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Catering for Students with Special Needs

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Mitch Smith

on 12 October 2012

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Transcript of Catering for Students with Special Needs

Catering for Students
with Special Needs The Disability Standards for Education 2005, state that it is intended to give students with disabilities the same rights as other students. The standards state that all students should be able to enjoy their education and be treated with dignity. The standards aim to overcome discrimination based on stereotypes of the abilities of students with disabilities. Legal Obligations By Jody Cini, Stacey Patterson
and Mitch Smith. In Kindergarten to Year 6 it is important for all students to have the opportunity to participate fully in and progress through the curriculum.
Students with special education needs work towards the outcomes and guide content in the Board's K–6 syllabuses across the six key learning areas.
However, some students with special education needs may require additional support and/or adjustments to enable them to access class work and to demonstrate achievement of syllabus outcomes.

There are several curriculum options for students with special education needs in K–6... Students may:
- Engage with selected outcomes and content appropriate to their learning needs
- Engage with syllabus outcomes and content with adjustments
- Engage with outcomes from an earlier stage, using age-appropriate content. Curriculum Requirements What is a disability? (Inclusion in Action, 2011) Sarah is a young girl who is currently in Year 2.
Sarah is 7 years old and was born with Down syndrome and has moderate hearing loss.
She has very little speech and is very hard to understand.
She is currently attending sessions with both the Special Needs Teacher and an outside Speech therapist.
Sarah suffers from poor fine motor skills and has trouble holding a pencil correctly, consequently she has issues with her writing. Case Study: Sarah Class Debate Additionally, the NSW K–6 curriculum provides for students with special education needs through: Curriculum Requirements Down Syndrome occurs once in approximately every 860 babies born throughout the world, male and female alike.
It is one of the most common known causes of intellectual disability.
Down syndrome is caused by an extra copy of chromosome 21 inside each of the body's cells. It is a chromosomal accident, not known to be caused by anything the parents may have done before or during pregnancy.
Down syndrome is recognisable at birth because of some typical physical characteristics and diagnosis will be confirmed by chromosome analysis. Down Syndrome The average IQ of young adults with Down syndrome is around 50, compared to children without the condition with an IQ of 100.

A large proportion of individuals with Down syndrome have a severe degree of intellectual disability. Children with Down syndrome have a higher risk for many other conditions. I.e. hearing, speech and sight impediments. She is very physically strong and determined and will often lash out and have tantrums.
Sarah is one of 30 students and has a teacher’s aide who assists her every day for 4 hours.

Sarah is also withdrawn daily to work alongside her peers who also have disabilities.
Because of the restrictions on Sarah learning ability she has her own program implemented within the class program, as well making some modifications to the classroom environment. Sarah's teacher has worked out an IAP for her with the program being differentiated and modified in both Literacy and Numeracy to cater to Sarah needs and goals..

The IAP consists of the Goals, Teaching Strategies, Resources, Location Delivery, Personal Responsibility and Goal Development Individual Adjustment Program (IAP) Sarah has a teachers aide working with her for 4 hours a day. In this time a daily schedule/timetable is followed based on Sarah’s IAP.

Sarah is withdrawn for her numeracy and most of her literacy lessons and spends the rest of her day in class with her peers and teachers aide assisting her. Sarah is placed at a desk at the front of the room and buddies up with a student who is responsible and liked by Sarah.
On her desk is a visual card with her name, the numbers 1-20 and the Alphabet for visual reference.

She also has a sitting spot on the floor close to the front of the class. The room has many visuals throughout, ABC, number cards, sight words, rules with corresponding pictures, as well as Auslan sign language pictures to help Sarah.

A line of red tape is place across the step at the door as a reminder to Sarah to stop before she just storms out of the door. (she would just leave the room at any time) Modifications & Differentiation Sarah has an ipad that she uses for interactive learning.

She also has a desk at the back of the room for her to work one on one with her Aide, so work can be privately completed in a semi quite environment.

