Inclusion Of Visually Impaired Students

Inclusion Of Visually Impaired Students Education aims to ensure that that all students gain access to skills, knowledge and information that will prepare them in life. Education becomes more challenging as schools accommodate students with diverse backgrounds and SEN needs. Meeting these challenges demands schools to have an inclusive education. Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. There is now greater recognition that the special needs agenda should be viewed as a significant part of the drive for Inclusive Education (Ainscow, M 1995). The idea is that the concept of integration is being replaced by a move towards inclusive schooling/education. Integration demands that additional arrangements will be made to accommodate pupils with disabilities within a system of schooling that remains largely unchanged (Ainscow, M 1995 p 2). Inclusive education, on the other hand, is a larger and prior concept (Flavell, L 1996, p 5) and aims to restructure schools in order to respond to the learning needs of all children (Male D, 1997). An Inclusive school ask teachers to provide individualised support without the stigmatisation thats comes with separation, and to provide opportunities where all students can learn together in an unrestrictive environment where the quality of their education is not compromised. Appendix 1.1 shows a model of inclusive provision (Dyson, A et al, 2004). Inclusion is not just for student and staff but for governors, parents and the local community (Flavell, L 2002). Research on effective inclusive schooling has shown schools improve thorough whole school responses and not just by teaching strategies that include all learners (Ainscow,M 1994). Appendix 1.2 shows characteristics of these schools (Ainscow, M 1991; Hopkins, Ainscow and West, 1994) 1.2 Legislative Context The amendments to the 1995 Disability Discrimination Act (DDA) Part IV regulations came into effect on 1 September 2002 via the Special Education and Disability Act (SENDA, 2001). It requires school to implement the part of the Act that prevents such institutions from discriminating against students on the grounds of their disability. It is therefore mandatory for all teachers, including MFL teachers to make reasonable adjustments to allow full participation by students with disabilities. Appendix 1.3 is the overview introduction to the DDA while Appendix 1.4 is the DDA Part VI. 1.3 Fullhurst Community School Policy The legislation makes it clear that all teaching staff is responsible for the provision for students with SEN and/or disabilities. (TDA, 1999) Appendix 1.5 shows specific duties under the DDA outlined by the TDA (TDA, 1999) for use by schools. Thomas (1992) states that the whole school community should be involved in developing a policy on the organisation of support in the classroom. The Code of Practice (DfE 1994) calls for all schools to have a special Education needs Policy with outlines the agreed practice at each stage in meeting the needs of pupils. As required by law all schools who receive government funding are expected to have a written SEN policy with regard to the Code of Practice. Fullhurst Community School has a comprehensive policy which is mandatory for all staff to be familiar with. It includes their guidelines, accessibility, definitions, SEN status, provisions, referral information, learning needs and conditions. Appendix 1.6 is a partial copy of the Fullhurst Community School Guide to SEN. 2. Visually Impaired Students 2.1 Inclusion of visual impaired students It is estimated that there are around 25,000 children and young people in Britain from birth to 16 with a visual impairment of sufficient severity to require specialist education service support. (www.rnib.co.uk) In the report entitled Education of the Visually Handicapped (Department of Education and Science, 1972) commissioned by the British government in 1968, it recommends that blind and partially sighted children would benefit from being educated in the same schools. It did, however, also support the general concept of integration of children with visual impairments (VI) into mainstream schools. Further reports, such as The Warnock Report (Department of Education and Science 1978) and the subsequent Education Act (1981) consolidated that right of children with SEN to placement in local schools, with the consideration of the efficient use of resources. During the 70-80s there was a steep rise in the LEA services for children with VI (visual impairment) and an increase in local schools education of VI students supported by qualified in school support workers or peripatetic specialised teachers (Douglas et al, 2009). As this enrolment increased in mainstream schools, specialised schools for the blind were closing or adapting