Inclusive Learning
- Submitted by: nbasson1
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- Category: Other
- Date Submitted: 05/23/2011 02:43 PM
- Pages: 2
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When developing a teaching strategy for a student with learning difficulties you should think about
• The objectives and learning outcomes of a teaching or assessment activity
• The needs of the student
• Their previous experience as a learner and the strategies they have developed
• The resources and expertise available to you
• The resources available to students from other sources
• How any adjustments you make might impact on your usual teaching methods and resources.
For example, sighted people often take for granted the amount of visual information received every day. Many blind students do not have a lifetime of visual experiences to draw on. You should consider the amount of assumed visual content in your teaching and in the learning tasks your students undertake and think about whether this can be modified or presented differently.
Work out in advance a strategy for teaching a student with learning difficulties.
1. Identify your teaching objectives and the learning outcomes they are meant to deliver for a given activity.
2. Identify any difficulties that your teaching environment, methods and materials will cause the student. Might this make it difficult for them to achieve the learning outcomes? Is it possible for them to achieve the learning outcomes another way? You should discuss this with the student – do not make assumptions.
3. In consultation with the student, tutor and LSA who are coordinating their support, identify the reasonable adjustments you can make to your teaching methods and materials to meet the student’s needs without compromising the teaching objectives and learning outcomes. An example could be a study support assistant, a mentor or a scribe. If the student has individual support from an LSA discuss how the three of you can work together effectively.
4. Keep a record of decisions made and give the student a copy. Such a document may be useful for other staff teaching the same student. However, don’t assume it can be used...
• The objectives and learning outcomes of a teaching or assessment activity
• The needs of the student
• Their previous experience as a learner and the strategies they have developed
• The resources and expertise available to you
• The resources available to students from other sources
• How any adjustments you make might impact on your usual teaching methods and resources.
For example, sighted people often take for granted the amount of visual information received every day. Many blind students do not have a lifetime of visual experiences to draw on. You should consider the amount of assumed visual content in your teaching and in the learning tasks your students undertake and think about whether this can be modified or presented differently.
Work out in advance a strategy for teaching a student with learning difficulties.
1. Identify your teaching objectives and the learning outcomes they are meant to deliver for a given activity.
2. Identify any difficulties that your teaching environment, methods and materials will cause the student. Might this make it difficult for them to achieve the learning outcomes? Is it possible for them to achieve the learning outcomes another way? You should discuss this with the student – do not make assumptions.
3. In consultation with the student, tutor and LSA who are coordinating their support, identify the reasonable adjustments you can make to your teaching methods and materials to meet the student’s needs without compromising the teaching objectives and learning outcomes. An example could be a study support assistant, a mentor or a scribe. If the student has individual support from an LSA discuss how the three of you can work together effectively.
4. Keep a record of decisions made and give the student a copy. Such a document may be useful for other staff teaching the same student. However, don’t assume it can be used...