Empower me! Inclusive Methods & Approaches for Marginalized Individuals and Communities
Dominique Gygax
Session Code: (T1-A)
Inclusive Education is also concerned with poor urban and rural individuals and communities. The lecturer will discuss some of the obstacles faced by vulnerable youth when left on their own to build themselves a brighter future. She will define important concepts and look back at 10 years of empowering marginalized youth in SE Asia through inclusive practices, always as the essential constituents. She will briefly discuss where some of the problems stem from, outline who are the actors present on the field and their action to help reduce poverty. The lecturer will then focus on her team’s action, discuss objectives and approaches to empower one youth at a time, to build role models, to develop healthier communities … with the purpose to create domino effects. This lecture is about inclusive education, individualized learning, good education practice, better health, cleaner environment, a safer planet and much more. It is about empowerment and success - for all.
1 Language or 2? Bilingualism: Challenges and Balances
Prof. Dr. Dalia Mostafa
Session Code: (T2-A)
The population of young children who speak a second language has increased dramatically over the past years; not only at schools but also at nurseries. Recent studies revealed some evidence of a bilingual advantage in executive processing. Young children have the capacity and, are indeed neurologically prepared to learn more than one language; they gain cognitively as well as pragmatically. However, frequently when young children get excessively exposed to the second language, they shift their dominant language to the second one. This outcome has been discussed by researchers as first language loss or as subtractive language experience.
Learning a second language should not come at the expense of continued first language development. Many studies have shown that dual language learners can successfully learn two languages. There are also promising approaches to promoting second language acquisition while still supporting home language, for example, one person-one language approach, one place-one language approach, language-competence approach, etc.
Despite this, there is still a lot of confusion regarding bilingualism amongst parents, teachers & specialists. This becomes particularly heightened while considering children with language delay; which language to use in therapy? which language to use at school? and which language to use at home?
Social Skills: Why Does your Child Need Them?
Dr. Sahar Daoud
Session Code: (T3-A)
Education systems need to prepare students for their future. We know that preparing students with academic skills alone will not be enough for them to achieve success. They need other types of skills— self-regulation, responsibility, empathy, and discipline, among others — they are increasingly relevant to the lifelong success of students. These skills recognized as Social and Emotional skills. Social-emotional skills help children to persist on challenging tasks, to effectively seek help when they need it, and to be thoughtful in their actions.
Early social-emotional skills are related to how socially, emotionally, academically and professionally skilled we are later in life. Having higher social-emotional skills in kindergarten are related to important outcomes at age 25. Importantly, social-emotional skills can be taught. This was highlighted in a large review of research on social-emotional skills in 270,034 students in kindergarten through 12th grade (Durlak et al., 2011). The review found social-emotional learning programs in schools not only improved social-emotional skills but also increased positive attitudes toward school, positive social behavior and academic performance. These programs also decreased the likelihood of kids getting into trouble or experiencing emotional problems.
How to Incorporate Assistive Technology in the Classroom?
Dr. Ahmad Al-Kabbany
Session Code: (T4-A)
This presentation highlights recent trends that adopt assistive technology. This lecture focuses on assistive technology that enhances the classroom and learning experiences for students with diverse types of disabilities, including physical, cognitive, or other needs that require specialized support. Two major scopes for implementing assistive technologies in learning contexts, namely, bypassing challenging tasks, such as handwriting, and providing learning support, will be covered. The lecturer discusses how technological advances can play a central role in providing healthy and inclusive school environments that foster success of all students. Many examples will be explored to show how such tools facilitate collaborative planning and teaching, promote universal design for learning, and help support differentiated instruction. The presentation will also feature the potential of special education technology in developing essential life skills and in preparing young adults for the job market. From assessment and early intervention, to training and continuous monitoring, we explain the significant contribution and impact that various modalities of technology can make on the wide spectrum of learning difficulties and developmental disorders.
