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FACULTY OF APPLIED SOCIAL SCIENCES

DEPARTMENT OF DISABILITY STUDIES, INCLUSIVE AND SPECIAL NEEDS EDUCATION

BEID108: COGNITIVE, SOCIAL AND EMOTIONAL DEVELOPMENT

1.0 Synopsis

This course is designed to expose students to the fundamentals of Developmental Psychology in order to develop professionals who can effectively apply Developmental Psychology theories and best practices to special educational needs. This course is a study of human growth and development. Emphasis is on major theories and perspectives as they relate to the physical, cognitive, and psychosocial aspects of development from conception to death.

2.0     Objectives

 By the end of the course students should be able to:

·         Explain key concepts in psychological development across the lifespan.

·         Effectively articulate stages in human developmental psychology in educational applications.

·         Apply the requisite developmental psychology skills in their teaching of learners with disabilities.

·         Understand individual differences in cognition and behaviours that develop through interaction with the social world.

·         Demonstrate understanding of the generic fundamentals of developmental psychology.

·         Use various developmental psychology skills in their academic and professional work.

 3.0 Learning outcomes

 By the end the course students will:

·                Demonstrate an understanding of the factors that impact human development

·                Demonstrate knowledge of the links between developmental processes in childhood and later life within the socio-cultural context.

·                Identify major theorists that contribute to the field of developmental psychology.

·                Explain, evaluate, and debate the major psychological theories as they apply to human development.

·                Investigate, apply, and analyze the formulation of change that occurs through physical, cognitive and socio-emotional factors as people evolve from conception to death.

·                Analyse the impact of disability on human development

 4.0 Application

Students will:

·         Apply developmental psychology concepts in the educational management of learners with disabilities

Demonstrate an understanding of the factors that impact human development

RECOMMENDED READING LIST

Kasschau, R. A. 2003. Understanding Psychology. Columbus: Glencoe/McGraw-Hill.

Keenan, T. and Evans, S. 2009. An Introduction to Child Development (2^nd Edition). Los Angeles: Sage.

Kellogg, R. T. 2012. Fundamentals of Cognitive Psychology, 2^nd Edition. London: Sage Publications Limited.

Schneider, B. H. 2000. Texts in Developmental Psychology. Friends and Enemies. Peer Relations in Childhood. New York: Oxford University Press.

FACULTY OF APPLIED SOCIAL SCIENCES

DEPARTMENT OF DISABILITY STUDIES AND SPECIAL NEEDS EDUCATION

BEIA410: LIFE SKILLS CURRICULUM FOR CHILDREN WITH DISABILITIES

1.0  Synopsis

The course is designed to enable students to understand the fundamentals of life skills and their significance to children with various disabilities. The course will equip teachers with the knowledge and tools needed to support the holistic development of children with disabilities. It focuses on teaching essential life skills that promote independence, social inclusion, and personal empowerment. Theoretical foundations of life skills will be delved into. It will also discuss various life skills that enable students with disabilities to be successfully included in society. The course will expose students to various strategies that can be utilized to equip children with disabilities with life skills that enable them to prepare for their future and to live independently in their communities.

2.0 Objectives

By the end of this course students will be able to:

·         Understand the impact of various disabilities on the acquisition of life skills

·         Justify the rationale for teaching life skills to children with various disabilities

·         Classify different types of life skills

·         Examine the theoretical and application-based perspective of life skills education

·         Identify life skills for children with various disabilities

·         Explain challenges faced by children with disabilities to acquire life skills

·         Analyses intervention strategies that can be used to impart life skills to children with disabilities

• design and implement effective life skills programs that enhance the quality of life and future opportunities for these children
• Examine the multidisciplinary impact of life skills education 

3.0  Learning outcomes

Students are expected to:

·         Develop understanding into the fundamentals of life skills

·         Develop competencies to classify different types of life skills

·         Explain theoretical views on life skills

·         Appreciate the value of life skills to people with disabilities

·         Identify life skills for children with various disabilities

·         Identify support and resources that are needed in life skills development for children with disabilities

·         Develop understanding into techniques of education of life skills

·         Develop competencies to understand and handle issues of adolescent and youth with disabilities

4.0  Application

·         List resources and support that may be required to impart life skills to children with various disabilities

·         Design life skills programme for children with disabilities

·         Implement life skills programs for children with disabilities

 