encompassing students with more complex needs (McCall, 1997). The Code of Practice for SEN (Department of Education) accepted that the needs of most children with SEN could be met within mainstream schools but took a moderate stance on inclusion by emphasising the importance of maintaining a continuum of provision for a continuum of needs (Hornby, 1999, p 153). By 2000 inclusion of VI children in mainstream schools had become well documented in policy and practice. Legislation continued to strengthen the rights of SEN children in local schools, culminating in the previously mentioned SENDA (2001) amendments to the 1995 DDA. Appendix 1.7 and 1.8 highlight research and statistics pertaining to VI students in local schools. 2.2 Visual Impairment and Modern Foreign Languages No matter what their educational level, the visually handicapped often display a marked talent for learning foreign languages. This seems to be the result of a particular aural sensitivity and the memory training which forms part of the rehabilitation process. (Nikolic, 1986 p222) The major aspect of work in the modern languages is that while other curriculum areas use communication to teach the subject content, MFL use content to teach communication (Couper, 1996). MFL classrooms rely heavily on non-verbal method of communication and in most classrooms the visual sense plays a dominant though not exclusive role (Couper, 1996 p 7). 2.3 Adaption of teaching practise and materials In traditional MFL learning, teachers use visual projectors, flashcards, wall posters, gesturing, mime and facial expressions to teach, however literature on teaching MFL to VI advocates using different means. Realia, enlarges pictures, mobiles are recommended to introduce new vocabulary and using games such as noughts and crosses, hangman and board games to enhance knowledge. Price (1994) and Couper (1996) show that the adaption of materials for use in class is a time consuming and costly process and as such teachers often have to adapt materials themselves. Appendix 1.9 shows a self-audit for inclusive modern languages lessons: planning teaching, learning and support provided by the TDA (2009) which allows teacher to observe and try out certain methods to keep their classroom inclusive. Lewin-Jones and Hodgson (2005) outline strategies which can be used by teachers to ensure an inclusive classroom. Strategies such as using students names more frequently or touch (once pre-approved before) have been known to work effectively (Jones, 2004). Adapting the way you ask questions e.g what is the man in green doing? to what is the angry man doing? Teachers have to adapt the lesson to include repetition other than using the white boards but through the speaking and listening skills. AFL strategies such as thumbs up or down can be used simply instead of traffic lightsystem where VI students may have difficulty colour differentiating (Appendix 1.9a). McCall (1997) postulates that these changes help, not only the learning of the VI students, but potentially all students learning. From the skills in language learning: reading, writing, listening and speaking; reading and writing can be troublesome for VI students as it is difficult to skim/scan text or move between text and answers or locate specific information within texts quickly. Nikolic (1986) compounds this difficulty adding that that trouble lies in the infrequent contact a VI student has with the written form. Ways must be found for students to access these skills. In MFL it is important for mixed skill activities. This will allow VI students to team up listening and speaking, where traditionally they may be stronger with reading and writing where they may be weaker (Couper, 1996). 2.4 The learning Support Worker VI students often get accompanied to lessons by classroom assistants or specialist teachers (LSW). Their role is not to take the job of the teacher but to enable the learning of the student. It is fundamentally important that students continue to be independent and in control of their learning, the LSW can provide aid in practising dialogues, spontaneous and reading from cue cards. Studies show that the quality and quantity of the work provided by LSWs who speak French fluently is greater than those who dont (Lewin-Jones and Hodgson, 2005). 3. Inclusive Teaching in Year 7 with a Visual Impaired student 3.1 Student X My year 7 French class contains a VI student. On learning this I set about making steps to better inform my planning. I accessed the school SEN policy taking particular attention to the section on visual impairments. Appendix 1.10 shows the SEN guide pertaining to VI. I organised a meeting with the school SENCO and with the students LSW. Appendix 1.11 outlines the material provided by the school SENCO to all teachers of student X. It includes details pertaining to what s/he can see, what s/he needs in the classroom brailler, laptop, hardcopies in font N48 of anything taught on a PowerPoint or at a distance. Appendix 1.12 shows information I learned from the SENCO and the LSW in our meetings and Appendix 1.13 shows student Xs school IEP. From this information I was able to start planning knowing students Xs needs and limitations implementing inclusive strategies. 