Learning Challenges from a Mental Health Perspective
Dr. Maie Hilmy, Dr. Mostafa Shohdy, Dr. Lamyaa El Toukhy
Session Code: (T5-A)
In a truly inclusive setting, every child feels safe and has a sense of belonging. For this to be achieved teachers, as well as parents, should be literate about different problems that may face children in an educational setting and beyond. These difficulties could range from internalizing or externalizing problems secondary to problematic parenting styles or any other psychosocial stressors up to specific medical or mental health diagnoses.
The main objective of this session is to offer an overview of different medical and mental health problems that may lead to educational difficulties and affect academic performance. Secondly, the effect of these difficulties on the student’s executive function, conduct, and behavior, will be explored. The difficulties may range between subtle symptoms or maladaptive behavior up to those who mount to having a diagnosis. It is important to convey the message that some of these are preventable and manageable if discovered early on, while others may require a more specialized and structured approach for a far better outcome.
استخدام اللغة في تطوير الكفاءة الاجتماعية الأطفال ذوي التأخر اللغوي
د.عائشه فوزي عبد الهادي.
Session Code: (T6-A)
يشير مفهوم الكفاءة الاجتماعية إلى الفهم الاجتماعي ومهارات التواصل من اجل تحقيق سلوك اجتماعي ناجح في المواقف والظروف المختلفة. وهي تمثل المهارة في فهم الرسالة المرسلة من شخص إلى آخر مع القدرة على تفسير ردود الأفعال بشكل صحيح. وتعد بلاغه اللغة جوهرا أساسيا في تحقيق الكفاءة الاجتماعية بالإضافة إلى مجموعه أخرى من المهارات الإدراكية. والبلاغة لا تقتصر على توظيف اللغة فقط في الأغراض المختلفة ولكنها تتضمن أيضا الجزء غير اللفظي كتعبيرات الوجه ولغة الجسم. ويعاني الأطفال ذوي التأخر اللغوي من تأخر في المهارات اللغوية ومن ضمنها مهاره بلاغه اللغة والتي تنعكس بالسلب على قدرته على التواصل الاجتماعي. فقد يكون لدي الطفل مفردات لغويه وتراكيب الجمل المختلفة ولكنه لا يستطيع التواصل بشكل مناسب مع اقرأنه ومع المحيطين وبذلك يفقد عنصر أساسي وهو التفاعل الاجتماعي الذي يساعده على اكتساب المزيد من اللغة والخبرات الحياتية التي قد تؤدي إلى تطوره الإدراكي واللغوي. وتلقي هذه المحاضرة الضوء على مفهوم بلاغه اللغة وعناصره وتأثير تأخر اللغة على التواصل الاجتماعي وكيفية استخدام اللغة في تطوير الكفاءة الاجتماعية لدي الأطفال ذوي تأخر اللغة مع عرض بعض نماذج التدريب لمهارات بلاغه اللغة والتي لا تقتصر على الجزء اللفظي فقط ولكن الجزء غير اللفظي وكيفية تدريب الطفل علي فهم واستخدام مفردات المشاعر المختلفة وكيفية تطوير مهارته على السرد كعنصر من عناصر بلاغه اللغة.