Contents Overview

Unit 1: Understanding Life Skills Concept

1.1 Introduction

1.2 Objectives

1.3 Meaning of life skills.

Activity 1.1

1.4 Features of life skills

1.5 Common life skills

1.6 Components of the Life Skills

1.7 Rationale for life skills

1.8 Theoretical foundations of life skills, Universal Design for Learning (UDL)

Cognitive-Behavioral Therapy (CBT), Social learning, Moral Development, Theories of Self (Looking Glass Self, Self Determination Theory)

Activity 1.2

1.9 References

 

Unit 2: Self-care and Independent Living Skills

2.1 Introduction

2.2 Objectives

2.3 importance of personal care and independent living skills

2.4 Personal hygiene (grooming, hygiene, dressing, menstrual care)

Activity 2.1

2.5 Seeking medical attention

2.6 Exercising and physical fitness

2.7 Home management (Cleaning, laundry, basic home repairs, meal planning and preparation, safety protocols, dining habits).

2.8 Decision making- choices, impact of different choices, analysing pros and cons, problem solving, creative thinking, resilience)

2.9 Time management and organization (setting priorities, managing schedules, using a calendar, diary)

2.10 The role of parents

Activity 2.2

2.11 References

 

 

Unit 3: Social and Interpersonal Skills

3.1 Introduction

3.2 Objectives

3.3 Self-awareness- knowing who lam (strengths, weaknesses, needs)

3.4 Self-esteem- (importance of self-esteem, low self-esteem, positive thinking, self-esteem, emotional regulation, stress management, body language, speech-impact on self-confidence)

3.5 Setting my goals (goals for life, short, medium, long-term goals, plans to achieve my goals,

obstacles to achieve my goals, support required and seeking support)

3.6 Interpersonal skills (empathy, trust, listening skills, interpersonal effectiveness)       

3.7 Developing effective communication skills (forms of communication, listening, verbal and non-verbal communication, augmentative and alternative communication)

Activity 3.1

3.8 Team building- (importance of teamwork, and collaboration)

3.9 Conflict resolution- (consequences of conflict, conflict resolution strategies)

3.10 Understand social norms and relationships, types of relationships, peer influence

3.11 Social interactions, (importance of friendships and peer relations, fostering and maintaining friendship/relationships, respecting others, cooperative and team-based groups)

Activity 3.2

3.12 Self-advocacy and assertiveness (understanding rights, assertive, aggressive and submissive behaviour, advantages of assertive behaviour versus interpersonal relations, skills needed for assertive behaviour). 

3.13 References

 

 

Unit 4: Financial Literacy and Technological Skills

4.1 Introduction

4.2 Objectives

4.3 Understand basic financial concepts and money management.

4.4 Budgeting- (Creating and maintaining a budget, understanding income versus expenses, saving, and spending wisely)

Activity 4.1

4.5 Banking- (using ATM card, understanding and paying bills, managing a bank account)

4.6 Benefits and entitlements (e.g. disability benefits)

4.7 Financial planning and setting goals.

4.8 Basic computer skills

4.9 Smartphone and tablet usage

Activity 4.2

4.10 Digital communication and collaboration

4.11 Online safety and security

4.12 References

 

Unit 5: Enterprise and Career Preparation

5.1 Introduction

5.2 Objectives

5.3 Enterprise (entrepreneurial skills, characteristics of successful entrepreneurs).

5.4 Different types of jobs and their requirements

5.5 Prepare for job searching, interviews, and workplace expectations.

5.6 Resume building and cover letter writing

Activity 5.1

5.7 Career development and advancement

5.8 Professional Etiquette (Understanding workplace etiquette- norms including dress codes, communication styles, and behavior expectations)

Activity 5.2

5.9 Understand workplace rights and responsibilities.

5.10 Vocational training

5.11 Work-Life Balance (Strategies to maintain a healthy balance between academic responsibilities and personal life).

5.12 References

 

Unit 6: Health and Safety

6.1 Introduction

6.2 Objectives

7.3 Promoting physical and mental health and well-being -Nutrition, healthy eating

6.4 Coping with emotions (causes of stress, recognizing signs of stress, impact of stress, stress management, emotional regulation)

6.5 Personal safety responding to lures and advances (Recognizing unsafe situations; learning how to seek help from trusted adults or authorities when needed).