The room has also being fitted with a FM system to help with Sarah's hearing problem. Down Syndrome Inclusive syllabus outcomes and content accessible by the full range of students

Additional advice and programming support for teachers, on how to assist students to access the outcomes of the syllabus.

Specific support documents for students with special education needs as part of the overall syllabus package in English, Mathematics and HSIE.

(Board of Studies, 2012) (IAP) Collaborative curriculum planning is the process undertaken to determine the best curriculum options and adjustments for a student with special education needs.

This process usually involves a team of people who have significant knowledge and understanding of the student, including parents/carers, teachers, community service providers and the student themselves. Collaborative Curriculum Planning When making decisions about curriculum options it is important to consider the student’s: Learning needs
Goals and interests
The support and/or adjustments that may be necessary for the student to fully access the curriculum
The transition needs of the student between stages of schooling. Collaborative Curriculum Planning Through a collaborative curriculum planning process, the following can be determined:

The content that is taught and the learning outcomes or goals need to be appropriate to the students learning readiness and ability.

Differentiation needs to occur across the KLA's according to the students predetermined goals When working with outcomes from different stages, it is important to ensure age-appropriate content, and the teacher makes adjustments to teaching, learning tasks and assessment opportunities. Collaborative Curriculum Planning For example, scaffolds or visual organisers may be required to accompany multi-step or complex instructions. What does it mean to have an Intellectual Disability What are the potential implications of having a special needs student in the classroom? Class Activity Implications Funding
Time restraints
Parent objections
Behaviour issues
Acceptance and exclusion
Child minding For example, it may be more appropriate for a student in Stage 2 to be working on one or more Stage 1 outcome/s according to the students age. Class Activity What would you do to support Sarah's learning needs? What do you think would be the best teaching model for Sarah to reach her learning needs...? Integration, Segregation or Inclusion The ways disabilities are usually classified as are: Thank You "Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging." Early Childhood Forum (2003) How would this be practically achieved? For example a learning
support team The IAP focuses on -
Literacy – reading phonics, articulation, talking and listening, writing, comprehension, and language concepts.
Numeracy - number, time, money, and problem solving skills
As well as working on Social Behavioural. Intellectual
Physical or sensory
Behavioural problems
Learning difficulties Mrs B was asked what difficulties she faced by have a student with special needs in her class?
“Sarah is a lovely girl with many gifts to offer, her disability, does make it hard for her to be in a mainstream class.
As a classroom teacher I feel at times that Sarah is not getting a full education and is missing out on moving forward.
Most of the time Sarah has a teachers aide which is fantastic, as she gets one on one time and her lessons are directed to her ability.
But once the aide has finished the issues then arise. Sarah needs constant support to complete basic work tasks and because I am teaching 30 other students this can feel like I am failing Sarah. At times I feel as if I am just babysitting her, as she is not always able to complete the class tasks without assistance.
When I am working one on one with her the other students are trying to work independently and they need me as well. Not all of my students are extension students, there are other needs and abilities that are not funded that need to be catered to.
Sometimes I feel Sarah would be better of in a Small IM Unit where the teacher student ratio is better. Also I feel that there are social issues for Sarah, as her relationships are not equal but more of a carer or parent and child. If more money was allocated for funding this would make a huge difference to the learning day of Sarah. I enjoy teaching Sarah and having her in our class teaches the other students to be more inclusive, accepting and tolerant. If we could educate some other Teachers and parents about this and add more funding to the picture, we would be giving Sarah a full and inclusive environment that she and other students deserve.”
MrsB 2012. Teacher's Prespective (http://www.downsyndromensw.org.au/pages/information-for.html) (Learning Support Centre -Our Lady of Fatima Primary School.) (Board of Studies, 2012) Making a Difference An old man walked up a shore littered with thousands of starfish, beached and dying after a storm.

A young man was picking them up and flinging them back into the ocean.

"Why do you bother?" the old man scoffed.
"You are not saving enough to make a diffference".

The young man picked up another starfish and sent it spinning back to the water.

"Made a difference to that one!" he said. Modifications & Differentiation
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