التقويم التكويني في التعليم الدامج
د. حسيب محمد حسيب، د. مروة كمال
Session Code: (T7-A)
يرتكز الإطار العام لسياسة التعليم الدامج على حقيقة أن "الإعاقة ليست خاصية من خصائص الشخصية، بل هي انعكاس لنظرة المجتمع وتفاعله مع الفرد". ويأتي هذا اللقاء للتعرف على منظومة التعليم الدامج من حيث الأهداف والإجراءات والمعايير القياسية والاشتراطات التي يجب أن تكون عليها كافة عناصر هذه المنظومة في: البيئة الصفية الفيزيقية وتأهيل المباني والمرافق التعليمية لاستيعاب جميع الفئات، وتأهيل الموارد البشرية من المعلمين والأخصائيين والمساعدين لتطبيق سياسات وآليات الدمج التعليمي بما يحقق الأهداف التعليمية الكبرى، ومواءمة المناهج التعليمية بما تتضمنه من المقررات الدراسية والأنشطة الصفية واللاصفية، والوسائل التعليمية وغرف المصادر، واستراتيجيات التدريس حتى يمكنها استيعاب التنوع في الفصول الدراسية. وينصب الاهتمام بعملية التقويم باعتبارها جوهر العملية التعليمية برمتها، ومناقشتها حيث المفهوم، والأهداف، والأهمية، والأنواع، والإشكاليات التي تواجهها، وطرح الحل المثالي من خلال آليات التقويم البديل. كما يتم عرض مفهوم التقويم التكويني وأهدافه وخصائصه ومعاييره ومؤشراته، والخطوات الإجرائية لإعداد محتوى تقويمي، وأساليب وأدوات التقويم التكويني مثل: الاختبارات التحريرية، والاختبارات الشفوية، والملاحظة، والمقابلة، والاستبيانات، ومقاييس التقدير، وسجلات وصف سير التعلم، وملفات الإنجاز، وأنشطة التقويم التكويني مثل تقويم: المشروعات، والأنشطة التعاونية، والاستقصاء العلمي، والتقارير، والعروض، والمعارض، والسلوك، وغيرها. والتعرج إلى تحليل البيانات وتأويلها وجدير بالذكر أن اللقاء يعتمد على المحاضرة التفاعلية القائمة على النظرية والتطبيق، والتدريب العملي وإجراء العديد من الأنشطة التطبيقية
Importance of Vocabulary Knowledge for Literacy. What to do about it?
Prof. Julie Dockrell
Session Code: (T1-B)
Recent years have witnessed an increased awareness of the role of oral language in supporting children’s literacy skills. Receptive and expressive vocabulary skills are central components of the language system. Yet many children enter school without the necessary vocabulary skills to support their learning and attainment. To address their needs requires both targeting individual pupils and enhancing their communication through a supportive environment. Drawing on recent research this presentation will consider what is currently understood about the relationships between vocabulary reading, writing and spelling at different ages. The importance of vocabulary interventions to support our more vulnerable learners will be outlined and evidence-based approaches to intervention evaluated. The important role of communication in the classroom will be emphasized.
Demystifying the Psycho-educational Assessment Report
Karima Marei
Session Code: (T2-B)
Have you ever read a Psycho-Educational report and thought “great, but now what?” In this workshop, we will aim to develop an understanding of psycho-educational reports, and look at some simple ways to pull out information that would help us support and lead students to success. To reach that goal, we will start with some basic background knowledge about some of the most commonly used standardized tests, such as the WISC, WAIS, VMI, PPVT, Conners, BASC, Brackens and more.
The lecturer will help participants look at how the information presented in such reports is used to develop in-class and individual intervention, support, and accommodation plans that would help the student reach realize their own potential.
Thinking Differently about Mathematical Practices:
Shahira Abdel-rahman
(T3-B)
Mathematical proficiency in its very foundation refers to conceptual understanding, which is an understanding of concepts, operations and relations. This key component is the drive for math learners to develop:
-
Procedural math fluency: flexibility, accuracy, and efficiency in implementing appropriate procedures.
-
Strategic competence: the ability to formulate and solve mathematical problems.
-
Adaptive reasoning: the capacity to think logically about concepts.
-
Productive disposition: positive perceptions about mathematics.
Through this session, the lecturer will review these concepts, as well as, explore factors that point at a math difficulty. Reference will be made to relevant research findings and the lecturer will review classroom strategies that would help students become successful math learners.
Using Applied Behavior Analysis (ABA) in the Regular Classroom
Dalia Wagdy
Session Code: (T4-B)
Applied Behavior Analysis (ABA) is the science of applying principles of behavior change to affect socially significant behaviors using evidence-based methodology. It is not just a reputable and empirically supported treatment method for managing the symptoms of Autism and decreasing maladaptive behaviors. Studies show how ABA is effective in increasing variety of skills and positive behaviors, e.g. language and communication, positive peers interactions, academics, self-help and fine- and gross-motor skills.
