Adapting Curriculum and Teaching Strategies and Planning for effective conclusion

Még több ilyen

Teaching - the latest

Szerző: ben winter

WBS for building a new house

Szerző: niga fatah

Business ethics

Szerző: DIANA MAGALY LEYVA PEREZ

Central topic

Szerző: Emily Renner

Reference: Downing, J. (2006). Students with moderate and severe disabilities: Strategies for the K-12 inclusive classroom (1st ed.). The Special Educator. Foreman, P. (2011). Inclusion in action (1st ed.). South Melbourne, Vic.: Cengage Learning Australia Pty Limited. Mastropieri, M., & Scruggs, T. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). New Jersey: Pearson. Wolfe, P., & Hall, T. (2003). Making inclusion a reality for students with severe disabilities. Teaching Exceptional Children, 35(4), 56--60.

Adapting Curriculum and Teaching Strategies and Planning for effective conclusion

Students

Be in a classroom which is welcoming

Peer assistant- allow students to help one another; this will increase their communication skills

Be treated equally

Students should feel confident and comfortable in the classroom

Steps for applying curriculum based assessments

5. Actively monitoring student progress and adjust program features in the light of progress information

4. Introducing effective instruction

3. Establishing short-term instructional objectives for the students

2. Assessing the current performance levels of the students incorporation to the curriculum

1. Identifying and analyzing the curriculum and sequencing the information

Reference: Foreman, P. 2011

What is the curriculum?

Issues with the curriculum

Target-directed learning

Prior knowledge and new knowledge links

Adapting the curriclum

There is an alternative model of the curriculum which exists for students with disabilities. They have the same KLA's but vary in the learning outcomes and the activities used for their assessment

Government standards for students and the Society's impact on what students should know

Parent Involvement

Every child has the right to an education

Regardless of what ability/disability the child has the have a right to an education

Subtopic

World wide right

Disability Standards

Extra curricula activities

For students whom finish early/ or are finding difficulty in the curriculum activity

Educational Assistants

Sometimes some classrooms may need extra assistance depending on the students and their ability. Allow the students with a disability to be focused on more

Suitable classroom setting

Every child should be able to have easy access to any classroom

Flexibility in methods of participation

Some students may not be able to do some activities, so have the same activity set out in different styles

Eliminate, as far as possible, discrimination against perons on the grounds of disability in the area of education and trainning (Commonwealth of Australia, 2005)

Students should participate in the classroom

The development of the curriculum, accreditation and delivery

Instructional Cycle

Evaluating

Implementing

Planning

Assessing

What to teach and how to teach?

Assessments

Curriculum based assessment

Completing the syllabus for the year

The assessment does not always need to be formal, but allowing the student to think it is a test etc. will allow them to experience what it feels like to be under pressure

More than one style of assessing a students knowledge as not all students react well when under pressure.

Monitors student performance and understanding

Different Teaching Strategies

After many years of research the most used version of co-teaching is 'one teach, one assist', according to Scruggs, Mastropiere, and McDuffie (2007).

Using technology in the classroom has had many benefits for the students and teachers

Students with high additional educational support require a greater commitment to innovation and effort (Downing, 2006)

Include the student in collaborative learning (Wolfe & Hall, 2003)

What is the students strengths and weaknesses

Identifying long-term goals and curriculum priorities

Helps both the students and teacher layout what they want to achieve

Teachers

All students are equal and must be treated equally in the classroom

Create a relationship with the parents as they also play a major role in the childs development and classroom actions

Be creative and effective in the tecahing styles so all students enjoy and learn.

The need to be understanding of different situations that the children may experience

It is very important for teachers to create a link with their students. This will allow the students to develop confidence with the teacher.

Inclusion Education

The concept of inclusion is based on the notion that schools should, without questions provide for the needs of all children in their communities, whatever the level of their ability of disability may be (Foreman, P. 2011).