Classroom Case Study

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CLASSROOM CASE STUDY 7

ClassroomCase Study

ClassroomCase Study

Attentiondeficit disorder (ADD), Attention deficit hyper activity disorder,autism and autism form part of some of the major conditions thatimpede learning. In almost all institutions of education there is achance of encountering students with one of these conditions. It istherefore imperative for the teacher to be well equipped so as tohandle the challenges involved in an effective manner.

Characteristics

Duringteacher-student interaction, being able to notice the presence ofdisabilities is key for the best outcomes to be achieved. One of themain characteristics that suggest disability is academic achievementdeficit. This learning disability is usually marked by slow learningespecially in reading, mathematics and written expressions. A teachercan therefore be able to identify weakness in a student in one ofthese areas or all. In addition, reading also poses the greatestassociation with academic failure and thus difficulty in reading is afundamental indicator of the presence of learning disabilities amongstudents more so in English speaking countries or regions.Furthermore there are other attention disorders that could bedisplayed by the respective students including high levels ofdistraction, day dreaming, lack of attention over a short timeperiod, lack of organized work and activities as well as loss offocus in whichever activity and persistent restlessness.

Academiccontext

Dueto the fact that close to the fact that approximately 15% translatedto over 1 billion of the world’s population have a certain kind ofdisability, there are several professional settings which have beenput in place to provide services that strive to uplift the lives ofthe disabled. These professional services are not limited to thephysical aspects of health alone but also engages in socialinteractions, and connections, motivation, self-esteem and sport.Different entities provide specified services according to the needsof the people with disabilities and in some situations, the servicesare classified according to age groups. With specific examples tostudents of the age groups between 11 and 18 years of age, thestudents are exposed to practical life skills including hygiene,money management, road safety, communication skills and relaxationskills among others. In addition, they are expected to participate increative sports as well as camping. The provision of respite care andworkshops for support are also included in this set of provisions.

Universaldesign

Providingmore than a single means of representation is important to makelearning and participation more accessible. This can be achieved byensuring that the most important information is given out using awide variety of modalities and in a format that can be easilyunderstood by everyone in that particular setting. This will ensurethat information is much more accessible to the learners especiallythose with perceptual disabilities and also those without.Furthermore, clarification of educational contexts such as symbols,structure and vocabulary as well as mathematical notations is ofimportance. This can be further improved by providing alternativelanguage that promotes understanding as well as illustrations usingdiverse media such as pictures, images and videos to supplementtextual information

Secondly,providing a means for expression of understanding is based on theprinciple that different people defer in the way they express whatthey know. With regard to this principle, it is important to allowfor different modalities of expression for example some will expressthemselves better through writing while other would do so usingspeech or action. Providing varied means and actions for expressionis essential in this case. The use of technology such as expandedkeyboards and voice activated mechanisms can be helpful as well asintensifying the capacity for progress monitoring.

Engagementis a crucial element in learning and this calls for the applicationand provision of several options of engagement. This is because thelevels of participations differ from one individual to another withsome preferring to work alone while others in circles or groups,others may like to be engaged in unusual findings spontaneously whileothers may be disengaged. Employing ways that optimize engagement toactivities that are relevant to individual’s goals and objectiveswhile at the same time respecting and maximizing choice and autonomymay come in handy. This can be further supplemented by making surethat any threats or factors that cause demoralization and any form ofdistraction are avoided at all costs to create an ample environmentfor learning.

Collaboration

Inorder to ensure that the individuals with disabilities have achievedsignificant levels of success, it is important to collaborate andform working partnerships with different educational and socialfeatures. One of the things that could be implemented is theestablishment of a strong connection between the school, student andthe parents. This involves the provision of knowledge and skills toparent that will foster learning and support the students as well asprovide a good communication network followed by family participationin planning, leadership and other relevant activities. Linking thestudents to the necessary community resources includes providingaccess to community based programs such as healthcare, humanservices, business opportunities, conferences, experimentalopportunities as well as sport that will support both efficientlearning and well-being. In addition, special education can beutilized by creating educational programs that are both detailed andtuned to fit the specific needs of the individuals. This is can befurther facilitated by improving the strengths, provision of a rolemodel with the desired impacts, and the application of technologythat support learning. Furthermore, utilizing the presence of socialnetworks among the students can prove to be effective especially bythe pairing of students who are most likely to create positiverelationships.

Resources

http://www.udlcenter.org/aboutudl/whatisudl/3principles.This website provides the basic guidelines in detail, with regard tothe three principles of universal design. It is therefore a helpfulwebsite especially for teachers engaged in special education to beinformed on the various methods that can be applied in the programs.

http://education.ohio.gov/Topics/Other-Resources/Family-and-Community-Engagement/Getting-Parents-Involved/Sample-Best-Practices-for-Parent-Involvement-in-Sc.This website is equipped with important information regarding thepractices that can be implemented to bring out the best results fromstudents. It can be instrumental for both teachers and parents.

http://www.hwns.com.au/Disability-services/students-with-disabilities-11-18.This website provides information about the different activities andservices offered to people with disabilities with the aim ofimproving their health, education, life skills as well as socialinteractions for all age groups. It can be of assistance for bothparents and the students.

Continuingprofessional development

TheCouncil for exceptional children is focused on the development ofspecial education by the continuous hosting of special needstraining. This means that there is constant revision andstrengthening of curriculum and the subsequent passage andapplication of the knowledge for the benefit of those with specialneeds. In addition to this council, the National Association ofSpecial Education Teachers is a body that is dedicated to ensuringthat the special education teachers have attained the highestpossible professional standards through vast networking, conductionrelated research and other teacher benefits which ultimatelyfacilitates the provision of high quality special education programs.

References

Armstrong,T. (2013, April 9). 7Ways to Bring Out the Best in Special-Needs Students.Retrieved from Education Week Teacher:http://www.edweek.org/tm/articles/2013/04/08/fp_armstrong.html