ABA could be used by anyone who wants to improve, manage, or reduce behaviors, whereas behavior is any observable and measurable action. To understand the principles of ABA, it is crucial to understand the focus it places on the exact way that learning actually happens, e.g. in classrooms. This workshop will explain how a particular technique would increase a desired behavior (e.g. positive peer interactions, academics performance, …etc.) while another may decrease another unwanted behavior that would be harmful or obstruct the learning process.
Medical Myths in the Field of Disabilities: Facts and Misconceptions
Dr. Rehab Zaytoun
Session Code: (T3-B)
The feeling that all patients have in common is being helplessly vulnerable. Physicians on the other hand, have always suffered from the misconceptions and myths that their patients consider as facts. The role of a good physician is to convey trust and to competently reassure his patients, while establishing evidence-based practice to take down the anecdotal practices.
However, in the field of people with disabilities, physicians do have their very own legends about this fragile population, which often pushes them away from seeking proper medical advice. This gap in physicians’ training could be attributed to the absence of holistic educational programs and guidelines that address how to communicate with patients who do not typically communicate or express their needs.
In Egypt, the medical demands and the special nature of the Egyptian culture mandates to add this skill to physicians’ education and training in order to empower them when they face the challenges of managing multi-faceted problems of people with disabilities. This lecture aims to highlight the medical field myths about disability and the reality check for each myth.
البرنامج التربوي الفردي للطلاب ذوي الإعاقات النمائية في مدارس الدمج
د. سيد جارحي السيد
Session Code: (T6-B)
تهدف هذه المحاضرة إلى إلقاء الضوء على البرامج التربوية الفردية للطلاب ذوي الإعاقات النمائية (الإعاقة الذهنية، بطيء التعلم، اضطراب طيف التوحد) في مدارس الدمج. وكيفية الاستفادة من نتائج الاختبارات النفسية والتقييمات التي تُطبق عليهم بهدف التشخيص أو تحديد مستوى شدة الإعاقة أو المستوى المهارى للطالب؛ مثل اختبارات الذكاء أو مقياس السلوك التكيفي. كما ستتناول المحاضرة مراحل إعداد البرنامج التربوي
" الفردي ودور كل من معلم الفصل، ومعلم غرفة المصادر في تنفيذ البرنامج "الربط بين اختبارات التشخيص/التقييمات وبرامج التدخل
الدمج التعليمي للأطفال ضعاف السمع وزارعي القوقعة الإلكترونية
أ. د. عبير عمارة، أ. د. إيمان الروبي
Session Code: (T7-B)
هناك اتجاه كبير نحو دمج الطلاب الذين يعانون من ضعف السمع في مدارس التيار الرئيسي بدلاً من المدارس المنفصلة والفصول الخاصة
يشير التعليم الشمولي إلى أن الطلاب ذوي الإعاقة أصبحوا جزءًا من فصول التعليم العام، ويتلقون منهجًا ذا مغزى مع الدعم اللازم، ويتم تدريسهم باستخدام استراتيجيات فعالة تركز ورشة العمل هذه على كيفية الحصول على أفضل بيئة للطفل المصاب بضعف السمع من خلال استخدام تقنيات أجهزة الاستماع المساعدة المختلفة للطلاب الذين يعانون من ضعف السمع إما باستخدام المعينات السمعية أو زرع قوقعة الأذن لفهم الكلام في المواقف الصاخبة وعلى مسافات بعيدة عن طريق نقل صوت المعلم مباشرة إلى المستمع. تدريب المعلمين ومسؤوليات الوالدين وقبول
الطلاب لضعاف السمع ضرورية لنجاح التعليم عن طريق الدمج
*Note: The powerpoint will be in English & presentation will be held in Arabic.
