We are the Association for Child and Adolescent Mental Health, or ACAMH for short. And this is ACAMH Learn. The videos that you are about to see were developed as part of a project for empowering teachers to work with children with disabilities in their classrooms. The project, Teacher Empowerment for Disability Inclusion, or TEDI as it was known, was undertaken by the Disability Studies Division at the University of Cape Town with Christoffel Blinden Mission and funded by the EU and CBM. On that programme, we developed short courses and Massive Open Online Courses, MOOCs, with the aim of introducing teachers to the ways in which they can accommodate children with disabilities in their classrooms. The videos in this series are taken from those MOOCs, and I hope that you will find them useful. If you want more information on any of those topics, please feel free to have a look on the Coursera platform for courses on disability inclusion. So through the expertise of leading professionals, these videos offer in-depth discussions on understanding, supporting, and empowering individuals with intellectual disabilities across various contexts, including education, advocacy, and daily life. I begin these videos with an introduction to intellectual disability by explaining definitions and assessment frameworks, like the DSM-5 and the American Association for Intellectual and Developmental Disability definitions. I highlight the importance of considering both intellectual and adaptive functioning, emphasising that individuals with intellectual disabilities possess unique strengths that can flourish where they have appropriate support. I also explore how the severity of intellectual disabilities, ranging from mild to profound, has an impact on conceptual, social, and practical skills, underscoring the lifelong care that is required for those with severe and profound disabilities. In this set of videos, we focus on those with the most severe disabilities. And please bear in mind that working with persons with milder forms of intellectual disability will be very different, especially when it comes to encouraging independence and autonomy. In the next video, Professor Brian Watermeyer expands the conversation by contrasting the medical and social models of disability. While the medical model of disability views it as a condition requiring treatment, the social model frames disability as a societal issue that is rooted in barriers that hinder the full participation of people with different bodily impairments. This means that we need to look at a person in their context and recognise that they will function differently according to the supports that are provided in that context. Brian advocates for a human rights-based approach to dismantling these barriers and promoting inclusion. Professor Roy McConkey then explores inclusive education with a particular focus on Africa, and this would be relevant then to other low and middle-income countries. He highlights the challenges and opportunities of integrating children with disabilities into mainstream schools, emphasising that inclusive education benefits all learners. Achieving this requires a shift in societal attitudes, adequate resources, and community engagement. Complementing this discussion, there will then be videos that delve into empowering teachers through professional development, encouraging collaboration between parents and educators, and utilising Universal Design for Learning to create lesson plans that embrace diverse learning styles and needs. Our next speaker, Dr. Rosanne Reynolds, emphasises the significance of effective communication and collaboration between parents and teachers to create inclusive and supportive learning environments. She outlines practical strategies for adapting teaching methods to meet the unique needs of each child. Carol Bosch takes us further by discussing how to empower children with severe intellectual disabilities to express themselves and advocate for their own needs. She introduces alternative communication methods and stresses the role of caregivers and educators in fostering self-determination to prevent abuse and promote independence. For children with severe to profound intellectual disabilities, the video series offers practical guidance. Colleen Spangenberg discusses stages of learning, such as awareness, engagement, and active participation, showing how repetitive, sensory-based activities can build essential skills. Amy Isaacs focuses on creating structured, sensory-rich environments and daily routines that encourage independence, problem solving, and social interaction. Another video highlights how adapting the school curriculum through individualised assessments and interactive learning methods can provide meaningful educational experiences for these children. The series concludes by championing a rights-based approach to disability inclusion. It emphasises the need for societal change, family support, self-advocacy, and education to create environments where people with disabilities can thrive. Through this lens, inclusion becomes a matter of dignity, empowerment, and social justice, especially for those with severe intellectual disabilities. [MUSIC PLAYING]