"Often, we are too slow to recognize how much and in what ways we can assist each other through sharing expertise and knowledge."
- Owen Arthur (Intellect)
( 1 ) Child Development is Never Like a “1 + 1 = 2 Equation!”:Christine TewfikThree major theories of psychologists Erikson, Piaget, and Vygotsky inform us how children learn. Vygotsky guides our knowledge regarding the role of culture and social interactions in the development of young children. Piaget takes us through the cognitive development of children, how they comprehend and make sense of the world around them. Erikson’s psycho-social stages provide guidelines on what children need in their different developmental phases. Children in different age groups vary dramatically; thus, as adults, we need to consider the ways that we use to approach them. This Lecture will discuss how practically applying the said theories is as important as knowing about them.
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Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 2 ) Constructive Alignment: An Outcome-Based Approach to Teaching and Learning:
Dina Yassin
Constructive Alignment is based on two principles: constructivist psychology, which states that students construct their knowledge through appropriate learning activities; and alignment theory, which states that optimal learning, is achieved when teaching and assessment methods are aligned to the learning outcomes intended for students to achieve. Students are thus encouraged to engage in learning activities that are relevant in achieving that outcome. Here, teaching is not topic-based, as seen in traditional teaching; however, it is student-based, where the student becomes reflective about his own learning. This Lecture will present and explain the Constructive Alignment as an effective and efficient approach in teaching and learning.
Panel ( D ), 03.30 p.m. : 05.00 p.m.
( 3 ) Promoting Social Behavior for Children and Adolescents: Teachers’ and Caregivers’ Role:
Hadeel Mahmoud
Social Skills are behaviors that promote positive interaction with others and the environment. Some children with behavioral and emotional difficulties, as well as children with Autism, lack these social behaviors. Such behaviors are important for the child’s positive social development; therefore, it is vital to teach social behavior skills. Research shows that the ability of young children to manage their emotions and behaviors, and to make meaningful friendships, is an important prerequisite for school readiness and academic success. This Lecture will discuss the various techniques that could be used in the process of teaching these skills in the classroom and in the natural environment.
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 4 )
طفل قادر على تنظيم أفكاره و التكيف مع التغيير - الوظائف التنفيذية خلال سنوات الطفل الأولى
يسرا محمد ماهر
هل لاحظت على الطفل معاناته لبدء نشاط أومشروع مدرسى وكما لوأنه ليس لديه أى فكرة من أين يبدأ؟ هل والديه دائمى الشكوى من عدم تنظيم أشيائه، أوعدم قدرته على اعداد حقيبته بشكل صحيح؟ هل تتعجب من ردود أفعال الطفل المبالغ فيها تجاه أى نقد أوأى حدث غير محبب وعدم تحكمه فى انفعالاته بصفة عامة؟ هل لاحظت على الطفل صعوبة فى التكيف مع اى تغير فى الروتين اوالتعامل مع اى حدث خارج توقعاته؟ ربما كان الطفل لا يعانى من أى اعاقة محددة الا أنه قد يعانى من قصور أو خلل فى المهارات الخاصة بالوظائف التنفيذية، وهي المهارات التي تدعم بصورة كبيرة قدرة الطفل على التعلم ومهاراته الحياتية والاجتماعية بشكل عام. وبما أننا لا نولد بتلك المهارات، وانما نولد بالاستعداد لتعلم تلك المهارات من خلال التفاعل مع البيئة والممارسة، فمن اللازم أن نلقى الضوء على تلك المهارات وكيفية تنميتها فى الصف الدراسي. فى تلك المحاضرة سنتعرف على ما هى الوظائف التنفيذية وما هى سمات القصور بها، وما أهميتها وانعكاسها سواء فى مهارات الطفل الحياتية وأيضاً التنبؤ بوجود صعوبات فى بعض المهام فى المواد الدراسية، ومن ثم سيتم عرض العديد من الأنشطة العملية من سن 6 شهور وحتى 5 سنوات لتنمية تلك المهارات، مع التأكيد على أهمية العمل على تحسين تلك المهارات مبكراً فى سنوات الطفل الأولى حيث أن السمات التى تظهر فى الصغر قد تنبىء بمشكلات أكبر فى السنوات القادمة، وفى حالة عدم التدخل فإن ذلك القصور عادة لا يختفى وإنما يزداد مع مرور الوقت
Panel ( D ), 03.30 p.m. : 05.00 p.m.