3.2 Implementation of inclusive strategies ~ Differentiation by support: LSW Student X is entitled to extra disability related funding. This allowed them to have a full time LSW with fluent French accompany her to her French classes. From my meeting with the LSW we were able to work with the scheme of work module 2 and produce a comprehensive vocab list that the LSW was able to adapt in preparation for the term. Appendix 1.14 has the schools Yr 7 SOW. In order for all materials to be correctly adapted lesson plans had to be submitted minimally 1 week in advance. However, having a fluent French speaker as an LSW allowed for ad-hoc French learning for student X. The LSW was able to explain to student X additional tasks. Appendix 1.15 is a lesson evaluation showing how the LSW explained an ad-hoc task I had the students do on something which they were having problems. (avoir v etre). My Teaching I had to adapt my teaching style. As I had no training and the school provided me with some information I had to use what I had learned from the meetings and from learn as you go and learn from your mistakes approaches. Spelling out words I was writing and also reading aloud everything that was being written on or projected onto the white board were things I quickly picked up after hearing the LSW spelling out what I was writing in my first lesson. Appendix 1.16 is a lesson evaluation form from my first lesson teaching this Yr7 class. As student X is an invaluable source of how s/he learns I had 2 meetings with student X and the LSW. Appendix 1.17 included minutes of the first meeting. Regarding AFL I implemented thumb up or thumb down policy. Appendix 1.18 shows lesson plan showing this ~ Differentiation by resource: ICT All power point and ICT work was sent to students X LSW before each class. It allowed student X to use her JAWS software (appendix 1.19) to access the information. An example of such use is appendix 1.20 where student X was able to access one of the lesson tasks and submit her answer by print while the other students handwrote theirs. As the term progressed I was adapting to use aural repetition to strengthen knowledge of vocabulary and phrases. Appendix 1.20 shows an ERF form during my placement highlighting increased use of repetition. Braille Assistive technology benefit the VI but according to Argyropoulos, Martos, and Leotskakou (2005, p 185) the cultivation of literacy skills may be delayed significantlyà ¢Ã¢â€š ¬Ã‚ ¦., and illiteracy may be increased. Because of this it is important for student X to use braille to have exposure to the written form of French while would ensure written accuracy. Appendix 1.22 has various examples of work adapted into Braille while some of them have been corrected by the LSW, as I cannot do this. In assessment student X is therefore no longer at an advantage at spelling as they have been viewing and using the correct version through braille. Tactile Pictures One of Students X preferred methods to learn new vocab is using tactile images. This allows student X to mentally perceive the image using touch. S/he is in essence picturing the same image as the students who are seeing the image. Appendix 1.23 is a photocopy of the tactile images of animals I used while teaching animal vocabulary. Handouts As previously discussed all handouts are in a font N48. Appendix 1.24 illustrates examples of adapted hand outs for students Xs exercise book and also for listening tasks completed in class. ~ Differentiation by task: An area where some of the more reasonable adjustments were made within the classroom. Student X has no problems engaging in listening and speaking tasks once the hand outs/instructions are in braille / correct font size. However when the student is using ICT /power point to do tasks it had to be adopted for student X. Appendix 1.25. shows an example where student used information on the overhead to match questions with possible answers , while student X had the questions and answers were separately printed for them and then could join them up. Appendix 1.26 shows examples of the Differentiated by section of lesson plan where the tasks are differentiated by the students needs. The subject content is still the same just different how they work with it. Concerning assessment feedback it was essential to go through it verbally with the student. While giving positive award postcards I was able to liaise with the LSW to get the material out into braille. An example of this is shown in appendix 1.27 Student X is then able to access the feedback and comments whenever is convenient. 