Instructional planners should design a variety of experiences that will allow active participation of the learners. The gap that exist between the level at which students with learning disabilities perform as well as the demands of the curriculum that they normally are expected to cover is wide. As a result, incorporating instruction design and technology in their learning will certainly go a long way. Ginsberg and Karen (2008)argues that technology, whether instructional or assistive, has however, played uneven role within the individuals with learning disabilities since it was started. Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability. Response To Intervention Model(RTI) Malhotra (2008)discusses the RTI model along with the Technological Pedagological Content Knowledge (TPACK). The Technological Pedagological Content Knowledge was developed as a form of instructional design framework with an aim of integrating technology, content, and pedagogy for design as well as for delivery of various types of content. Technological Pedagological Content Knowledge is an extension of Shulman’s (1987) classic construct of the pedagological content knowledge. This has actually been helpful construct especially while conce... ... middle of paper ... ...lternate formats, or rescheduling classroom locations. It can also be through arranging other accommodations for students with disability. In conclusion, the response to intervention model is intended to build on the theoretical constructs of TPACk and it is important for the practitioners to take time and reflect on the existing Evidence based Practices for providing instruction, the demands of curriculum and the needs of individual students. Notably, while the cognitive theory is individualized and calls for the instructors to clearly understand the needs of individual students, attribution theory advises the teachers to consider the students with learning disability by ensuring positive attribution. Inherently, integrating the two theories will significantly help not only in understanding the students but also in ensuring that the students learn and understand.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
Assessment of Technological Context, Learners, and Content – to ensure that the available technology can deliver the designed learning, the learners can access and understand the technology, and the delivery is appropriate for the learning content
As many as one in five people in the United States has a learning disability. About 5% of the total population of all school-...
This course has being an rude awakening of how much reading and math skills are so important for the students to be able to succeed academically in all the subject areas, by demonstrating different approach to help the students’ progress in different areas of need. The course overall give many different ways that a student with a learning disability is able to be a participant in the general educational instructional context. Five important practices that were discuss in the course that will help me in my teaching are working in collaboration with the general education teacher, how to help student to promote social acceptance and managing behavior, how to assess the students and teach phonological awareness, phonics, and word recognition, ways
The majorities pedagogical technology practices studies are based on case studies of best practices or implementations of new technology in pedagogical practices. Certainly, these studies demonstrate several important facts that led to the development of comprehension of the educational technology field. However, they are simply the first stage in the development of unified theoretical and conceptual frameworks that would apply across diverse cases and examples
With regard to teaching students with learning disabilities, it was found that a majority of teachers did not take any particular efforts towards addressing the needs of these students may be because their disabilities were hidden or invisible in nature. Contrast to the lack of information on how to cater to students with learning disabilities, a majority of the teachers were able to adjudge some measures as facilitating learning among students with visual impairments such as encourage students to sit in the front row, read aloud any text that was presented in visual format or making the study material available in soft copy. The onus, however, was on the stude...
Kwan, R., Fox, R., Chan, F., & Tsang, P. (Eds). (2008). Enhancing learning through technology: research on emerging technologies and pedagogies. Singapore: World Scientific.
According to Friend and Bursuck (2002), parents are key participants in all decision making related to their child’s suspected or documented disability. Professionals and parents must understand that instruction sometimes must occur in a separate setting in order to meet the need of the student. In order for a student to be referred to special education, certain procedures need to be followed. For instance, teachers have to provide data of assessment, different type of interventions and information about the strength’s and needs in all areas of concern Friend &n Bursuck (2002). In order for a student to be placed in a inclusive classroom, parents, teachers, diagnostician and other staff have to discuss all the benefit from the program and the reason the student needs to be placed in such program. As an educator, I have the responsibility to communicate with families and other stakeholder about all the benefits of including special education to students with disabilities and how this program will meet the need of the student. The decision that they make has to be relevant to the student’s
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
Williams, John, and Wendy Fox-Turnbull. Technology Eduction for Teachers. Boston, Rotterdam, and Taipei: Sense Publishers, 2012. Springer. 55-92. Web. 31 Mar 2014.
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to
Then subsequent to shulman’s PCK, the Technological Pedagogical Content Knowledge (originally TPCK, now known as TPACK) was introduced by Mishra and Koehler (2006) to give details an integrated framework to make clear the significant parameters connecting to technology amalgamation in classroom settings, which are Content, Pedagogy and Technology. This TPACK structure does not consider the above three key elements in separation, but rather in the complex interactions in the system they define. TPACK offers new point of view and opportunities for looking at a difficult phenomenon like technology amalgamation in the classroom and teacher preparation. Furthermore, it permits researchers, teachers,
Teachers no longer are the distributors all the content as technology will do well on the content side. However, they still play important part in new curriculum. Educators must work with technology to assure that the technology does what it can do best, such as provide lots of differentiated and individualized examples and help students understand and interpret those examples. Teachers have to motivate students, respect them, empathizing with them, and encouraging their individual passions.