Educating Primary Students with Diverse Abilities - Case Study Example

Educating Primary Students with Diverse Abilities Student’s name Institution Down syndrome Down’ Syndrome is one of the most common and therefore easily recognizable disabilities resulting from genetic conditions which impairs cognitive function. The disease results from chromosomal abnormalities which results in the development of 47 chromosomes as opposed to the normal 46 (O’hare, 2009). The abnormality in the chromosomes negatively impacts the development of the body and brain by messing up the order of development. Diagnosis is usually from a chromosome test usually administered in children believed to be afflicted shortly after being born. Contrary to popular belief there is wide variance in the intellectual capacities, developmental progress, and behavior of different persons suffering from Down syndrome. Just like in the normal populations the majority of the population with Down syndrome is classified in the mild/moderate range as opposed to severe. Due to the differences in mental capcity, behavior and development of learners with Down syndrome, the families and members of interventions teams such as parents have an important role in determining the possible achievements, and potential capacities of such persons. Every learner afflicted with Down syndrome will possess unique talents and capacities which the parents and the teacher ought to recognize and reinforce towards the achievement of the set objectives and according to their potential (O’hare, 2009). It is important for the family and the teachers to recognize and acknowledge that children suffering from Down syndrome will have similar emotions and moods to other children, like to explore and learn of new things, to play and enjoy their lives (Ahman & Elkins, 2009). The parents and teachers must be involved in ensuring the learner is provided with as many opportunities as is possible in order for them to experience life as children. The learning environment must be tailored to help the learner have positive experiences and explore and enjoy like any other child. Questions to David’s Parents Inclusion is one of the most important aspects which will need to be addressed in the meeting with David’s parents. While it is stressed that the teacher has the responsibility of creating an inclusive climate, the parents are a fundamental part of the growth and development of the child and hence will offer information on aspects of their children’s disability (Ashman, & Elkins, 2009). This would assist the teacher in the development of an individualized education program for the Down syndrome learner. Recent studies have established that inclusion would be more effective if it is undertaken from the perspective of social integration into the educational contexts as opposed to mere physical location of the child. Ahman and Elkins (2009) also assert that the type of family and the culture also play a role in issues of inclusion and hence the type of family will be an important question for David’s parents. Social inclusion will be influenced by aspects of the potential achievements and target objective according to the individualized education plan of the learner; David. I will thus ask questions of the parents on what David is capable of in terms of the level of reading, motor skills, attention, social skills, language skills, literacy and numeracy levels and whether the child is at the level of potential or is below it (Brownlie et al., 2009). The IEP as offered through the answers of the parents will thus enable proper inclusion of David in the classroom according to his educational needs. Members of the IEP Team The IEP team ought to include other people that offer special insights and support to the team in making of decisions on the IEP. The IEP team will be composed of David’s parents who will be treated equally with the educational practitioners in developing the IEP. A representative of the school district that is an expert in the provision and supervision of special education will be present; David’s other teachers including the general education teachers will also be in attendance. Psychologists and educational evaluators will be in the meeting in order to explain the evaluation reports (O’hare, 2009). Parents will be asked to bring along persons who have spent some time with David such as his tutor or his psychologist. They may also bring along social workers, educational advocates or a lawyer well versed in IEP processes. In case David has been receiving related services such as occupational or speech therapy such personnel may attend the meeting and give recommendations according to their expertise. Disabilities and their Relevance to the Planning of IEP It is very important for me as a teacher to be well informed of the specific disabilities which David has if I am to include him fully and see him achieve the set objectives according to his potential. David is legally blind, and hard of hearing which complicates his learning disability even more. Having been informed that even with these disabilities he is able to keep up with the rest of the class with proper support, I would need to find out what is meant by keeping up with the rest of the class. The level of intellectual ability would need to be ascertained through the AAIDD framework in order to determine David’s placement (Ahman &Elkins, 2009). By asserting the extent of the hearing and eyesight disabilities through medical reports, I believe I would be better suited to adopt strategies of placement that would suit him. Going by the current reports of him being legally blind and hard of hearing I do not believe he can keep up in a normal class as asserted by the parents though this has to be ascertained by perusal of previous IEP reports from his previous school. However, while legally blind and hard of hearing I believe the question of whether he could keep up in class would be better answered by a special needs education expert (Ahman & Elkins, 2009) Adaptations Necessary for the Class A learner afflicted with Down