4. Implications of teaching a student with VI Some of the key highlights and finding I learned with my practical experience teaching VI students are outlined below. A comprehensive and effective school policy The more adaptable teachers can make their classes the more schools can become inclusive. Adapting lessons to with certain SEN can have a benefit for other SEN and all students in general. It becomes clear that planning is the key element and the earlier you have it done the easier adapting the material by experts can be. Similarly it means the easier you can change your lessons as required Teachers have to allow extra time for preparation of classes, assessments tests and exams (Ornsin- Jones, Courtney, and Dickinson, 2005). Teachers have to allow additional time for VI students to complete their work Appropriate training should be provided where there are resources and sessions within the MFL department. It is not enough for meeting but teachers need to observe strategies for inclusion of VI in practise. In terms of MFL teaching there are little resources or sharing of experiences (Stephens and Marsh, 2005). By extension schools should be able to keep on file work done in braille and differentiated resources for future use. Teachers must be confident engaging students with disabilities, especially those with additional support. Prior discussion with the support workers can help strengthen your ability to do so during the lessons and allow you to improve you teaching practices both within and outside the classroom. 5. Conclusion The success of children and young people with visual impairment in mainstream schools is heavily dependent upon the quality of support that is available to them (Mason and McCall, 1997 p 412 ) As figures show more and more VI students are being educated in mainstream schools it is therefore important to have systems in place to help train and educate teachers who are teaching VI students. Evidence shows that special schools have played roles in supporting and training when necessary (McCall et al, 2009). As children with more complex needs enter local schools, the demands on the professional skills of those supporting them can only increase. According to Sutcliffe (1997) Effective inclusion of students with VI relies not only on the provision and appropriate access using differentiated resources, support or tasks but also on the administrative and day-to-day management of the learning environment. Schools need effective policies, a drive for inclusion behaviour, and training for all staff. Also required is a creative, hardworking staff that put the needs of all their students at the top of their agenda. For individual teachers, Orsini-Jones, Courtney, and Dickinson (2005) advise that there may be tension at times due to reasonable adjustments but that if teachers can identify the barriers and remove them for SEN students then you are creating an inclusive environment and positive atmosphere. References Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide. Kingsley/UNESCO. Ainscow, M. (1995). Education for All: Making It Happen. Keynote address presented at the International Special Education Congress, Birmingham, UK, 10-13 April 1995. Ainscow, M. (Ed.) (1991). Effective Schools for All. London: Fulton. Argyropoulos, V., A. Martos and B. Leotskakou. 2005. Blind students and spelling: An investigation into Braille literacy skills. Proceedings of the ICEVI conference 2005: Education- Aiming for Excellence, 180-5. http://www.icevi-europe.org/chemnitz2005/iveci-chemnitz2005.pdf. Bender, R. (1970). The Conquest of Deafness. Cleveland: Western Reserve University. Bray, M., Clarke, P .B. and Stephens, D. (1986). Education and Society in Africa. London: Edward Arnold. Carmen, R. (1996). Autonomous Development: Humanizing the Landscape An Excursion into Radical Thinking and Practice. London: Zed Books. Cole-Hamilton, I Vale, D. (2000) Shaping the Future The Experiences of Blind and Partially Sighted Children and Young People in the UK London: RNIB Department for Education (1994) Code of Practice on the Identification and Assessment of Speical Education Needs. London: HSMO Department for Education and Science (DfES) (2001a) The Special Educational Needs and Disability Act London: HMSO DfES (2001b) The Special Educational Needs Code of Practice Nottingham: DfES Dickinson, A. 2005. Dont panic (smile)! How visually impaired students access online learning and giving realistic guidelines to academic staff at Coventry University. International Congress Series 1282 :386-40 Dovey, K. A. (1994). Non-formal educational strategies as a means of effecting positive change in instructions of formal education in South Africa. Journal of Practice in Education and Development, Vol. 1, No.1, pp. 15-20. Flavell, L. (2001) Preparing to Include Special Children in Mainstream School: A Practical Guide London: David Fulton Hmilton, Elizbeth, Kathleen Prime, Christine Gibson, Eric Caron, Jeffrey Rathlef, and HeidiFischer. 