Special Needs Education

Damian Gordon

What is Assistive Technology?

“Any product, instrument, equipment or technical system used by a disabled or elderly person, made specially or existing on the market, aimed to prevent, compensate, relieve or neutralise the deficiency, the inability or the handicap.”International ISO-9999 Standard

Last Week

Individual Challenge

Can you find out what GIDEIs are? and come up with a few examples.

History of Education

History of Education

We start off with the Greeks, and in particular,– Socrates– Plato– Aristotle

History of Education

University began to spring up in the 11th and 12th centuries

Universities

Behaviourism

Behaviourism

All things should be looked at from the perspective of behaviour.

And it doesn’t matter what is going on in the mind, it just matters what the behaviour

So there is no difference in the behaviourist mind between external behaviour and internal thoughts.

Ivan Petrovich Pavlov

(1849 – 1936) Russia psychologist,

who train dog to associate feeding with bells.

Pavlov’s Dog

Edward Lee Thorndike

(1874—1949) theory of connectionism Cats in boxes to see if

they could figure out how to escape

Cats in Puzzle Boxes

Burrhus Frederic Skinner

(1904-1990) American psychologist,

and founder of Radical Behaviorism

Operant Conditioning Chamber (“Skinner Box”)

Cognitivism

Gestalt Psychology

Gestalt - "essence or shape of an entity's complete form"

"The whole is greater than the sum of the parts" is often used when explaining Gestalt theory.

They see objects as perceived within an environment according to all of their elements taken together as a global construct.

Principle of Reification

Principle of Emergence

Instructional Design

Active Learning– Instruction must be planned with a clear vision of what the students will do

with the content presented. It is critical that students interact with the instructional content and that activities be developed to promote and support open-ended, self-directed learning. Content should never be delivered for memorization, but instead for use as a tool in planned and sequenced activities.

A Cohesive Approach – Lewin wrote that a piecemeal approach to guiding learners to accept new

ideas, attitudes, and behaviors is ineffective. Instead, a cohesive approach must be utilized to support changes in cognition, affect, and behavior.

Impact of the Social Environment – Lewin theorized that before changes in ideas, attitudes, and behavior will

occur, modifications in a learner's perception of self and his/her social environment are essential. He also argued that it is easier to create change in a social context than individually. 

Constructivism

Constructivism

Learning is an active process: Direct experience, making errors, and looking for solutions are vital for the assimilation and accommodation of information. How information is presented is important. When information is introduced as an aid to problem solving, it functions as a tool rather than an isolated arbitrary fact.

Learning should be whole, authentic, and "real": Piaget helps us to understand that meaning is constructed as children interact in meaningful ways with the world around them. Thus, That means less emphasis on isolated "skill" exercises that try to teach something like long division or end of sentence punctuation. Students still learn these things in cognitive constructivist classrooms, but they are more likely to learn them if they are engaged in meaningful activities (such as operating a class "store" or "bank" or writing and editing a class newspaper).

Zone of Proximal Development

Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children.

The lower limit of ZPD is the level of skill reached by the child working independently.

The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.

Scaffolding is changing the level of support. Over the course of a teaching session, a more-skilled person adjusts the amount of guidance to fit the child’s current performance

Scaffolding Theory

He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with instinctive structures to learn a language. Bed-time stories and read aloud are classic examples

Instructional Design

Reigeluth’s Elaboration Theory

1. Organizing Course Structure: Single organisation for complete course2. Simple to complex: start with simplest ideas, in the first lesson, and then add

elaborations in subsequent lessons.3. Within-lesson sequence: general to detailed, simple to complex, abstract to

concrete.4. Summarizers: content reviews presented in rule-example-practice format 5. Synthesizers: Presentation devices that help the learner integrate content

elements into a meaningful whole and assimilate them into prior knowledge, e.g. a concept hierarchy, a procedural flowchart or decision table, or a cause-effect model .

6. Analogies: relate the content to learners' prior knowledge, use multiple analogies, especially with a highly divergent group of learners.

7. Cognitive strategies: variety of cues - pictures, diagrams, mnemonics, etc. - can trigger cognitive strategies needed for processing of material.

8. Learner control: Learners are encouraged to exercise control over both content and instructional strategy. Clear labelling and separation of strategy components facilitates effective learner control of those components.

Reigeluth’s Elaboration Theory

Bloom’s Taxonomy(Meaning)

•Evaluation: compare and discriminate between ideas, assess value of theories, presentations make choices based on reasoned argument,

verify value of evidence, recognize subjectivity

•Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions

•Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components

•Application: use information use methods, concepts, theories in new situations, solve problems using required skills or knowledge

•Comprehension: understanding information,grasp meaning, translate knowledge into new context

•Knowledge: observation and recall of information,knowledge of dates, events, places knowledge of major ideas

ADDIE Model

Universal Design for Learning: Differentiated Instruction

Universal Design

Universal design is the design of products

and environments to be usable by all

people, to the greatest extent possible,

without the need for adaptation or

specialized design.

–Ron Mace

What is Universal Design for Learning?

Universal Design for Learning (UDL) is a research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students.

Differentiated Instruction

No two students are alike.

No two students learn in the identical way.

An enriched environment for one student is not necessarily enriched for another.

In the classroom we should teach students to think for themselves.

"Here you are in Slytherin,Where you'll make your real friends,

Those cunning folk use any means To achieve their ends."

"You might belong in Gryffindor,Where dwell the brave at heart,

There daring, nerve, and chivalrySet Gryffindors apart”

"Here in wise old Ravenclaw, If you've a ready mind,

Those of wit and learning, Will always find their kind."

"You belong in Hufflepuff,Where they are just and loyal,

Those patient Hufflepuffs are true And unafraid to toil"