6.6 Home and accident prevention-fire safety

Activity 6.1

6.6 Sexual and reproductive health

6.7 HIV AIDS and risk behaviours

6.8 Substance abuse

Activity 6.2

6.9 Street life

6.10 Emergency preparedness (Emergency use of the phone, understanding what to do in emergencies knowing emergency contact information).

6.11 Fire safety and evacuation procedures

6.12 First aid and basic life support

6.13 Natural disaster preparedness

Activity 6.3

6.14 Online safety and security (Teaching safe online practices including privacy settings on social media platforms and recognizing online scams or dangers).

7615 References

 

 

Unit 7: Community Participation

7.1 Introduction

7.2 Objectives

7.3 Human values (love, compassion, truth, non-violence, peace, human rights)

7.4 Mobility and transportation skills (Navigating public transportation systems safely, learning about pedestrian safety)

7.5 Travelling planning and booking

Activity 7.1

7.6 Eating in restaurants

7.8 Navigating public services (Identifying local resources such as libraries, recreational facilities, healthcare facilities and knowing how to access these services).

7.9 Accessing healthcare (Understand how to access and use healthcare services).

7.10 Civic duties (Volunteering, voting)

Activity 7.2

7.11 References

 

Unit 8: Methodology and assessment

8.1 Introduction

8.2 Objectives

8.3 Vocational training programs

8.4 Independent living programs

8.5 Behavioural techniques

Activity 8.1

8.6 Disability-specific organizations and support groups

8.7 Videos

8.9 Mentoring and coaching, task analysis, overlearning

Activity 8.2

8.10 Problem-based learning

8.11 Discussions, role playing

8.12 Collaboration with parents and other professionals

8.13 Individual Educational Plans

Activity 8.3

8.14 Performance-Based Assessment

8.15 Informal and formal tools

8.16 Ecological inventory assessment

8.17 References

9.0 Weighting

Coursework-40%

Examination-60%

Total-100%

 

 

5.0  References

Broadley, F. (2023). Supporting Life Skills for Children and Young People with Vision Impairment and Other Disabilities: A Middle Childhood Habilitation Handbook

 

Jaya, H., Haryoko, S., Suhaeb, S. S. and Mantasia (2018). Life Skills Education for Children with Special Needs, in order to Facilitate Vocational Skills. 2nd International Conference on Statistics, Mathematics, Teaching, and Research IOP Publishing IOP Conf. Series: Journal of Physics: Conf. Series 1028 Doi :10.1088/1742-6596/1028/1/012078

 

Westling, D. L., Carter, E.W., DA Fonte, M. M. and Kurth, J. A. (2021). Teaching Students with Severe Disabilities. (6^TH Edition). Hoboken, NJ: Pearson.

UNESCO (2013). Skills for life for children: life skills and psychosocial support for children in emergencies; teacher guide for children. JUB/2013/ED/PI/6. UNESCO: Sudan

 

6.0  Weighting

Coursework-40%

Examination-60%

Total-100%

 

FACULTY OF APPLIED SOCIAL SCIENCES

DISABILITY STUDIES AND SPECIAL NEEDS EDUCATION

 

BEIA210: EDUCATIONAL MEDIA AND TECHNOLOGY

1.0  Synopsis

 

This course is aimed to improve students’ digital competences and learn how they can use technology to enhance learning. The course will focus on overview of the theoretical issues/trends in instructional technology and their impact on the effective selection, design, utilization, and evaluation of instructional media. It will explore the effects of instructional technology on teaching and learning. The course content is distributed between two main areas of focus - instructional design principles as well as strategies and methods for integrating technology in learning environments. This course will help you will reflect on the role various forms of electronic and digital technology can play in the teaching/learning process and how you can engage these processes in your classroom. You will become skilled in some of the many digital tools used in today's schools.

 

2.0 Objectives

By the end of the courses students will:

·         Develop an understanding of the role of media in education of the 21st century

·         Describe various common instructional media, including their characteristics, strengths and weaknesses, and schemes for selection and integration into instructional settings.

·         Describe the issues and procedures for the systemic design, development and evaluation of instructional materials

·         Produce simple materials following principles of good visual design and production

·         Analyze specific applications of instructional media across contexts and environments

·         Apply systematic instructional design concepts to design and develop a package or unit for use in an educational setting

3.0  Learning outcomes

By the end of the course students will:

·         Appreciate the significance of media and technology in teaching learners with disabilities

·         Explain the role of theories in selection, construction and use of media and technology

·         Identify types of media and technology for learners with disabilities

·         Identify media instructional models

·         Use technology to design and construct instructional media.

