A mini research investigating the challenges experienced by special needs students in a mainstream classroom, in Antigua and Barbuda, following the implementation of an initiative to prepare them for the Common Entrance Examinations (now called national Assessment)
This PowerPoint is a presentation for implementing a professional development for teachers to gain a better understanding of how to identify and help students with learning disabilities in a multicultural classroom.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
A mini research investigating the challenges experienced by special needs students in a mainstream classroom, in Antigua and Barbuda, following the implementation of an initiative to prepare them for the Common Entrance Examinations (now called national Assessment)
This PowerPoint is a presentation for implementing a professional development for teachers to gain a better understanding of how to identify and help students with learning disabilities in a multicultural classroom.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Learner Diversity and Inclusion in Online Learning Design, Development, and D...Shalin Hai-Jew
This is the first draft of an invited forthcoming web conference presentation and digital leave-behind about learner diversity and inclusion in online learning design / development / deployment. The evolving and interactive version is available here https://spark.adobe.com/page/GTEnMPWb6ko2g/ (on Adobe Spark).
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
A presentation to show some strategies for developing inclusive practice in teaching. It should be noted that interactive hyperlinks will now work here.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Learner Diversity and Inclusion in Online Learning Design, Development, and D...Shalin Hai-Jew
This is the first draft of an invited forthcoming web conference presentation and digital leave-behind about learner diversity and inclusion in online learning design / development / deployment. The evolving and interactive version is available here https://spark.adobe.com/page/GTEnMPWb6ko2g/ (on Adobe Spark).
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
A presentation to show some strategies for developing inclusive practice in teaching. It should be noted that interactive hyperlinks will now work here.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Objectives of Session
To introduce disability
To Explain types of disability
To Identify adaptations
modifications needed to teach
students with disability
10. Cont…
1. Always put the person before the
disability!
It is important to say…
“he/she uses a wheel chair” not
“confined to a wheelchair”
“a person who has epilepsy” not “an
epileptic”.
11. 2. Use the term “person with a disability”.
“Disability” means that an individual is
limited in one’s ability to do an activity.
“Handicap” is a barrier that limits a
person’s opportunity to participate in
society.
12. 3. All people are unique.
Individuals all have unique
things they can and cannot do.
13. 4. Offer people with disabilities the
same choices as you would
anyone else. People with visible
and invisible disabilities have the
right to fully participate in the
community.
14. 5. Offer assistance when it
appears to be required, but do
not insist on helping if the
individual refuses your offer.
16. 7. Assistive devices, such as
crutches and wheelchairs, are
necessary for individuals with
disabilities. Don’t remove them
from someone unless they have
instructed you to do so.
17. 8. Speak to the person with the
disability, not to a friend or
attendant.
18. 9. Treat people with disabilities
as you yourself would like to be
treated. Dignity, respect and
common sense are very
important!
19. “People-First” Language
Instead of ……
The disabled;
handicapped; crippled;
suffers from a disability
The blind
The deaf; deaf and dumb;
suffers a hearing loss
Say…
Person with a disability
Person who is blind;
person with a visual
impairment
Person who is deaf;
person with a hearing
impairment
20. “People-First” Language
Instead of….
Crazy; psycho;
retarded
Retarded; mentally
defective
Confined or
restricted to a
wheelchair;
wheelchair bound
Cripple;;
Say……
Person with mental
illness
Person with an
intellectual disability
Person who uses a
wheelchair
Person with a
physical disability
21. Types of students with
disability
Students with Visual Impairment
Students with hearing Impairment
Students with physical and health
Impairment
Students with Learning Disability
Students with intellectual Disability
Students with Communication Disorder
Students with emotional and behavioral
Disability
22. Identification
Detecting the existence of certain impairment
or disorder.
In the process of identification, sometimes
problems are obvious right from the start, in
this case, parents play a crucial role.
Sometimes they don’t appear until a child is
in school. Some children have trouble
learning to read or write. Others have a hard
time remembering new information. So,
school is the ideal place to deal with.
23. Assessment
Educational assessment refers to the
gathering of information about children’s
learning levels, style and skills in order
to make instructional decisions about
meeting their needs (McLoughlin &
Lewis 2001).
1/23/2021
23
24. PURPOSES OF ASSESSMENT
Why we are assessing individual
children will have implications for how
we proceed with that assessment
(McCormick & Schiefelbusch 1984)?
.
1/23/2021
24
25. Screening
Screening occurs before concern
has been raised about individual
children’s developmental pattern. It
takes a broad, naturalistic look at
children’s development, aiming to
identify individuals who might need
additional assessment.
1/23/2021
25
26. Description of current skills
Description of current skills
determines whether children’s
development is atypical and reveals
the nature of children’s
developmental patterns
(McLoughlin & Lewis 2001), which
will involve identification of their
strengths and relatively weak skill
areas.
