Teaching Adjustment Plan – Case Study Example

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The paper “ Teaching Adjustment Plan” is an intriguing variant of case study on education. This paper focuses on two main areas. First, there is a description of the different educational needs of the two students that I observed and documented while undertaking my practicum. In this section, I will give a summary of some of the learning and teaching principles and strategies that are appropriate when adjusting for the unit in order to meet the specific learning needs of the students. The second section of the teaching plan entails the plan and preparation of a detailed unit that I will use to teach the second practicum placement.

In this unit, there is the inclusion of a sequence of nearly 8-10 learning activities. With the detailed lesson plan of the various activities, the unit will be in a position to meet the different requirements of the relevant Australian Curriculum documents or the essential learning. Detailed Descriptions for the studentsI have always felt for a long time that no individual should be absent let alone being excluded from two main things, education and training of the mind.

This should only happen when there is no common good in society. The main point in question is whether the blind, deaf and the retarded should get an education and what modes of teaching and learning should be used. The answer is as simple as any other person would want to put it. That all humans need to be educated especially given that they need help that nature may not offer them especially for the handicap. Gone are the days when the handicapped persons were concentrated in just the special schools and had separate education systems from the rest, the non-handicapped.

To this end, most of the institutions currently employ the use of an inclusive education system and this is mainly based on the belief that every individual has the right to get an equal chance to education. This is such an important concept in learning environments today. Upon its full interpretation, it is able to represent a potentially significant shift that is away from various policies and practices common to individuals. Detailed Description of Visually Impaired StudentWhile doing my practicum, one of the students that I met during the period was a visually impaired student.

In fact, the class has two students who were physically challenged with the other student having a hearing impairment problem. Given that at the moment I am taking students through year 7 work, I have to prepare my teaching plan to be in sync with the needs of the students. Ideally, there is undoubtedly the need to ensure that there is a full transformation of curricular material and the social as well as the pedagogical life of the students.

The curricular that I have to prepare must ensure that these students are fully incorporated and do away with barriers that might be a challenge in their study. The visually impaired students are those with the diagnosable conditions of the eye and/or visual system that results in a vision loss which when corrected is so severe that it affects the ability of the persons to learn through the normal visual sensory channels. However, there is a wide range of vision impairment and spans right from low vision to blindness.

Usually, the eye is made of three parts and these include the receptor (external eye), the optic nerves, and the visual center of the brain. Any of these parts of the eye can be damaged and in effect impact the vision of persons. Vision is deemed as the sense through which objects that are within the external environment are perceived through the light that they reflect (Smith et al. , 2015). The loss of vision can either be partial or complete. The visually impaired individuals with visual handicaps are persons who suffer from different types and levels of lowered visual abilities.

Precisely, the term refers to people who in their daily life activities are to some extent affected by the impairment and at all costs cannot be repaired through common optical aids. These individuals are further divided into two groups, the weak-eyed and the blind.      

References

Davis, B. G. (2009). Tools for teaching. John Wiley & Sons.

Folmer, R. L., Griest, S. E., & Martin, W. H. (2002). Hearing Conservation Education Program for Children: A Review. Journal of School Health, 72(2), 51-57.

Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457-487.

Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and collaborative learning.

Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., & Doughty, T. T. (2015). Teaching students with special needs in inclusive settings. Pearson.

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