Classroom Accommodations and Sensory Strategies for Children with Sensory Processing Disorders
Dr. Safy Zein & Dr. Jasmine El-Domyati
Session Code: (T1-C)
Our world is constantly bombarding us with sensory input; from sights, sounds, smell, taste, to movement, touch and input to our muscles and joints. If students cannot effectively process this information, we will see behaviors erupt. This happens as the student attempts to cope, maintain control of their body, maintain an optimal arousal level to focus, and learn for 6 hours every day in a world of potential sensory overload.
This presentation provides information on sensory processing/ integration and how it relates to attention and arousal levels. It further explains how to incorporate sensory strategies and movement activities (SENSORY DIET) throughout the day. Finally, it teaches participants different strategies that would help them identify ways to set up the classroom environment for optimal arousal and attention.
Instructional Strategies and Practices for Teaching Children with ADHD
Hadeel Mahmoud
Session Code: (T2-C)
By the end of this workshop, the attendees will be able to:
− Identify the challenges that students with ADHD face in the classroom
− Know and discuss various classroom-based interventions
− Apply hands-on strategies that targets the problematic behaviors demonstrated in the classroom
Students exhibiting Attention Deficit Hyperactivity Disorder (ADHD) related behaviors experience significant difficulties with behavior and academic performance. ADHD symptoms cause significant impairments at home and in school, and are associated with a number of behavior difficulties such as aggression and noncompliance (Barkley, 2006). Research also suggests that children with ADHD are more likely than typically developing classmates to be rejected socially and to have greater difficulties with their peers (Hinshaw, 2002). Academically, students with ADHD are more likely to have poorer grades, and lower scores on standardized tests (Loe & Feldman, 2007). Therefore, classroom interventions can be used to address school-related difficulties associated with ADHD. Specific intervention strategies addressing behavior, academic, and social functioning, such as antecedent-based and consequence-based interventions will be discussed.
Differentiated Instruction and Adapting Curriculum for Student Needs
Gill Brackenbury
Session Code: (T3-C)
What are the challenges for a class teacher responsible for the learning of all children in their class?
How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? How can teachers be better prepared to work in mixed groupings of pupils? These are some of the key questions that teachers want addressed, Florian, L. (2008). We will explore the shift away from differences between learners towards changing school practices, Ainscow, M (1991 and 2016). The skills needed from both the practitioner and the child/young person with Special Educational Needs will be discussed as well as principles of good teaching, classroom management, teacher’s beliefs and collaborative partnerships with parents. This session is intended as an evidence-based thought-provoking introduction to changing school practice within the wider context.
Invisible Disabilities: Identification & Practice
Dina Yassin
Session Code: (T4-C)
Invisible disability, or hidden disability, is defined as a disability that is not immediately apparent and it is usually neurological in nature. Although the disability creates a challenge for the person who has it, the nature of the disability can be difficult to recognize. Others may not understand the cause of the problem, if they cannot see evidence of it in a visible way. Thus, spotting an invisible disability is always a challenge.
Invisible disabilities are the most common type of disability among school and college students. For example, students with learning disabilities, Attention Deficit Hyperactivity Disorder and/or psychiatric disabilities may request accommodations even though they do not appear to have a disability.
Schools/colleges should implement policies for identifying hidden disabilities in the classroom and providing accommodations to students with invisible disabilities. Staff should be trained to address the individual needs of each and every student they have through promoting diversity, encouraging flexible learning environments, adopting an inclusive school culture, and removing barriers.
A case study of a girl who has a hidden disability in school (anxiety, depression, and poor sleep pattern) will be addressed. The lecturer will share techniques such as, CBT and Art therapy, which were implemented by the school to reduce her symptoms.
Therapeutic Approaches, Unmet Needs and Pitfalls to Learning Challenges
Dr. Maie Hilmy, Dr Mostafa Shohdy, Dr. Lamyaa El Toukhy
Session Code (T5-C)
An understanding of multimodal management strategies is essential for teachers and parents. This model is particularly important to embed within school systems in order to create a continuum of integrative care. The care that particularly help improve both mental health and educational attainment for children. The main objective of this lecture is to explore the role of different therapeutic modalities including medications used to treat different mental health disorders, their indication, role, main side effects and contraindications.
