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Themes: Communication And Strategies And Approaches

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This assignment will overview a detailed knowledge and understanding of the nature of individual needs associated with severe and profound and multiple learning difficulties including multi-sensory impairments in order to understand the range of individual needs and strengths. It will also critically appraise the implications of the needs, experience and expectations of individuals with severe and profound learning difficulties. In addition, this assignment will also include several literatures to build up knowledge and understanding of the chosen themes that will enable me to compare and contrast the different views that I will then use to justify in my own argument. The following chosen themes: Communication and Strategies and Approaches. …show more content…

I believe that having a full insight on various strategies and approaches will enhance my knowledge and broaden my understanding on how to evaluate situations that may occur. This will be an advantage for the near future as I will have a clear insight of the procedure to take when taking individuals needs in to consideration. These themes will also show me that every individual is different whether they have the same learning difficulties or similar traits from their learning disorder. Picking the themes communication and strategies and approaches will allow me to understand efficiently how professionals evaluate an individual to know the best approach to communicating with them. I believe that having a full insight on various strategies and approaches will enhance my knowledge and broaden my understanding on how to evaluate a situation accordingly. This will be an advantage for the near future as I will have a clear insight of the procedure to take when taking individuals needs in to …show more content…

‘Touch is a way of connecting, exchanging information and building a relationship – this forms the basis of all communication’ (Sanderson and Harrison 1991). Touching and being in physical contact with vulnerable individuals can be effective as individuals with learning difficulties especially individuals who may have sensory impairment. Touch is vitally important as it is part of daily life as this develops relationships. ‘Gentle teaching’ McGee et al (1987) states to attempt to steer from relationships whereby the adult has the authority and control on developing more equal relationships from which learning will be able to occur. This learning strategy can be demonstrated to children with autistic spectrum disorders (Solomons, 2005). Moreover, Coming into contact with Individuals with sensory impairment you may find that this technique may calm them down as this can give them a sense of reassurance and comfort. Being in contact with someone does not always require you to be directly touching someone as there are individuals with severe SEN who are resistant to direct touch but this can be solved by tapping on their body brace or squashing between soft mats. I do agree with various points Hewett (2007) made throughout his article. However, as touch may be seen as an important aspect of communication,

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we must remember each child/ young person is an individual and it is our duty to make sure that the school curriculum will meet the needs of each individual child/young person whatever their disadvantages and ensure that relevant support systems are in place and available. Such as flash cards, sign materials in Braille, suitable access in and around school for children who may require walking aids. For example: Lauren requires the use of walking aids, other children are planting and growing vegetables in the garden area rather than excluding her, staff should ensure there is access down to the garden/play area with the correct adaption's suitable for Lauren to be able to fully access and participate in all outside activities that are offered to her peers. There should also be in the classroom provisions which will enable her to participate fully in all classroom activities without having to be

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For centuries, the special needs community has been unable to get the accommodations needed for them to be proficient members of their communities. Mainly, this stems from a lack of knowledge of the brains and needs of people with special needs. This reality is showcased in the Steinbacks novel, Of Mice and Men, and Modern Society. During the 20th century, the special needs community struggled greatly. Having mental disabilities made life complicated for many families; the lack of resources and knowledge about special needs made it virtually impossible to get adequate accommodations.

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Firstly, those experiencing a disability should require more help and support either from family members of friends, to ensure they are guided in the right position. John

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Only though the knowledge of both the disability and the strategies or technologies available can a real solution be put forth and implemented for a student in need. Below are four types of disabilities, and how they can be helped within a classroom and within a lesson plan. There is no one size fits all for the needs of students, yet knowing how the disabilities affects a student and some solutions can help further the in classroom support from the

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The article has influenced what I will do by making sure that everything I do in the classroom can be linked to grade level and general education curriculum but is also adapted for students with significant cognitive disabilities. This article has influenced what I will do in my classroom by assuring that everything can be easily adjusted for students with significant cognitive disabilities. I will use the information in the article to reflect on whether the lessons will be easy or hard to adjust to the students with significant cognitive disabilities. I will use the information from the article to make sure that everyone knows how to adjust the lessons and activities for children with significant cognitive disabilities. I will use the information by covering all of my bases when it comes to the law and policy for students with disabilities.

