., & de Vries, P. J. (2017). Autism spectrum disorder in sub-Saharan Africa: A comprehensive scoping review. Autism Research, 10(5), 723-749. https://doi.org/10.1002/aur.1766
- Fletcher-Watson, S., Adams, J., Brook, K., Charman, T., Crane, L., Cusack, J., Leekam , S., Milton, D., Parr, J. R. & Pellicano, E. (2019). Making the future together: Shaping autism research through meaningful participation. Autism, 23(4), 943–953. https://doi.org/10.1177/1362361318786721
- Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250. https://doi.org/10.1105/tpc.11.5.949
- Karanth, P., Shaista, S., & Srikanth, N. (2010). Efficacy of communication DEALL-an indigenous early intervention program for children with autism spectrum disorders. Indian Journal of Pediatrics, 77(9), 957-962. https://doi.org/10.1007/s12098-010-0144-8
- Kenny. L., Hattersley, C., Molins, B., Buckley, C., Povey, C. & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community, Autism, 20(4) 442-462. https://doi.org/10.1177/1362361315588200
Sunday, 15 March 2020
AutismDTgh
Go to link - https://autismdtgh.wordpress.com
Professor E. Badoe presenting at AutismDTgh 2019
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