A multidisciplinary team approach will be discussed, stating the role of each member of the team. Moreover, the role of the family and the role of the teachers in the therapeutic process will be highlighted during this session with special emphasis on the safeguarding of vulnerable children and ensuring the best outcome for them.
خطوات نحو دمج الطلاب ضعاف البصر في الفصول النظامية
أ.سامية أمين سري
Session Code: (T6-C)
ماذا نعني بالدمج ومن هم الفئة المعنية بالدمج في نظام التعليم؟
من أجل دمج ذوي الإعاقة البصرية، يجب أن نعرف ما هي الإعاقة البصرية، درجاتها وأسبابها والآثار المترتبة عليها.
هذا التدريب معنى بدعم الاحتياجات التدريبية للمهنيين وأولياء الأمور من أجل تحسين جودة فرص التعلم المتاحة للأطفال والشباب ذوي الإعاقة البصرية. وسوف نركز على الخطوات الرئيسية التي يجب اتباعها من أجل دمجهم في المدارس.
هذه الخطوات هي
التدخل المبكر
ويشمل تدريب الحواس الأخرى، وتطوير المهارات اللمسية وتطوير المفاهيم المعرفية مع التركيز على المبادئ الحسابية واللغوية، والتدريب البصري
التوجيه والحركة
تعد الحركة من المشاكل الرئيسية لجميع الأشخاص الذين يعانون من إعاقة بصرية حيث يرتبط مقدار الاستقلال الذي يمكن لأي شخص تحقيقه ارتباطًا وثيقًا بكيفية التنقل بشكل جيد ومقدار الاعتماد على النفس.
التعليم وتدريب المعلمين
حتى نتمكن من دمج هؤلاء الطلاب بشكل حقيقي يجب أولا توفير التدريب العملي والنظري لمعلمي المدارس الدامجة كما يجب تعديل طرق التدريس وتقديم الدعم للطلاب في جميع المواد الدراسية.
التفاعل الاجتماعي
يعاني الأطفال من ذوي الاحتياجات البصرية من صعوبة تكوين الصداقات والحفاظ عليها ويعد التعاطف مع الآخرين ومراعاة مشاعرهم أمرًا أساسيًا في تنمية الصداقات بين الأطفال ولهاذا نحتاج إلى رفع مستوى الوعي وتطوير رؤية المجتمع لهم.
الطباعة
يعد تحويل المصادر التعليمية سواء كانت كتب مدرسية أو أوراق تدريبيه أو امتحانات إلى طريقة برائل أو إلى كتابة مكبرة أو حتى إلى مصادر مسموعة أحد ركائز الدمج التعليمي لذوي الاحتياجات البصرية
توفير المعدات والمواد
تعد الكتابة والقراءة من وسائل التواصل لهذا فإن توفير المعدات التكنولوجية والتدريب عليها مثل أجهزة الكمبيوتر المحمولة وماكينات كتابة البرايل والدوائر التلفزيونية المغلقة التي تيسر على ذوي الاحتياجات البصرية التواصل مع المعلمين من أساسيات الدمج التعليمي
تحقيق تجربة دمج ناجحة للطلاب ذوي الإعاقة الذهنية البسيطة واضطراب طيف التوحد
أ. محمد أحمد الحناوي
Session Code: (T7-C)
يسعى هذا اللقاء للإجابة على العديد من التساؤلات التي تجول في خاطرنا جميعاً حول الدمج التعليمي أو التعليم الدامج في إطار نقاشي يسعى إلى وضع إطار عملي للوصول إلى تجربة دمج ناجحة لأبنائنا ذوي الإعاقة الذهنية البسيطة والتوحد. وذلك من خلال الإجابة على التساؤلات التالية:
ما هو الدمج؟
وما هي أهميته؟
ولماذا نسعى إليه؟
وما الذي سنستقيده من الدمج؟
وما هي إجراءاته؟
هل هناك من نجح في رحلة الدمج؟
ما الذي يجب علي فعله لإعداد ابني للدمج؟