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Key Learning Needs

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Introduction This presentation on inclusive practises is intended to assist educators to meet the needs of a diverse population of children with varying cognitive abilities; developmental and learning disabilities; sensory impairments; and different cultural and socioeconomic backgrounds. Below are the key learning needs identified of the chosen case study Hayley, a year 11 student with Down syndrome. I have also mentioned how to cater for the needs of all students in the classroom. The difference between differentiation and reasonable adjustments is also explained. Ways to differentiate pedagogy to meet individual needs. I have also mentioned disability support agencies and additional support. A range of assistive technologies are discussed and recommended. Key Learning Needs of Hayley …show more content…

The extent of delays are not the same across all areas, and there are significant differences between individuals. There are also a number of medical issues teachers need to know regarding students with Downs syndrome. These include heart conditions, vision and hearing impairments, Sleep Apnea as a result of nocturnal breathing issues. Most students tend to be distracted easily and have a poor attention span. Some students may also be diagnosed with other disorders such as Attention Deficit Hyperactivity Disorder. The impact of students with Down syndrome can be addressed through reasonable adjustments and differentiation. Teachers should encourage student participation in all the same learning activities as their peers and can modify the material appropriately. Teachers need to understand these students may take longer to learn new things and complete work than other student, repetition and consolidation to retain new information is required. Students with Down syndrome will benefit from visual cues and reinforcement in all areas of

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She wrote articles about special education, and mental health problems and solutions. She used her own experience to show that assistive technology is a good resource for students who face challenges in their daily life. Assistive technology has helped her become successful by allowing her to continue with her studies. She shows us that she didn’t give up and found alternatives in order to keep attending school.

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Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum? If students are limited to only a resource room for their educational experience they run the risk of receiving a narrowed curriculum reduced to practice of individual skills. Exclusion from general education classrooms may also result in lowered expectations because students are not exposed to peers with skills that they are working towards learning.

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Kids with Down Syndrome might be delayed in learning, but they still have the same hopes and dreams as everyone else. Children with Down Syndrome still dream of getting married, having kids, and getting their own house. They enjoy their independence, and like to work for their money. They can still do things like other kids, such as going to the store, counting out money, and buying

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Psychoeducational Testing Interviews A special education teacher and mother of three children, one with an intellectual disability of Down syndrome, diagnosed as mild and high functioning, participated in interviews with the author. The interview questions focused on the respondent’s experience and views on psychoeducational testing, which determines a student’s cognitive abilities and academic performance levels that ultimately yields recommendations for instructional planning (Bell, S. M., 2002). In conclusion, the interview includes a reflection of the two interviews through a compare and contrast as well as how the interviewees’ perspective on psychoeducational testing corresponds to the author’s personal and professional roles. Background

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In a school setting, students with disabilities often use their diagnosis as an excuse to turn from their responsibilities and release control. While a disability may limit them in some ways, guiding them back to the tasks they can complete and are in control of is a common function of teachers, therapists, and

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After the IEP is made and the child is accustomed to our classroom, the details of our lessons become more specific and more practical to suit their needs. This is referred to as differentiation in lesson planning. If we take an intellectually disabled student who has Downs Syndrome our differentiation would look differently than a differentiation plan for a student with ADHD or Conduct Disorder. The Downs Syndrome Education website cites that the basic principle for teaching students with Downs Syndrome is to appeal to their learning strengths. With this recommendation comes the additional advice of: reducing the oral demands and continuous time spent on one lesson, use pictures and list to enhance memory skills, and actively teach to provide clarity and relevancy.

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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Children with Down syndrome expected to survive to age nine. Due to advances in medical technology and with discovery of antibiotics, the average survival rate increased up to age 19 or 20. But today, more than 80% of people with Down syndrome reach age 55, due to advances

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Educators are constantly striving to focus on student’s individual characteristics and strengths, however a successful inclusive teacher requires classroom support and innovative strategies. The term inclusion lacks common definition and varies in nature among school districts. For some districts the term inclusion is the physical presence of students with disabilities in the general education setting while in other districts it means active medication of academic content. The article explains effective inclusion practices based off interviews of nationally well-known leaders in the field of inclusive education. Effective implementation and support of inclusive teaching requires the five following practices: Connection with other organizational best practices, visionary leadership and

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Introduction and Outline This essay’s purpose is to highlight how school curriculum is altered in order to include a student with additional learning needs. Every student is unique and for that reason a teacher must differentiate the curriculum to suit the needs of student with a specific learning difficulty. Dyslexia is the learning difficulty which will be examined theoretically and methodically in this essay. This essay will examine the different learning theories of how to engage a child with dyslexia in the classroom.

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All students are different and various levels of disabilities and their severity

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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