2006. Students who are blind or visually impaired accessing foreign languages. Mobility International USA. http://www.miusa.org/ncde/tipsheets/foreignlang/. Kilnkosv W., Sekowski, and M. Brambring. 2006. Academic achievement and personality in University students who are visually impaired. Journal of the visual impairment and blindness 100, no. 11: 666-7 Lewin-Jones, J. and Hodgson, J. (2004) Differentiation strategies relating to the inclusion of a student with severe visual impairment in higher education (modern foreign languages) British Journal of Visual Impairment 22/1:32-36 Lewin-Jones, J., and J. Hodgson. 2004. Differentiation strategies relating to the inclusion of student with a severe visual impairment in higher education (modern foreign languages). British Journal of visual impairment 22, no. 1: 32-6 Lomas, Janet. 1997. Support for pupils within Mainstream Provision. In Visual Impairment: Access to education for children and young people, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone,. London: David Fulton Male, D. (1997) Including pupils with profound and multiple and severe learning difficulties in Smith, B. (ed) The SLD Experience; Kidderminster: British Institute of Learning Disabilities (BILD). Mc Call, Steve. 1999. Acccessing the curriculum. In Children with visual impairment in mainstream settings, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone, 29-40. London: David Fulton Milligan, J. (2002) DDA Part IV Implications for visually impaired students, Visability, Winter 2002 Nicolic, T. (1986) Teaching a foreign language to visually impaired children in school, Language Teaching. Nikolic, T. 1986. Teaching a foreign language to visually impaired children in school. Language Teaching 19, no. 3: 218-31 Orinsi-Jones, M., C. Courtney, and A. Dickinson. 2005. Supporting foreign language learning for a blind student: A case study from Coventry University. Support for learning 20, no. 3: 146-52 Richardson, J., and A.W.N Roy. 2002. The representation and attainment of students with a visual impairment in higher education. British Journal of visual Impairment 20, no. 1: 37-48 Richardson,J. Roy, A. (2002) The representation and attainment of students with a visual impairment in higher education, British Journal of Visual Impairment 20/1 Stevens, A., and D. Marsh. 2005. Foreign language teaching within special needs education: Learning from Europe-wide experience. Support for learning 20, no. 3: 109-14 UNESCO (1993). Special Needs in the Classroom: Teacher Resource Pack. Paris: UNESCO. www.rnib.co.uk

Handling Aggression Through Positive Communication Essay

Five  year-old James is very busy working at the art easel on a special picture for his Mothers birthday. Jenny has been waiting her turn at the art easel. When she becomes frustrated because James is not leaving the easel, she grabs his painting from the easel and tears it apart. James screams for the teacher then pushes Jenny to the floor and yells at her. The teacher then should intervene and confront Jenny about her inability to control herself. The teacher should say â€Å"Jenny, I did not like you pushing James like that. That’s wrong!† When aggressive behavior is exhibited by children, teachers should keep in mind that it is children’s behavior that should be confronted, not the children themselves. Teachers should have a calm body language and should show serious, but not glowering, facial expressions. Through this demeanor, teachers communicate their feelings about a behavior while avoiding attacks on the children’s characters. The teacher should explain to Jenny that if she did not like waiting for James to finish, she should have told him to hurry up because she is waiting for her turn. The teacher should also talk to James about sharing and being sensitive of other children when using communal things in the classroom. The teacher should then ask Jenny and James about what they should say to each other. By letting children realize their mistakes and letting them resolve their own conflicts, children learn to be self-reliant when teachers help them to solve their own problems. As teachers, we should learn that aggression in children is not an emotion but rather the expression of one. It is the action an individual commonly takes as a result of anger or frustration. Young children who have not learned to control their anger often resort to aggressive behavior. Children who have been