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Week 8

Transcript of Ey4106 unit7 week8

EY4106 SUBJECT PEDAGOGICS 1: TECHNOLOGY WOOD Unit 2 Week 3: Evolution of Technology Education Construction Studies

EY4106SUBJECT PEDAGOGICS 1:TECHNOLOGY WOODUnit 7 Week 8:SPECIAL NEEDS EDUCATION

Department of Design & Manufacturing Technology

Lecturer/Teacher: Mr. Joseph Lyster

Teaching Assistant 1: Mr. Jonathan Spillane

Teaching Assistant 2: Mr. James OHalloran

Academic Year 2011: Spring Semester

Technical Support: Mr. Joe Murray

Notes prepared by: Mr. Joseph Lyster

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

History:

In the past, students with special educational needs were often overlooked in educational settings such as schools.

This stemmed from a lack of knowledge and understanding about learning difficulties

Students with learning difficulties were often punished or regarded as non-academics, which was a stereotype created during the period of enlightenment

However, over the past number of years significant research in the filed of medicine, sociology and psychology have classified various forms of behavioural, psychological and physical disabilities

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

Broad Definition:

Any educational provision which is designed to cater for pupils with special educational needs, and is additional to or different from the provision which is generally made in ordinary classes for pupils of the same age.

(SERC, 1993)

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

There is a wide range of special schools catering for various types and levels of disability, including sensory impairment and physical disability

This may range from a physical disability to exceptional or gifted ability in a particular area. Such a broad definition has implications for practice and also for the essential resources required by individual students.

(NCCA, 1999)

Department of Design & Manufacturing Technology

EY4106

Their difficulties may be specific to language or mathematics or can come from a physical impairment that affects their movement, sight, or hearing, or from a complex combination of several disabilities.

Some of these may be addressed by the provision of alternative teaching methods, suitable materials, appropriately adapted equipment, or personalised tutorial support.

However, this approach tends to focus on the difficulties of the student rather than on his or her individual needs.

Special Needs Education

(NCCA, 1999)

Department of Design & Manufacturing Technology

EY4106

General learning disabilities

Emotional and behavioural disturbance

Language and communication difficulties and disorders

Physical and sensory disabilities.

(SERC, 1993)

Special Needs Education

Department of Design & Manufacturing Technology

EY4106

SERC Report: Recommendations

Students with special educational needs have a right to an appropriate education

The needs of the individual student are paramount in decisions relating to their education

Parents should have an active role within the system

A continuum of educational services should be provided and, where

Practicable, appropriate education should be provided in ordinary schools for all students with special educational needs

Only in exceptional circumstances should a student have to live away from home to avail of an appropriate education

The state should provide adequate resources to enable students with special educational needs to avail of an appropriate education.

Special Needs Education

(NCCA, 1999)

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

History: In Ireland

The Education Act (1998) refers to particular reference to the role of the NCCA in advising the Minister for Education and Science on the curriculum for students with a disability or other special educational needs.

In 2002, to fulfil this remit, the NCCA developed draft guidelines for teachers of students with general learning disabilities.

To gain insights into the value of the guidelines to teachers, schools and parents, the NCCA embarked on a series of consultations during the period 2002-2004.

The findings of this consultation process resulted in the development of the Guidelines for Teachers of Students with General Learning Disabilities

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

Department of Design & Manufacturing Technology

EY4106

Special Needs Education

Special needs education in Ireland is divided into the following:

Students with mild general learning disabilities

Students with moderate general learning disabilities

Students with severe and profound general learning disabilities

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Mild Learning Disabilities:

Indicators

Delayed conceptual development and limited ability to generalise

Difficulty expressing ideas and feelings in words

Limited attention span and retention

Clumsiness and difficulties with motor skills

Underdeveloped sense of spatial awareness

Difficulty adapting to new situations.

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Moderate Learning Disabilities:

Indicators

limited concentration

passivity

delayed oral language development

difficulty in adapting to their environment

limited ability to generalise

difficulties in problem solving.

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Severe & Profound Learning Disabilities:

Indicators

learning targeted at a very early developmental level

consideration of additional motor and/or sensory difficulties

basic self-care needs

significant needs in the area of communication, with strategies for non-verbal communication being critical

significant emotional and/or behavioural needs that affect learning and social interaction

specific help in generalising concepts and skills to enable them to accommodate to a change of context.

The material in the guidelines for teachers of students with severe and profound general learning disabilities is laid out in three broad bands:

Attending, Responding and Initiating.

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Learner Intelligence

Department of Design & Manufacturing Technology

EY4106

Exceptionally Able Student:

Capability

Department of Design & Manufacturing Technology

EY4106

Students with Mild Learning Difficulties in the Technology Education Setting

Department of Design & Manufacturing Technology

EY4106

A Design Process:

Potential Areas of Difficulty - Technology Wood

Being overwhelmed by the learning process.

Short attention span and lack of concentration.

Understanding concepts (difficulties associated with the non-linear nature of the design process).

Limited vocabulary (understanding technical language).

Language/writing.

Spatial awareness (drawing/sketching, organisation of the workspace).

Transfer to real lifedifficulty transferring design intent to practice.

Calculating (adding, measuring).

Co-ordination (use of tools, fear of machinery).

(NCCA, 2007)

Department of Design & Manufacturing Technology

EY4106

Using a spiral approach, i.e. introducing the design process at basic level initially and fostering broader and deeper understandings in subsequent projects.

Using individual student worksheets to differentiate each stage, in booklet form.

Using an overview/diary worksheet.

Presenting relevant terminology and allowing space to write/copy simplified meanings.

Encouraging the use of graphical communication where appropriate.

Working in pairs/small groups where appropriate.

Using concrete materials.

Using templates as appropriate.

(NCCA, 2007)

Strategies Used:

Technology Wood

Department of Design & Manufacturing Technology

EY4106

Pieces of wood/other material pre-prepared to various sizes to enable students to experiment with and express different design possibilities.

Magazines showing concrete examples of associated models.

Material and equipment for making the chosen model.

Design activity sheets.

(NCCA, 2007)

Resources:

Technology Wood

Department of Design & Manufacturing Technology

EY4106

Physical skills:

These skills range from basic mobility and positioning and physical activation through an understanding of spatial awareness, and fine and gross motor skills to specific skills required for a purpose, for example writing, sports or leisure skills.

Physical Disability:

(NCCA, 1999)

Department of Design & Manufacturing Technology

EY4106

Physical Disability:

(T4, 2008)

Department of Design & Manufacturing Technology

EY4106

Physical Disability:

(T4, 2008)