( 5 ) Diet and Nutrition's Impact on Learning for Children with Disabilities:
Dr. Dena Rehan
Nutrition is vital for cognitive development to occur across various domains in the brain. Research suggests a connection between improved nutrition and optimal brain function. This Lecture will explain specific diet precautions targeted to some disorders, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Down Syndrome (DS), Cerebral Palsy (CP), Epilepsy and Obesity. The obscurity of the gut will be discussed, as well as ways that help maintain a healthy gut, and how to acquire healing in a damaged one. Finally, Gut and Psychology/ Physiology Syndrome (GAPS) nutritional protocol as recommended by Dr. Natasha Campbell McBride, a well renowned nutrition and neurology expert, will be briefly introduced.
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 6 ) Assistive Technologies' Role in Promoting Inclusive Education at AUC:
Ahmed Abdel Tawab & Marwa Mohamed Mansour
Assistive Technology plays an important role in providing adaptive devices and tools for individuals with disabilities that help compensate any shortage the student might have as a result of his disability. Approaches vary according to student needs. This presentation will mainly focus on how Assistive Technology services at UACT have helped in eliminating barriers faced by students with disabilities in regular classrooms.
Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 7 ) Developing Play Skills Using DIR®/Floortime:
Nagwa Khedr
Floortime therapy derives from the Developmental Individual-difference Relationship-based model (DIR) created by child psychiatrists Stanley Greenspan, M.D. and Serena Wieder, PhD. Its premise is that adults can help children expand their circles of communication by meeting them at their developmental level and building on their strengths. In Floortime, therapists and parents engage children through the activities each child enjoys. They enter the child's games. They follow the child's lead. Therapists teach parents how to direct their children into increasingly complex interactions. This process, called “opening and closing circles of communication,” remains central to the Floortime approach. Floortime does not target speech, motor or cognitive skills in isolation. Rather, it addresses these areas through its focus on emotional development. This Lecture will explain how does Floortime work, and the six areas this therapy focuses on.
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 8 )
إدارة سلوك الأطفال في المدرسة
د. سيد الجارحى
تهدف الندوة إلى إلقاء الضوء على بعض الاستراتيجيات الإرشادية للتعامل مع سلوكيات الأطفال المُضطربة في المدرسة. والمستويات المتدرجة للتعامل مع سلوك الأطفال بما يعزز من السلوكيات الإيجابية ويحد من السلوكيات المُشكلة. كما ستتطرق الندوة إلى التحليل الوظيفي لسلوكيات الأطفال، وكيفية التعامل مع الأطفال في ضوء فهم الوظيفة المرتبطة بالسلوك
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 9 ) “Student Mentorship and Career Counseling Unit”: Towards Inclusive Public Universities.
Dr. Samaa Hazem Hosny
The Student Mentor-ship and Career Counseling Unit (SMCCU) was established in January 2015 at the Faculty of Economics and Political Science (FEPS), Cairo University. The SMCCU aims to create a more inclusive higher education environment at FEPS and, hopefully, be replicated in all public universities in Egypt. The Unit aims to create a community of volunteers, provide academic and administrative support for students with disabilities/special needs, career counseling, life coaching, psycho-social support, undergraduate and graduate study support, and assistance with the application process for international graduate studies. These services are offered to students, teaching assistants, or faculty alike.
This seminar will mainly focus on:
This seminar will mainly focus on:
- The story and motivation behind SMCCU.
- The need, the vision, and the mission.
- Services offered to students and the community.
- Success stories and achievements.
- Lessons learned and best practices from 3 years of operation.
- Challenges faced.
- Resources required for success: human, financial, and administrative resources.
- Policy recommendations.
Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 10 ) Understanding ABA:
Radwa El Tanab
Applied Behavior Analysis (ABA) is the science of human behavior. It is a scientifically validated approach to understand behavior, and how the environment affects it. There are many evidence-based tactics/principles that have been developed over years of research for increasing useful behaviors, and decreasing harmful ones. Behavior analysis focuses on those principles of how learning takes place. Behavior analysts’ work on problem behaviors that need to be decreased, and address behaviors and skills that need to increase.
Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 11 )
دور تكنولوجيا المعلومات في تعليم الأشخاص ذوي الإعاقة
مصطفى يوسف مصطفى
تعرض المحاضرة لدور تكنولوجيا المعلومات في تعليم الأشخاص ذوي الإعاقة. وسيتم إلقاء الضوء على توظيف الحاسب الآلي في تعليم الأشخاص ذوي الإعاقة، ومراحل تطبيقه، وكيفية الأستفادة منه وتوظيفه بشكل مهنى وموجه. كما سيتم استعراض بعض التطبيقات التكنولوجية وكيفية الأستفادة في تنمية المهارات الادراكية والمعرفية، والاستفادة منها في التعليم
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 12 ) Normal Development of Self-Regulation and Ways to Enhance it:
Dr. Sahar Daoud
Self-regulation/executive functions (SR/EF) skills are brain processes that help maintain attention, plan actions, prioritize tasks, manage behavior and control feelings. This session will help the audience to understand what are the SR/EF skills and how to enhance them in children.
Goals and Objectives:
Goals and Objectives:
- Explaining self-regulation and its development.
- Identifying the benefits of self-regulation for children.
- Knowing how self-regulation difficulties affect children.
- knowing how to help children with self-regulation problems.
Panel ( D ), 03.30 p.m. : 05.00 p.m.
( 13 ) Recent innovations in Arabic language assessment: Conceptualization, Administration & Test Development:
Prof. Dr. Dalia Mostafa
Language can be defined as a form of social behavior that is shaped and maintained by a verbal community. Many children have language problems because of impairments in the ability to understand spoken language and/ or in the production of language. Children need to receive individualized language therapy to overcome their language difficulties, which needs to be preceded by a structured comprehensive language assessment. There are many English Language assessment tools, but only a few in the Arabic language. This Lecture will focus on two recently-published Arabic assessment tools; as regards their research design & development, related validity & reliability studies, administration & interpretation, drawing objectives & designing therapy plans based on obtained results and monitoring progress achieved with therapy. These tools are:
1. APPLE Tool (A Proficient Preschooler Language Evaluation Tool); it includes:
- APPLE Development checklist; for infants and toddlers less than 2;06 years old.
- APPLE Preschooler Kit; for children from 2;06 to less than 5 years old.
2. REAL Scale (Receptive Expressive Arabic Language Scale) For children from 2;06 to less than 13 years old.
1. APPLE Tool (A Proficient Preschooler Language Evaluation Tool); it includes:
- APPLE Development checklist; for infants and toddlers less than 2;06 years old.
- APPLE Preschooler Kit; for children from 2;06 to less than 5 years old.
2. REAL Scale (Receptive Expressive Arabic Language Scale) For children from 2;06 to less than 13 years old.
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 14 ) The Effects of ABA/VB in Teaching Children with Autism and Related Disorders:
Dr. Chafica Gharbieh
The importance of implementing an early intervention program for children with Autism Spectrum Disorder (ASD) is widely acknowledged. However, identifying the appropriate intervention for a child with autism can cause great debate amongst parents and professionals. Applied Behavior Analysis (ABA) is one particular intervention model that has received increasing interest over the years. The Lecture will present the results of a research conducted at the ALI for ABA Center in Lebanon, which evaluated the efficacy of the ABA/Verbal Behavior. The research has developed successful tools to allow children with ASD to learn new concepts and ideologies, helping them lead a happier and more independent lifestyle. Remarkably, the research demonstrated clear collateral gains in speech and social communicative behaviors, as well as significant reductions in problem behaviors associated with decreased parental stress levels.
Panel ( D ), 03.30 p.m. : 05.00 p.m.
( 15) Inclusive Leadership: Where to Start?:
Soha Reda Elzalabany
Decision makers in schools need to have a holistic understanding of the needs of the academically diverse learners in regular settings. Advocacy for academic diversity and inclusion are developing areas in the Egyptian context that require special focus and attention. In several international schools in Egypt, the support teachers, or the specialist with special education background are accountable for students’ learning without participating in the decision-making process. Moreover, leadership preparation programs have limited on-the-job demands training to support inclusive education. This lecture will examine various models of leadership preparation characterized by practicum and internship opportunities, which are fundamentally based on a collaborative approach for teaching and learning. The presenter will share a comprehensive account of a principal’s experience in the Egyptian context towards an inclusive school setting.
Panel ( D ), 03.30 p.m. : 05.00 p.m.
