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Teaching those with disabilities
Introductory awareness of Autistic Spectrum Conditions
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Recommended: Teaching those with disabilities
Students face challenges daily. Completing assignments, listening attentively, and surviving the complex social peer group are a few of the daily encounters of student life. Theorists have long studied how to educate the student, how to prove that their approach and theory is valid and effective. Educational psychologists have even more keen interest on the behaviours, motivators and strategies that are used in a classroom by teachers and students. Nipissing University uses Gagne’s theory of nine events of instruction to structure its lesson plans. Exceptional students face even more challenges. The educational career of a student used to be determined by their disability, not their capability. They are the same as every other student; they just learn and/or do things a little differently. A lesson plan will be explored through the viewpoints of the exceptionality non-verbal learning disability and psychological theorists. Non-verbal learning disability Students with non-verbal learning disability have the unique advantage of having excellent memory for things they hear, advanced and large vocabulary and reading skills, excellent verbal expression, and verbal reasoning. Difficulties and challenges associated with the exceptionality include: poor memory with things they see, math skills (estimation of size, shape, distance) written expression (often because of poor handwriting), problems with sense of direction, visual-spatial organization, cause and effect, sequencing and abstract reasoning. Socially they have challenges with: adapting to new and complex situations, trouble understanding non-verbal feedback (social perception, social judgment and social interaction), talk a lot, talk out of turn, interrupt frequently, poor physi...
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...ry 2012, from Helping your child with non-verbal learning disability: http://www.hamiltonhealthsciences.ca/documents/Patient%20Education/NonVerbalLearnDisability-lw.pdf
Kelly, M. (n.d.). About.com Secondary Education. Retrieved January 2012, from Gagne's Nine Events of Instruction Using Gagne's Nine Events to Create Lesson Plans: http://712educators.about.com/od/learningtheories/tp/Gagnes-Nine-Events-Of-Instruction.htmhttp://712educators.about.com/od/learningtheories/tp/Gagnes-Nine-Events-Of-Instruction.htm
Wagner, D. (2001). Learning Disabilities Resources Community. Retrieved 01 2012, from What are non-verbal learning disabilities?: http://www.ldrc.ca/contents/view_article/176/
Watson, S. (n.d.). About.com Special Education. Retrieved January 2012, from Understand Inappropriate Behaviour: http://specialed.about.com/od/behavioremotional/a/behavsupport.htm
13th Ed. -. Jo Ray McCuen-Metherell and Anthony C. Winkler. Mason, OH: Cengage Learning, 2011. 428.
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
Guthrie , J. W., Heyneman, S. P., & Braxton , J. M. (2002).Encyclopedia of education . (2nd ed., pp. 283-289). Farmington Hill, Michigan: Cengage Gale.
The areas of the brain that deal with speech and verbal communication are on the left side of the brain. Broca’s area in the left front of the brain deals with producing speech, and Vernike’s area in the left side of the brain deals with understanding speech. In some cases, the left side of the brain is much stronger than the right side, and a person is much stronger with verbal communication than non-verbal communication and activities. This is referred to as a non-verbal learning disability (NLD). The main characteristic of people with NLD is that their verbal IQ tends to be much higher than their performance IQ. The purpose of this paper is to explore the characteristics of NLD, and look at ways to help students with this disability .
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
Finding reliable sources of information for learning disabilities is difficult. The subject is broad and many of the individuals offering information on the subject are doctors or professionals within the field of education. Similarly to the medical field, the opinions and research findings of the educational field very greatly between the researchers and what those researchers are attempting to discover or reveal.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
First of all, it is important to understand the different types of disabilities. As seen from the definition of a child with a disability above, there are several kinds of disabilities. The disabilities are based on the Individuals With Disabilities Education Act (IDEA) and each disability involves cases in which a child’s educational performance is negatively affected (National Dissemination Center for Children with Disabilities, 2010). Some of the disabilities are more common than others, but it is important that teachers are familiar with each type of disability. Once...
Learning Disability is a recognized category under the Individuals with Disability Education Act (IDEA) 2004. Students identified as having a Learning Disability after undergoing an Initial Evaluation, are approved for the support of special education services. Under the IDEA all student, regardless of their disability, have the right to a Free and Appropriate Public Education (FAPE) in their Least Restrictive Environment (LRE). Learning Disability is a widely used, universal term that describes specific kinds of learning problems that students may have. A learning disability can cause a student to have trouble learning, retaining and using skills in reading, writing, math, and comprehension. (Sillman, Bahr, Beasman & Wilkinson, 2000)
Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
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.
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity