The push for better SEN training in ITT programmes continues with many researchers urging the government to specify criteria. More specifically, The Carter Review of Initial Teacher Training (2015) has had a significant influence on the government's most recent changes in SEN training criteria for ITT programmes. Key recommendations are as follows: Core content should include training on how to manage students with behavioural issues as well as students with special educational needs and disabilities (SEND), and new teachers should be taught how to differentiate classroom material. For behaviour management, the report recommends providing practical advice based on current research to aid teacher trainees in developing their voice and presence …show more content…
Carpenter (2016) argued that evidence-based teaching should be endorsed but not be viewed as a “cure” that teaches the “perfect practices” that will work for all students. As Hattie (2008) points out, an individual’s learning is influenced by a multitude of different factors including the relationship between the student and the teacher. It is important for teachers to consider the context to determine what intervention strategies are best for that particular student (Coffield and Edward …show more content…
HEIs should ensure that teacher trainees are equipped to identify areas of need found within the SEND Code of Practice and differentiate course material to ensure academic progress and achievement in students with dyslexia, autism, attention deficit hyperactivity disorder (ADHD) and sensory impairment or speech and language and communication needs (SLCN). For the first time, the government is urging providers to ensure that newly qualified teachers (NQT) have a basic understanding of autism. The government states that these changes should enable trainees to provide early identification of students with SEND and make reasonable adjustments to their teaching to meet the student’s needs. The importance of identifying the strengths and weaknesses of all students to help maximize a student’s learning, while also helping to maintain the emotional, psychological and cognitive state of the student should be emphasized by HEI providers. (Carter,
I have had no experience with students who have a physical disability or have particular cultural requirements. Therefore, I will continually seek advice and direction from my experienced colleagues to develop my teaching skills. To become an authentic and effective teacher, I will need to know my students and how they learn, as outlined in The Australian Professional Teaching Standards (1.1 - 1.6 AITSL, 2011). Furthermore, to create the most effective learning environment for my students, I will need to continue to learn and improve my current skills and knowledge (6.1 - 6.4 AITSL,
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Students with high incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
As a teacher, it's upsetting when you can't seem to help your students learn. You switch from one approach to another, yet the student still isn't hitting the mark. Evidence-based practices cut down on teaching trial and error, offering proven methods that have a track record of enhancing student
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)