Lifelong learning is an approach that views everyday living as providing children with severe to profound intellectual disability opportunities to learn. With input from several experts, we'll explore how children with severe to profound intellectual disability can learn with appropriate support, what can be done to best facilitate the learning process and the importance of the learning environment. Attitudes and communication are highlighted as being central to creating effective environments for learning. Researchers also report on their findings from a local study on intellectual disability and life long learning in South Africa. At the end of this week, there are additional readings, a forum for discussion and a graded quiz.

This week we look at the learning support needs of children with severe to profound intellectual disability. We consider how to set up learning programmes and integrate different skills and activities. We look at how to change or adapt these programmes to meet the specific needs of mixed groups of children and those in different stages of learning. We also explore the role of structure and routine in creating effective learning environments. Lastly, we look at empowering the caring team, to support the development of children with severe to profound intellectual disability. At the end of this week, you will be asked to critically evaluate a learning programme and review the assignment of peers.

This final week focuses on the relationships of care. We explore ways of giving agency to children with severe to profound intellectual disability who have been central to advocacy campaigns for their full inclusion in society. We also hear from caregivers who are, in many cases the key advocates for persons with intellectual disability. The circle of care for the caregiver is discussed, highlighting how they too need to be cared for and empowered. At the end of this week, there is a graded quiz. You may also choose to do the optional Honors Peer Review assignment.