( 16 )
التعبير الكتابي بين فنون التواصل ومهارات التحصيل الأكاديمى
محمد الحناوى
يمكن أن نٌعرف التعبير الكتابي بأنه امتلاك القدرة على نقل الفكرة أو الإحساس إلـى الآخرين كتابةً، مستخدماً مهارات لغوية مثل قواعد الكتابة: إملاءاً وخطاً، وقواعـد اللغـة: نحواً وصرفاً، وعلامات الترقيم : نقطة، فاصلة، وعلامة تعجب، وعلامة استفهام وغيرها
ومن الممكن أن يلجأ الإنسان إلى هذا الإسلوب عندما يكون المخاطب بعيداً عنه مكاناً وزماناً، أو عندما لايكون قادراً على التواصل اللفظي
وتستعرض المحاضرة إلى ما يلي
مفهوم التعبير الكتابي -
موقع التعبير من المهارات اللغوية الأخرى -
الأهداف العامة للتعبير الكتابي -
أنواع التعبير الكتابي -
مراحل التعبير الكتابي -
مهارات التعبير الكتابي -
صعوبات التعبير الكتابي -
أنشطة مقترحة للتدريب على التعبير الكتاب -
ومن الممكن أن يلجأ الإنسان إلى هذا الإسلوب عندما يكون المخاطب بعيداً عنه مكاناً وزماناً، أو عندما لايكون قادراً على التواصل اللفظي
وتستعرض المحاضرة إلى ما يلي
مفهوم التعبير الكتابي -
موقع التعبير من المهارات اللغوية الأخرى -
الأهداف العامة للتعبير الكتابي -
أنواع التعبير الكتابي -
مراحل التعبير الكتابي -
مهارات التعبير الكتابي -
صعوبات التعبير الكتابي -
أنشطة مقترحة للتدريب على التعبير الكتاب -
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 17 ) The Connection between Concept Imagery and Language Comprehension:
Dr. Rehab Zaytoun & Randa Taher
The common factor between children with central auditory processing difficulties, high functioning autism, ADHD, hyperlexia and hearing impairment is their inability to make visual images of the language input that they receive, either via listening or reading. This is known as weak concept imagery. Dual coding theory is a theory of mind in which all cognition consists of the interplay between, two great mental codes: a verbal code specialized for language and a non-verbal code specialized for knowledge of the world in the form of mental images. The traditional rehabilitation approaches in speech and language therapy and remedial tutoring often do not include explicit instructions to develop the imagery-language connection. This lecture will provide a detailed explanation of the dual coding theory and symptoms of weak concept imagery. It will also explain how to use the power of visualization to enhance oral and written language comprehension.
Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 18 ) Visualization in the Teaching and Learning of Mathematics:
Shahira Abdel Rahman
Visualization is a powerful mechanism for learning mathematics. “Visualizing” means summoning up a mental image of something – seeing it in your mind. Some people can actually close their eyes and “see” a picture, but for others it has much more to do with imagining, than seeing. It may start with noticing and describing, but it always involves imagination and prediction. Sketches convey information in ways that words cannot. Students need to be taught how to read, interpret and produce visual images — from rough sketches through to formal diagrams. They also need to be able to create visual aids that help them to think mathematically and explain their ideas. So how can we encourage, value and develop visualizing when teaching Mathematics?
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 19 ) Types of Assessment for Young Children with Delays and Disabilities:
Dr. Chafica Gharbieh
Identification for a disability, especially a specific learning disability, should be done as early as possible to organize an effective intervention. Assessment and testing are crucial for children with SpLD for monitoring the advancement of their academic performance and other essential skills, and also help the teachers in modifying the educational objectives of those students. The result is the creation of more dynamic functional Individualized Education Plans (IEPs). The use of various psychological assessment tests can increase the accountability of everyone involved in the education of the special student. This Lecture will introduce the several assessment tools that are used to identify Specific Learning Difficulties (SpLD).
