Provides the justification of the pedagogical approach in the meeting the learning needs of the child.
The report identifies the learning needs of the students diagnosed with disability and the necessary changes required in the method of imparting education in order to cater to their needs. A good quality education is necessary for the bright future of the students and this is possible only when the students are provided with proper education in the beginning of their school life. On the other hand, utilization of proper education system or methodology is necessary for catering to the educational needs of the disabled students of Australia.
The report mentions the learning strengths and needs of the child identified with a particular disability. The report determines methods of education used in the schools and the drawback of the present education system in Australia. The education system in Australia has been ineffective in catering to the educational needs of the students (Arends, 2014). Therefore, the report shall mention the necessary changes required in the education system in terms of both methods and materials.
The report emphasizes upon the the disabled student and his or her educational requirements along with mentioning the inclusive learning expectations and goals. The report also provides the justification of the pedagogical approach in the meeting the learning needs of the child.
Disability refers to some physical or mental condition that imposes several restrictions on the movement, activities and senses of an individual (Smith et al., 2015). Some of the major physical disabilities are as follows:
Learning disability refers to a type of neurological or mental disorder wherein, the brain of a person is weird or works differently (Mastropieri & Scruggs, 2017). The following are the common signs of learning disability among the students:
The diagnosed disability in this case is deaf. The learning needs of this particular child shall be discussed in the EAP meeting. The deaf people have their own specific language and culture, which makes them different from the other people (Popkess & Frey, 2016). The major challenge for the deaf students is learning a spoken language. However, the combination of special education and English language shall provide an opportunity to the deaf students to compete with the fast moving world. .
The Government of Australia has taken active steps in improving the education of the disabled students by involving the principals of the special schools in the improvement of the quality of education provided to the disabled students (Goldrick et al., 2014). The following are the major responsibilities of the teachers:
The following are the major challenges faced by the disabled students:
The following are the strengths of the deaf student:
The deaf students face several learning issues due to the difficulty in their speech and language. The learning needs of the deaf students differ from the needs of the hearing students. The following are the special needs of the deaf students that help them in the learning process:
Inclusive learning refers to the teaching strategies that address the special needs and requirements of the students, who belong to different cultural backgrounds or differ in their learning abilities. Inclusive learning aims at creating a learning environment wherein the students receive equal attention and feel equally valued. Since the deaf students spend their entire day with the non- deaf students in the school, there is certain modification required in their curriculum. Providing specialized services is highly important for the deaf students both inside and outside the class rooms (Cunnah, 2015). The following are the goals of inclusive learning:
The following are the expectations from inclusive learning practices:
Plan to support the learning needs of the student:
The following is the plan to support the learning needs of the student:
The curriculum shall involve the use of pedagogical approaches such as collaboration, integration, reflective, constructivism and inquiry based methods. There shall be appropriate integration of the values, competencies and the learning areas in order to improve the learning standards (Stones, 2017).
The technique of cognitive dissonance shall be used in order to identify what the students think and it shall encourage the teachers to provide appropriate learning opportunities to the students. The theory of constructivism shall be applied as it takes into consideration the difference in the thinking of the children especially the disabled students. This shall enable the teachers to interpret the understanding of the students at different stages (Waldron, 2017).
The teachers shall emphasize on curriculum comprising of big concepts and shall value the interest of the students. The materials shall include primary sources of material as well as manipulative materials. The learning shall be interactive and shall be based upon the topics that the students are aware of. The teachers shall have proper communication with the students and shall help them in constructing their own knowledge. The role of the teacher shall be interactive, which shall be rooted in negotiation. The teachers shall also ensure that the students work in groups rather than working alone.
The pedagogical approach shall encourage the students to engage in proper communication with the teachers and also with one another. The teachers shall encourage the students by asking them thoughtful questions and shall seek the responses of the students. Special attention shall be provided to the disabled students and several special techniques shall be used in order to help them improve their learning skills and abilities (Adams & Bell, 2016). The approach shall also involve using POE strategy wherein the students shall make predictions related to some event. The students shall also describe their observations and the demonstrations of the teachers. Lastly, the students shall explain the differences between their predictions and actual observations.
Conclusion:
The Government of Australia has a proper department known as the Australian Department of Education that is responsible for formulating policies and programs that ensure that the Australian citizens have a proper access to the early childhood education, school education and higher education. The Government of Australia has emphasized upon the affordability and easy accessibility of education and improvements in the learning systems of the schools in Australia. However, it is the responsibility of the teachers to ensure that the disabled students receive proper education, which can help in improving their mental health (Stones, 2017).
The teachers must emphasize upon the education of the disabled students and must attempt to improve their learning by formulating special policies for them and also through school funding. Improvement in the quality of education and schools along with the necessary changes in the education methodologies shall help in improving the quality of education provided to the disabled students (Cunnah, 2015).
The schools have also emphasized upon bringing necessary changes that demand requirement of good quality education for the disabled students. The Government of Australia has contributed towards the development of the special schools by providing funds for improving the quality of education provided to the students and for providing the appropriate training to the teachers, who deal with the special students. The report emphasized upon the the disabled student and his educational requirements along with mentioning the inclusive learning expectations and goals. The report also provided the justification of the pedagogical approach in the meeting the learning needs of the child.
References:
Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for diversity and social justice. Routledge.
Ahmad, F. K. (2015). Use of assistive technology in inclusive education: making room for diverse learning needs. Transcience, 6(2), 62-77.
Arends, R. (2014). Learning to teach. McGraw-Hill Higher Education.
Chatzitheochari, S., Parsons, S., & Platt, L. (2016). Doubly disadvantaged? Bullying experiences among disabled children and young people in England. Sociology, 50(4), 695-713.
Cooper, M., Ferguson, R., & Wolff, A. (2016, April). What can analytics contribute to accessibility in e-learning systems and to disabled students’ learning?. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 99-103). ACM.
Cunnah, W. (2015). Disabled students: identity, inclusion and work-based placements. Disability & Society, 30(2), 213-226.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.
Goldrick, L., Sindelar, P., Zabala, D., & Hirsch, E. (2014). The Role of State Policy in Preparing Educators to Meet the Learning Needs of Students With Disabilities.
Haakma, I., Janssen, M., & Minnaert, A. (2017). A Literature Review on the Psychological Needs of Students with Sensory Loss. The Volta Review, 116(1), 29-58.
Maher, A. J. (2016). Special educational needs in mainstream secondary school physical education: learning support assistants have their say. Sport, Education and Society, 21(2), 262-278.
Mastropieri, M. A., & Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective differentiated instruction. Pearson.
McLoughlin, J. A., Lewis, R. B., & Kritikos, E. P. (2017). Assessing students with special needs. Pearson.
Popkess, A. M., & Frey, J. L. (2016). Strategies to support diverse learning needs of students. In Teaching in nursing(pp. 15-34). Elsevier, St. Louis, MO.
Salend, S. J. (2015). Creating inclusive classrooms: Effective, differentiated and reflective practices. Pearson.
Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82, 118-128.
Siemens, G. (2014). Connectivism: A learning theory for the digital age.
Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., & Doughty, T. T. (2015). Teaching students with special needs in inclusive settings. Pearson.
Stones, E. (2017). Psychology of Education: a pedagogical approach. Routledge.
Vlachou, A., & Papananou, I. (2015). Disabled students’ narratives about their schooling experiences. Disability & Society, 30(1), 73-86.
Waldron, J. J. (2017). increasing Learning in College Courses: A Theoretical and Pedagogical Approach. Psyccritiques, 62(48).
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download