 

4.0  Application

Students will:

·         Produce instructional materials

·         Utilize instructional media and technology

 

5.0  Course content

Educational Objectives- Importance of educational objectives, Cognitive domain, affective domain, psychomotor domain, interpersonal domain

Theories influencing instructional design, selection and use of media and technology-Behaviorism, Cognitivism, Constructivism Instructional -  importance of models, ASSURE, Bloom’s taxonomy, Dale’s cone of experience

Educational media and technology- conceptual analysis,  rationale for media and technology in the teaching and learning process, historical development of educational media and technology

Types of educational media- traditional, modern, printed and non-printed, projected and non-projected, electronic media

Types of educational technology- Audio and video, hardware, software, online resources, virtual classroom

The internet-definitions, www, what are web browsers?

 

6.0  References

Atkinson, N. D. (1977). Teaching Rhodesians. London: Longman.

Ausubel, D. (1968). Education. New York: Holt and Rineholt and Wiston.

Dale, E. (1969). Audiovisual methods. London: Holt and Rineholt

Mazrui, P. (2000). Globalisation and Development. Harare: The Herald

Rwambiwa, J. P. (1996). In Language in Education and Development in Zimbabwe. In Kuye, J. nad Peresuh, M. Education in Zimbabwe EDs University of Zimbabwe

Weighting

Coursework-40%

examination-60%

FACULTY OF APPLIED SOCIAL SCIENCES

DEPARTMENT OF DISABILITY STUDIES AND SPECIAL NEEDS EDUCATION

COURSE OUTLINE: BEIA207 EXPRESSIVE ARTS IN PRIMARY SCHOOL EDUCATION

1.0 Synopsis

Expressive arts is an integration of music, dance, creative arts and drama and physical education. This course we discuss the uniqueness of the arts, their contribution to the development of the child as well as the role of theory in informing pedagogical instruction. A conceptual analysis of expressive arts will enable you to appreciate the integrative nature and the rationale of having expressive arts in the curriculum for children with disabilities. The course will expose you to theoretical views on expressive arts, content and suggestions of activities and methodology on how to teach expressive arts. The role of culture in expressive arts is also discussed. Scheming and planning in expressive arts will also be considered.

By the end of the course students will be able to:

• Justify the inclusion of Expressive Arts in the school curriculum
• Examine the role Expressive Arts to child development
• Discuss the theoretical basis of expressive arts
• Analyses strategies that are used to teach expressive arts
• Understand the role of culture in expressive arts
• Design schemes and lesson plans for teaching expressive arts

2.0 Learning outcomes

After completing the courses students will:

• Appreciate the role of Expressive Arts to children with disabilities
• Acquire knowledge and desirable values and attitudes towards Expressive Arts
• Evaluate the teaching of expressive arts
• Explain methods and activities for teaching expressive arts
• Identify critical resources for teaching expressive arts
• Develop an awareness of the rich cultural heritage of Zimbabwe
• Demonstrate skills for integrating Expressive Arts across the curriculum

3.0 Application

• Explain activities for teaching expressive arts
• Integrate expressive arts across the curriculum
• List media for teaching expressive arts

References

Berger, S. K. (2000). The First 2 Years: Bio-Social Development. New York: Merill Publishers.

Berk, S. (2000). Psychology. Child Development. New York: Worth Publishers

Curtis, A. M. (1986). A Curriculum for the Pre-School Child: Learning to Learn. London: New York: Routledge.

Hobart, C. and Frankel, J. (1995). A Practical Guide to Activities for Young Children. Cheltenham: Stanely Thornes Ltd,

Ministry of Primary and Secondary Education. Expressive Arts Years 1–8 Primary School Curriculum. Harare: Government Printers.

Mwansa, Z.M (2010). Art, Craft and Design, 1st Edition. Gaborone: Pentagon Publishers

Riley, J. (ed) (2003). Learning in the Early Years: A Guide for Teachers of Children 3-7. Paul London: Chapman Publishing.

Spodek, B. (1993). Selecting Activities in the Arts for Early Childhood Education. Symposium, 94(6): 11-17. Tassoni, P. and Hucker, K. (2005) Planning Play and the Early Years. Essex: Heinemann.