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PROVISION FOR SPECIAL NEEDS EDUCATION IN TECHNOLOGY SETTINGS
TECHNOLOGY EDUCATION AND WORKSHOP PRACTICE 2: MATERIALS AND CONSTRUCTION:SPECIAL NEEDS EDUCATION
UNIT 7: WEEK 9
UNIVERSITY of LIMERICKOLLSCOIL LUIMNIGH
C o u r s e I n v o l v e d : G r a d u a t e D i p l o m a i n Te c h n o l o g y E d u c a t i o nU n i v e r s i t y o f L i m e r i c kD e p a r t m e n t o f D e s i g n & M a n u f a c t u r i n g Te c h n o l o g yL e c t u re r / Te a c h e r : M r. J o s e p h Ly s t e r A c a d e m i c Ye a r 2 0 1 2 : S p r i n g S e m e s t e rTe c h n i c a l S u p p o r t : M r. J o e M u r r a y & M r. R i c h i e H e n n e s s yN o t e s P re p a re d b y: M r. J o s e p h Ly s t e rAv a i l a b l e o n w w w. s l i d e s h a re . n e t / W T 4 6 0 3
Department of Design & Manufacturing Technology
History: In the past, students with special educational
needs were sometimes overlooked in school settings.
This stemmed from a lack of knowledge and understanding about learning difficulties.
Students with learning difficulties were often stigmatized or regarded as non-academics.
However, over the past number of years psychological, physiological and sociological research has classified various forms of behavioural, psychological and physical disabilities.
SPECIAL NEEDS EDUCATION
Department of Design & Manufacturing Technology
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
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)
CATERING FOR DISABILITIES
Department of Design & Manufacturing Technology
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)
CATERING FOR DISABILITIES
Department of Design & Manufacturing Technology
General learning disabilities Emotional and behavioural disturbance Language and communication
difficulties and disorders Physical and sensory disabilities.
(SERC, 1993)
TYPES OF DISABILITIES/DIFFICULTIES
Department of Design & Manufacturing Technology
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)
SERC REPORT
Department of Design & Manufacturing Technology
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)
IRISH POST-PRIMARY
Department of Design & Manufacturing Technology
GUIDELINES
Department of Design & Manufacturing Technology
Special needs education in Ireland is divided into the following:
1.Students with mild general learning disabilities
2.Students with moderate general learning disabilities
3.Students with severe and profound general learning disabilities
(NCCA, 2007)
DIVISION OF NEEDS
Department of Design & Manufacturing Technology
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)
MILD LEARNING DISABILITIES: INDICATORS
Department of Design & Manufacturing Technology
limited concentration passivity delayed oral language development difficulty in adapting to their
environment limited ability to generalise difficulties in problem solving.
(NCCA, 2007)
MODERATE LEARNING DISABILITIES: INDICATORS
Department of Design & Manufacturing Technology
The material in the guidelines for teachers of students with severe and profound general learning disabilities is laid out in three broad bands:1. Attending;2. Responding; and 3. Initiating.
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.(NCCA, 2007)
SEVERE & PROFOUND LEARNING DISABILITIES:INDICATORS
Department of Design & Manufacturing Technology
LEARNER INTELLIGENCE
Department of Design & Manufacturing Technology
EXCEPTIONALLY ABLE STUDENT:CAPABILITY
Department of Design & Manufacturing Technology
Students with Mild Learning Difficulties
in Technology Education Settings
Department of Design & Manufacturing Technology
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)
A DESIGN PROCESS:POTENTIAL AREAS OF DIFFICULTY -
TECHNOLOGY WOOD
Department of Design & Manufacturing Technology
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
Department of Design & Manufacturing Technology
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
Department of Design & Manufacturing Technology
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.
(NCCA, 1999)
PHYSICAL DISABILITY
Department of Design & Manufacturing Technology
(T4, 2008)
ROOM LAYOUT
Physical Disability:
Department of Design & Manufacturing Technology
Physical Disability:
(T4, 2008)
ROOM LAYOUT