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 20 )
تعليم المهارات الحياتية هو السبيل إلى الاستقلالية
محمود فؤاد
المهارات الحياتية - أي مهارات الحياة اليومية - هي مهارات مهمة لابد أن يتعلمها الشخص ذو الإعاقة لأنها المهارات تساعده على أن يكون قادراً على المشاركة في النشاطات التي تقوم بها العائلة والمجتمع، كما تساعده على شغل وقته بشكل فعال. والأهم أن تعلم المهارات الحياتية يزيد من استقلالية الشخص ذو الإعاقة. ومن ضمن المهارات الحياتية، مهارات إعداد وجبات بسيطة، المشاركة بأعمال المنزل، ارتداء الملابس، وغيرها من مهارات تدرس من خلال وضع برنامج مسبق للأنشطة يشمل الخطوات الرئيسية، وقد يتم الاستعانة بصور تشرح طريقة الأداء أو مراحل المهارة كي تساعد الطالب على أداء المهارات باستقلالية. إن اكتساب هذه المهارات يخفف من العبء الملقى على عاتق الأهل ومقدمي العناية وذلك لما يستغرقه أداء هذه المهارات من طاقة ووقت وجهد
وستلقي هذه المحاضرة الضوء على ما يلي
المهارات الحياتية -
أهمية التدريب على أهداف المهارات الحياتية -
استراتيجيات العمل على تنمية المهارات الحياتية -
أبرز المهارات الحياتية المستهدفة وفنيات التدريب عليها وتدرجها -
وكذلك كيفية التنسيق بين كل من الأخصائي وولي الأمر، كيفية تدريج تعلم المهارات الحياتية كسبيل إلى الاستقلالية
وستلقي هذه المحاضرة الضوء على ما يلي
المهارات الحياتية -
أهمية التدريب على أهداف المهارات الحياتية -
استراتيجيات العمل على تنمية المهارات الحياتية -
أبرز المهارات الحياتية المستهدفة وفنيات التدريب عليها وتدرجها -
وكذلك كيفية التنسيق بين كل من الأخصائي وولي الأمر، كيفية تدريج تعلم المهارات الحياتية كسبيل إلى الاستقلالية
Panel ( A ), 9.30 a.m. : 11.00 a.m.
( 21 ) Barrier-free Design: What? How? Why?:
Hussayn Hilal
What is barrier-free planning and how to design the built and non-built environment free of barriers? What is the impact of a barrier-free design on the society, and what is the economic viability of providing an environment accessible for all?
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 22 ) Barriers to Learning:
Dalia Wagdy
Success and transitioning from the home environment to nursery school is not easily attainable for all children, and some will experience barriers that make learning challenging. When identifying the barriers to learning it is important to look at students’ needs. This would include: cognitive (learning skills) environmental (learning experience) and progress in basic attainments (literacy and language acquisition). These factors highlight a number of key factors relating to the learner, the environment and the learning experience. The term “Barrier to learning” is often used interchangeably with the term “Learning Difficulty” – and even though barriers to learning may include learning difficulties, they cover so much more than just that.
Participants will learn:
Participants will learn:
- Fundamental barriers to learning that must be analyzed and ameliorated (e.g., the failure to generalize, weak motivators, prompt dependency).
- Specific behaviors that can compete with learning (e.g., self-stimulation, hyperactive behavior, or sensory defensiveness).
- The importance of identifying what the child can actually do and what he/she cannot do.
- Importance of detailed descriptive and/or functional analysis of the problem behavior in order to identify the function of the behavior.
- Setting intervention plans to help the child reach maximum learning potential.
Panel ( C ), 01.30 p.m. : 03.00 p.m.
( 23 )
دمج الأطفال ذوي الإعاقة السمعية في نظام التعليم العادي
د. أميمة إبراهيم لقمة
على مستوى العالم، تعد الإعاقة السمعية من أكثر الإعاقات الحسية التي تصيب ما بين 1- 2 % من الأطفال عند الولادة، و80 % من هؤلاء الأطفال يعيشون في بلاد ذات دخل متوسط أو منخفض. كما يصاب 2 إلى 3 أطفال من كل 1000 طفل بالصمم أو ضعف السمع الحسي عصبي الشديد والعميق؛ والذي لايمكنهم من إكتساب اللغة والكلام، ويؤدي إلى صعوبة إلتحاقهم بمدارس التعليم النظامي بمنهجها العام وأساليب تقييم الطلاب المتبعة بها وبظروف الإتاحة البيئية فيها، مما يدعو إلى الحاجة التعددية في أوجه النظر في الطرق وأساليب الإتاحة
Panel ( B ), 11.30 a.m. : 01.00 p.m.
( 24 ) Effectiveness of Creative and Expressive Arts for at Risk Children:
Dr. Shereen Ramzy & Alexandra Gazis
Many studies have explained that expressive and creative arts are very effective on improving children's behaviors and nature of social interaction. Whether in individual or group therapies children with attention deficit disorder, learning problems or other problems have shown change and improvement. The purpose of this session is to discuss and demonstrate the effects of these therapies, with special focus on sand and play in how they help at risk children.
Panel ( D ), 03.30 p.m. : 05.00 p.m.