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

Department of Design & Manufacturing TechnologyLecturer/Teacher: Mr. Joseph Lyster Teaching Assistant 1: Mr. Jonathan SpillaneTeaching Assistant 2: Mr. James O’HalloranAcademic Year 2011: Spring SemesterTechnical Support: Mr. Joe Murray

Notes prepared by: Mr. Joseph Lyster

Department of Design & Manufacturing Technology

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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


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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)


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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)


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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.


(NCCA, 1999)


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General learning disabilities Emotional and behavioural disturbance Language and communication difficulties and

disorders Physical and sensory disabilities.

(SERC, 1993)



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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.


(NCCA, 1999)


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Special Needs EducationHistory: 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)


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Special Needs Education Special needs education in Ireland is divided into the following:

1. Students with mild general learning disabilities2. Students with moderate general learning disabilities3. Students with severe and profound general learning

disabilities

(NCCA, 2007)


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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)


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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)


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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)


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Learner Intelligence


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Exceptionally Able Student:Capability


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Students with Mild Learning Difficulties in the Technology

Education Setting


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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 life—difficulty transferring design intent to practice. Calculating (adding, measuring). Co-ordination (use of tools, fear of machinery).

(NCCA, 2007)


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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


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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


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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)


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Physical Disability:

(T4, 2008)