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The children I work with all have a communication difficulty, many remain non verbal and learn to use an augmentative communication system which will be suited to their individuals needs. Communication is imbedded throughout the whole school curriculum, as a practitioner I strive to find effective strategies to support the children’s communication. Introduction I first became aware of the work of Gina Davies when I began a distance learning course at Birmingham University WEB AUTISM. During the course material we were given a range of examples of the best practice in autism education. One example that stood out and intrigued me amongst the many I observed was a film clip of an interview by Gina Davies.

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On September, the 27th we completed the “Learning Disabilities” simulation. The purpose of this simulation was to help us understand learning Disabilities. Learning disabilities term was developed by Professor Kirk in 1963. This simulation was conducted through some websites called Understood.org. Other information was given through two other websites called Depual.edu and Childrenofthecode.org.

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However, students with disabilities often find it difficult to acquire these social skills (Brown, 2001, as cited in More, 2008 ). Individuals with Autism Spectrum Disorder (ASD’s) have difficulty in daily activities (Blenner, Reddy & Augustyn, 2011, p.894 due to the deficits in communication, cognition, sensory and motor performances, social interactions and are characterized by their restricted repetitive behaviours. Students with ASD’s have social and educational impairments due to their condition and as a result are deemed as being disruptive in classroom or household

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44(9), 32-34. Dudley-Marling, K. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482-489. Sleeter, C. E. (1998).

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The National Autistic Society (2017) defines autism as a disability that affects how people perceive the world, interact and their lifelong development. Autism is a spectrum that can affect each person in a different way, although all autistic people share certain difficulties, for example, social communication and interaction, sensory, routines and highly focused interests. As the student find it difficult to focus and stay engaged when learning in the open zone it has an overall effect on the dynamics of the class. I have found that if one student is particularly distressed from too much sensory input then the student who is also non-verbal and struggles to communicate this but is transparent through their behaviour. As the student cannot keep on task and vocalises inappropriate noises which influences the quality of learning for others in the class.

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Social interaction problems arise when persons with autism find it very difficult to mingle. Problems associated with interaction include finding it difficult to establish and maintain friendship, lack of interest in people, withdrawing oneself from other people, not paying attention in anything, being distant, and difficulty in expressing one’s feelings and emotions. Social imagination is being able to understand a person’s behavior, thoughts, feelings, and a person’s creativity. People with autism find it hard in imagination due to problem such as general imagination difficulty, trouble in comprehension of future events, challenge in shifting to new and unfamiliar situations, and finding it difficult to understand other person’s feelings, actions, and thoughts. Autism in the Inclusive Classroom Inclusive classroom entails bringing of students with and without disabilities together in school to access education in a general class.

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This research looks at learning disabilities and views it in four ways. The two categories of types of learning disabilities. Firstly, the four stages of information processing used in learning which are input, integration, storage, and output. Secondly, the deficits areas of information processing which are Dyslexia, Dysgraphia, and Dyscalculia. Thirdly, the causes of learning disabilities that are differences in brain structure, alcohol or drug use, lead in water or paint, and dementia or a traumatic brain injury.

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This chapter presents a review of literature related to the variables of the study. It is divided into two parts, Part one deals with the theoretical framework focusing on reading difficulties, types of reading difficulties, Dyslexia, different types of dyslexia, characteristics of dyslexic pupils, techniques for teaching dyslexic pupils. It also tackles the multi sensory approach, its principles, content to be taught in multi sensory teaching, strategies and benefits of using multi sensory approach in the classroom. In addition this chapter provides studies related to the present study. Reading difficulties

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30-43). Any intervention is approached from a medical perspective, with outcomes focused on health and illness. Although the medical model has a contribution to make in the field of intellectual disabilities for individuals with higher support needs, it can also restrict others from being involved in everyday activities and social interaction (Oliver, 1996). This may deny them the opportunity for creativity and self-expression and for reaching any potential they may have.

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Definition, Characteristics, and Etiology or Causes It is only in the 1960’s that the term ‘learning disabilities’ were used to refer to severe learning problems of individuals in order to provide administrative convenience and focus of advocacy. Although findings related to learning disabilities date back in the 1800s, Learning Disabilities is still a new area of Special Education and there is no single agreed upon definition of it yet. One influential definition that is accepted by most educators is the definition by the National Joint Committee on Learning Disabilities in 1981 which states that: “Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition

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