EDC2400 Educating Learners with Special Needs Across Contexts - Free S

Post 1: Strategies necessary to ensure that assistive technology is used effectively to promote learning.

Assistive technology mainly focusses on services and devices that can be used to ensure that the student with challenges gets quality services during learning. When using assistive technology following, there are various strategies that can be implemented. The first strategy that I have seen yielding good result is developing computer devices that have functionalities designed for the disabled students only in reference to Hwang, Lai & Wang, (2015). The devices should be portable and lightweight. On the other hand, I recommend that training should always be done to the disabled students before implementation of the program. The second strategy is developing software that has instructions for guiding the student on what to a particular time. For instance, a program used in guiding the student on how to take notes with the electronic devices such as a laptop or iPad. I have also witnessed implementing mid-tech devices which have specific sounds recorded on them which assist in learning. Other mid-tech devices include note takers and calculators for the disabled. An example demonstrated in class is calculator, however, there is personal example which is a reading guide that can assist children with reading challenges.

Task 2: Strategies to accommodate disabled students in the classroom.

Impacting knowledge to disabled students is quite challenging if one lacks a strategy to pass the knowledge. As an experienced person in the field, I am aware of some few steps that teachers may use to accommodate the disabled students. The first strategy is to group the disabled students according to their level of learning. The grouping strategy would assist the students to have a common background in learning and they will catch the requirements from the teacher as first as possible according to Barnett & Gay, (2015). For instance, the newly admitted students may be placed together and taught basics as the advanced materials are passed to the other groups. The second strategy I have seen is providing the reading materials depending on the level of knowledge. Advanced books have high standard English while the basics are fit for the new students. Another strategy is to post the students in different classroom settings depending on the group level. The matter can assist to prevent disturbances from the rest of the groups. I would also recommend objective learning where each lesson is focused on the specific topic. An example demonstrated in class is grouping the students according to their capacity, there is also personal example, where children are given reading topics according to their understanding.

Part 2

Question 1: Spectrum, Continuum and the Implications for Teaching

When an individual is attacked by the autism spectrum, he or she development continuous challenges in the way he behaves and communicates. However, it the duty of teachers to impart knowledge to all whether students whether he has a disorder or not. The question is, how do teachers deal with such students and what is the impact of the disorder in teaching. The first thing that I would say is that, in the teaching environment, the teacher must be aware of the student suffering from the disorder according to McLeskey, Rosenberg & Westling, (2017). Besides that, I can say that it is important to know the effects of the disorder on an individual. For example, difficulty in communication and behaviour change in the individual. Autism disorder is mainly referred to as spectrum because it comes in various varieties. Therefore, it means the person may be experiencing the challenges according to the type of autism he is suffering from. What is important at this point is that the teacher should always consult an expert in the field of the disorder to examine the student according Parker, Bush & Yendol-Hoppey, (2016). From there, teaching would not be challenging as before. The suitable example in class was knowing each and every student challenges before beginning the teaching process, I would recommend training of the individual who needs to handle the students.

Question 3: NAPLAN effects and strategies on the effects.

When the teacher is teaching students, parents, teachers and the students have an objective in the learning process. However, it is important to know whether the objects have been met or not. The government came up with NAPLAN as a way to how a student performs with the average given out nationally according to Reeves, Exley & Dillon-Wallace, (2018). Consequently, one may ask what are the consequences of this program to students, parents, and teachers; whether negative or positive. I come to realize one of the benefits is that the students are able to know their strengths and weakness in the field of learning in reference to Thompson, (2014). I agree with this point as presented in the infographic because from there, the students can improve. Besides that, I agree NAPLAN is important because it enhances the accountability system both in teacher and student. For example, in class there were sheets for teacher and student to fill what they have achieved in each lesson, how at personal level it is important to know the capability of every student to avoid pressurizing the teacher.

The challenge is that the program makes the parents demand more from the teacher when a student fails. One way of correcting this is giving a target to the student also thus will satisfy both parent and teacher. Individual responsibility would act as the best strategy on the matter.

Refences

Barnett, J. E. H., & Gay, C. (2015). Accommodating students with epilepsy or seizure disorders: effective strategies for teachers. Physical Disabilities: Education and Related Services, 34(1), 1-13

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. Pearson.

Parker, A., Bush, A., & Yendol-Hoppey, D. (2016). Understanding teacher candidates’ engagement with inquiry-based professional development: A continuum of responses and needs. The New Educator, 12(3), 221-242.

Reeves, S. S., Exley, B., & Dillon-Wallace, J. (2018). Secondary school English teachers caught in the NAPLAN Fray: Effects of the disparate responses. English in Australia, 53(1), 24.

Thompson, G. (2014). NAPLAN, MySchool and accountability: Teacher perceptions of the effects of testing. International education journal: comparative perspectives, 12(2).