syndrome would require specific interventions in the physical and social environment if effective inclusion is to be achieved. Given that David is legally blind and hard of hearing; the interventions to be undertaken will need to be towards making it easier for him to keep up with the teaching and learning without making him feel excluded through the very same inclusion mechanisms. The physical environment in the class will need to be adapted in order to make it easy for David to be incorporated into the learning environment. The class will have to be rearranged in order to offer David a place at the front of the class for ease of access because of his sight issues (Brownlie et al., 2009). His seating in the front of the class will also be helpful in the hearing aspect. Since he is hard of hearing, sitting at the front will be of great help as he will be near the teacher. The learners in the class will be educated on attitudinal issues and how they can help David settle in the general education class (Ahman & Elskin, 2009). An inviting social environment will ensure David’s education is promoted. Physical and social strategies employed at David’s previous school as asserted by his parents will also be an important aspect in setting up the social and physical environment for David. Adaptive Technologies Required David will require adaptive technologies to assist him in dealing with his hearing and eyesight disabilities. As a person with hearing disabilities there are digital technologies which have been developed to enhance hearing. David would also require special technologies for his eyesight problems. Given that he is legally blind, the conventional means of corrective eye surgery may not be sufficient. In order to keep up with the rest of the class, Braille technology would have to be sourced. This hearing aid and Braille would be of great assistance in assisting David in keeping up with literacy and numeracy requirements of the curriculum. There are organizations which provide assistance for disabled persons needing assistive technologies. The government offers information on where to find information on assistive technologies. The private sector through organizations such as ‘Independent Living Centers Australia,” offer the widest range of assistive technologies for learners like David((Brownlie et al., 2009). I would seek to advice the parents to seek advice from professionals at Independent Living Centers Australia with regard to what is best Braille and hearing aids equipment for David. David will also require orientation and mobility training which will need him to be provided with a long cane (Ahman & Elkins, 2009). Potential Barriers to Successful Inclusion The implementation of an IEP plan will definitely face challenges which will need to be solved if the IEP is to be effective. Physical barriers that may arise with regard to David’s IEP may include the lack of the school’s preparation for learners with eyesight and hearing disabilities. I will seek the support of the management of the school towards making the school have better physical environments for the disabled learners such as making ramps for David to use in entering buildings in the school. Communication issues may also arise since while David is said to be proficient in numeracy and literacy, he usually writes in Braille which may be a challenge for the general education teachers with no knowledge on how to read Braille. Safety would also be a problem given that David would be in new surroundings and may hurt himself unless he had someone with him. Attitudes may also be a challenge for David’s learning in the school since young people are by nature discriminative of people who differ from themselves on basis of race neighborhood, and even impairment (Ahman and Elkins, 2009). I plan to make use of the principle of shred characteristics as set out in the Common In-Group Model to deal with negative attitudes and prejudices in the classroom. I will appeal to aspects of shared age and nationality in convincing learners to accept David. It may be that David’s parents will have to contribute in allowing him to learn in a general education school having no special facilities. The teacher is an important part of the education process and hence by affirming and projecting social justice and equality, issues of prejudice will be kept to a minimum(Ahman & Elkins, 2009). Differentiating the Curriculum Given David’s condition it is pertinent that strategies to differentiate the curriculum are adopted in order to ensure David’s educational objectives are met. I will make plans for the implementation of strategies which will enhance the learning experience through ensuring greater inclusion of David ion the learning and teaching process. The curriculum and teaching process will be enhanced through offering opportunities for more practice; for instance David will be given more assignments than his fellow learners in order that he may keep up with his fellow learners. I will design instructional materials that allow the learner frequent opportunities for independent practice (Ahman & Elkins, 2009). The teaching and learning will also be enhanced through the use of hearing cues in the learning process. For instance comprehension and learning will be enhanced through asking what sound am I making which will reinforce the learning. The teaching will be geared towards enhancing self determination of learners in setting of goals and objectives in their lives. The curriculum must however be maintained as being functional and tailored toward long term learning and should in all manner and intent be more like the normal curriculum for normal students (Ahman &Elkins, 2009). References Ashman, A., & Elkins, J. (2009). Students with Diverse Abilities. Curtin University of Technology: Pearson. Brownlie, F., Feniak, C., & Schnellert, L. (2006). Student diversity: Classroom strategies to meet the learning needs of all students. Markham, Ont: Pembroke. O’Hare, S. (2009). Students with Diverse Abilities. Pearson: Curtin University of Technology; Pearson Australia. Read More