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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

http://www.slideshare.net/WT4603

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


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)


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


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


General learning disabilities Emotional and behavioural disturbance Language and communication

difficulties and disorders Physical and sensory disabilities.

(SERC, 1993)

TYPES OF DISABILITIES/DIFFICULTIES


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


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


GUIDELINES


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


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


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


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


LEARNER INTELLIGENCE


EXCEPTIONALLY ABLE STUDENT:CAPABILITY


Students with Mild Learning Difficulties

in Technology Education Settings


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


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


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


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


(T4, 2008)

ROOM LAYOUT

Physical Disability:


Physical Disability:

(T4, 2008)

ROOM LAYOUT

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Education

room layoutphysical

learning difficulties

design process

design amp

special educationalneeds

special educational

disability

disabilities