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Topic 1
What is diversity?
Diverse
Learning styles
Interests
Gender
Personality
Intelligences
Age
that each student can learn and that the needs of every student are
important
that high expectations should be set for each student as teachers account
for the current level of learning of individual students and the different rates at
which students develop
that the needs and interests of students will vary, and that schools and
teachers will plan from the curriculum in ways that respond to those needs and
interests.
Topic 2
Understanding AD/HD & FASD
Initial thoughts/ ideas:
AD/HD has to do with bad parenting
Hyperactive students that have been brought up without
boundaries/ rules
Cannot pay attention
FASD can affect children physically and mentally
1. Indicators
AD/HD
Inattention easily distracted, disorganised, difficulty finishing
tasks
Hyperactivity motor excess constantly on the go, fidgety
Impulsivity acts without thinking, interrupts others often
FASD
Cognitive - Learning and memory, poor spatial abilities
abstract concepts
Slow/ impaired auditory processing
http://specialedpost.org/wp-content/uplo 1
http://body-disease.com/wp-content/uploa 1
6. Classroom
Strategies
Understanding the student/s and building relationships with them
will aid in the teaching process. Having parental support is
important as well as understanding the disorder through research.
Multimodal instruction
Explicit instruction
Activity movement
Differentiated curriculum
Personal Learning plan
Resources:
http://complexld.ssatrust.org.uk/
Broad Medows Primary/ Secondary School Programs for AD/HD
disorders
Topic 3
Planning for students with special needs
Speaking encouragement into students lives is a great way to build
relationships and helps those with low self-esteem levels to be
encouraged to learn.
Negotiated Education Plan (NEP)
Written statement/ program for a student with special needs
designed to aid their learning.
Intellectual, physical and sensory disabilities are legally required to
have an NEP.
An NEP should include:
Background information
Childs current strengths and preferences relevant to learning
Learning goals
Who is responsible
Planning will consider modification to the learning environment, to
resources or equipment, curriculum adjustments and teaching
methodologies.
One Child One Plan
- One plan for students that require assistance in various means
-
My Previous Experience
Autism Spectrum student at my previous professional
experience Tyndale Christian School Year 9 Design and
Technology
Topic 4
Understanding Giftedness
Characteristics of gifted students:
Precocity The capacity to learn at faster rates
Intensity Capacities f=to find, solve and act upon problem
more readily
Complexity Capacities to manipulate abstract and make
connections, and to work at multiple levels
High achievers work hard whilst gifted learners often play around,
yet tests well.
Gifted learners:
Are highly curious about a particular topic
Elaborates/ discusses answers at length
Display strong feelings and opinions
Gifted learners
already knows the
answers
Only need 1-2
repetitions whilst it
takes high achievers
5-8 times
Construct abstracts
Initiates projects
Are intense
Often have other things on their mind
Topic 5
Case Study of Matthew Turnbull
Dyspraxia
Processes information, yet struggles to articulate it (orally, visually,
through writing).
- High number of divorce from disability in the family
- Disenfranchised grief
In regard to supporting students with a disability, good teachers will:
Plan ahead and get to know the student
Meet with parents regularly
Get to know parents and their issues
Value parental input and understand they know their child
best
Maintain open, regular and frequent communication at their
initiative
Set a bar for the student
Set homework not to be completed in class
Give encouragement as well as highlight difficulties
Give feedback on things they CAN do
Encourage life skills for the students
Resources:
Bowes, J. G. (2014). CHILDREN, FAMILIES AND COMMUNITIES (4th
ed.). . South Melbourne, Vic.: Oxford University Press .
Topic 6
Teaching students with hearing impairment
Auditory Processing Disorders are much more prevalent in classes
these days.
Severity of hearing loss in students:
Mild (20-39db) Difficulty understanding speech in noisy
surroundings
Moderate (40-59db) Only face to face speech within 2
metres, yet loose 50% of
noise any further away than 2m.
Severe (60-90db) Conversation must be very loud to hear at
all. Maybe able to discriminate some vowels only. Will rely on
visual more so than auditory.
Profound (91db+) a jet engine is 90 decibles May only hear
loud environmental sounds. Rely heavily on visual
communication (lip reading, sign language). English skills are
poorly developed.
Approximately 5% of school-age children have some type of
auditory processing disorder, and according to the National
Institutes of Health, children with learning difficulties the prevalence
of auditory processing disorder has been found to be up to 43%.
Mitch Clisby
25% of children with learning difficulties have both APD and
dyslexia
The true prevalence of APD is most likely greater, however,
since children with APD often go undiagnosed or are
misdiagnosed as
inattentive,
ADD (attention deficit disorder),
ADHD (attention deficit hyperactivity disorder),
PDD (pervasive developmental delay),
dyslexic,
learning disabled,
behavior problems,
receptive language disorder.
Topic 7
Autism Spectrum Disorder
ASD, Autism Spectrum Disorder, Autism Spectrum Condition,
Autistic Spectrum Disorder
Referred to as a spectrum because of a range of differences with
each diagnosis. No two cases are exactly the same.
It is a Pervasive Developmental Disorder (PDD) that affects the
functioning of the brain.
Their brains messages are distorted.
Topic 8
Intellectual Disability Down syndrome
It has been proven that most students with a disability actually work
more effectively in an integrated mainstream classroom.
Sometimes, dependent on the situation, this can impair learning and
these students may benefit from a specialized school. No two people
with an intellectual disability will have the same intellectual
functioning. They are individuals with different strengths,
capabilities and abilities.
Each and every person, with or without an intellectual disability,
inherits genes from both parents, giving him or her totally different
characteristics to another person with the exact same intellectual
condition.
1 in 1150 live births Down syndrome
Types of Down syndrome
Trisomy 21: 90-95%
Translocation: 2-5%
Mosaic: 4%
Physical
puberty
Medical
Communication
language
Behaviour
Memory