neglected or treated harshly sometimes use aggression to strike out at the world around them. Other children with highly permissive parents may have learned certain aggressive acts to get their own way—hitting and name-calling, for instance. In controlling aggressive behavior in children, Haim Ginott’s (1972) humanistic model of behavior management can be helpful because it represents a low-control perspective of behavior management in which teachers respect, protect, and promote young children’s emerging self-concept. It is believed that low teacher control models emphasize the role of teacher as a communicator and supporter of children’s natural strengths. Rather than taking the lead, teachers follow the lead of children. Teachers who follow this perspective serve as reflective mirrors of children’s feelings and behaviors, listening to children’s concerns, inquiring as to their interests, and reflecting back the feelings that children express. In this sense, Ginott’s behavior management practices represent the most pure form of a child-centered classroom. The importance of supportive teacher-child interactions is reflected in Ginott’s â€Å"cardinal principle†: At their best, teachers address themselves to the child’s situation. At their worst, they judge his character and personality. This, in essence, is the difference between effective and ineffective communication (Ginott 1972, p. 70). In above statement, Ginott is advising teachers to address themselves to children’s behavior while protecting children’s self-worth. Ginott’s focus on communication is of particular importance in that it reflects his belief in the need to guide children’s exploration and expression of self through dialogue: â€Å"Emotional education† is thus achieved when teachers communicate their unwavering support and acceptance of children, while at the same time helping children to understand their own feelings. Although it is not easy to adapt Ginott’s communication practices, it is one a model that adheres to positive communication in children. However, some teachers may feel that they lack the time and energy to become skilled in the use in Ginott’s model. It may help you to know that, as students, we too felt uncomfortable at first when implementing Ginott’s practices. However, it is assured that with a little practice, these communication techniques will quickly become a valued part of your behavior management plan. Just remember that â€Å"practice makes perfect† and that the long-term goal of preparing children for life in a democratic society is not an easy task. It requires time and energy. And as teachers, it is our role to guide them to learn how to control their actions and help them verbalize what they feel to avoid aggression. References Ginott, H. (1972). Teacher and Child: A Book for Parents and Teachers. New York: Avon

Realism And Realism Of The Late Nineteenth Century

Over the course of the late nineteenth century, there were two literary movements that could be easily defined as influential and can be pointed to as to have directly contributed to the quality of literature we have today. The two, realism and naturalism were both movements that occurred in American, European and English literature that encompass the feelings of early well-known writers such as Edith Warton, Stephen Crane, Jack London, and of course, perhaps the figurehead of naturalistic literature, Emile Zola. A great number of other early writers utilized this technique, just emphasizing the importance and popularity of it. A large number of these works have been linked as and cited as direct inspiration to certain literature still produced today. There can be many different ways to interpret these works and the author’s intention of what they are trying to portray, so the works can be discussed today as well. Of the two, naturalism is the movement that can be considered a derivative of realism. While the two share some similarities, naturalism is different enough to also be considered an alternative to realism (Norton 10). Naturalism, in contrast to realism, considers forces outside of human control as shaping their environment and as a result, much of their work contains impoverished or otherwise disabled characters that can’t escape their surroundings. Naturalism depicts work that is â€Å"scientific, thus truly realistic† (Norton 10) and paints an image of life in urbanShow MoreRelatedRealism and the Humanities 1718 Words   |  7 PagesRealism in and of itself is a broad subject, and has many different areas that can be discussed. The Realism Movement directly challenged Romanticism and the romanticists, because it was more interested in showing how things were, rather than feelings, beauty, and subjectivity that the romantics favored. 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