1/23/2021
26
27. Curriculum Planning
Having established the nature of
children’s additional needs,
assessment must be able to
guide decisions about what
supplementary services
individual children require and
how to deliver these.
1/23/2021
27
28. Decisions about placement
Placement decisions will involve
making a choice about which
settings will most benefit
children with atypical
development and which age
group of peers will best support
their learning and social and
emotional growth.
1/23/2021
28
29. Classification
This is a common reason for the
assessment of children who are suspected
of having developmental delays or
advances. Classification is a controversial
function of assessment, although by
definition giftedness and disability are
relative to normal development and so
issues of classification are inevitable
1/23/2021
29
30. Monitoring children’s progress
Monitoring children’s progress. A final
purpose of assessment is to monitor how
children are responding to an educational
program. Monitoring serves three purposes
(Wolery 1996b):
to check that the conclusions and priorities
generated by earlier assessments are still
relevant;
to build a record of children’s progress over
time so that educators’ accountability is
promoted and to celebrate children’s
achievements; and
1/23/2021
30
31. Principle of Assessment
• A key principle of assessment is that it
must be:
• Multidimensional_ that is, it must
employ multiple measures, from
multiple sources, over multiple
developmental domains and fulfill
multiple purposes (as just listed)
(Neisworth & Bagnato 1988).
1/23/2021
31
32. • A second fundamental principle is
that assessment must examine:
• not only the qualities and needs
of individual children
• but also the environmental
factors that contribute to their
present developmental status
(Neisworth & Bagnato 1988).
1/23/2021
32
33. Third, specialist assessors must share
information so that they can develop a
multidimensional picture of the whole
child, not just isolated skills.
The following additional principles should
guide the assessment process for
children who are suspected of having
additional educational need
1/23/2021
33
34. Advocacy
The principle of advocacy
contends that assessment should
uphold the interests of all children
and aim to improve services for
individuals (NAEYC 1988).
1/23/2021
34
35. Defensibility
This criterion refers to how we assess
individual children (Miller 1978, in
McCormick & Schiefelbusch 1984).
Any tests that are part of the
assessment process must be used
only for the purpose for which they
were designed and must be valid and
reliable—that is, technically sound in
their construction and suitable for the
1/23/2021
35
36. Programming relevance(utility)
Assessment must measure skills that
are relevant either to an intended
program or in the child’s life (Hansen
& Linden 1990). That is, the
information gained must be
educationally useful. To achieve this,
tests that yield only a single global
score will be less useful than those
which provide scores for varying
1/23/2021
36
37. Equity
Assessment methods must be culturally
fair—which is to say that they should not
disadvantage any groups within the
community (Hooper & Edmondson 1998).
This is a particular issue for children whose
primary language is not English or who are
bilingual, and for those whose mode of
communication is not spoken language. It is
imperative that children’s lack of facility with
English is not mistaken for a developmental
delay or disability (Gonzalez 1974; Marion
1980).To minimize error with these children,
1/23/2021
37
38. Comprehensiveness
Assessment procedures must minimize
what is termed false negatives—that is,
when children with additional needs are
overlooked. To avoid false negatives,
assessment must sample a wide range of
behaviors across various developmental
domains, in a range of settings, gathering
information from many sources (Hansen &
Linden 1990). Comprehensiveness is
particularly important when classification
1/23/2021
38
39. Skilled Administration
Personnel who are skilled at and familiar
with assessing young children should be
the ones to administer tests to this age
group (NAEYC 1988).
Second, testers must know how to
communicate their findings appropriately
to both lay and professional readers of
their assessment reports (Hansen &
Linden 1990).
1/23/2021
39
40. Pragmatism
Assessment should be
efficient in terms of the
administration time and cost
and should not unduly burden
children with prolonged testing
(Fallen 1985).
1/23/2021
40
41. Accommodations
-are supports or services provided to help
students progress in the general education
curriculum and demonstrate their learning.
These do not mean big changes in the
instructional level, content, or standards.
Rather, support is provided so that
students have an equal opportunity to
learn and to demonstrate what they have
learned.
42. ACCOMMODATIONS - Provisions
made in how a student accesses/demonstrates
learning
They do not substantially change
instructional level or content
Provides student an equal access to
learning
Provides student equal opportunity to
demonstrate what is known
Based on individual strengths and needs
May vary in intensity and degree
43. Accommodations are:
Techniques utilized to help
students access curriculum
Strategies that validly
demonstrate what students
have learned
Methods used that alter the
academic setting or
environment so students can
44. Accommodations are also:
Approaches to information that level the
laying field for students with disabilities
Extended time
Large print
Braille
Signed instruction
45. Other Accommodation Definitions –
(Eshilian, & Hibbard, ‘98)
Appropriate arrangements that
allow for access to same
information, activities,
opportunities, ex: books on
tape, computer writing
programs, tape recorders,
calculator, checklists, dictation
of answers, etc.
46. Accommodations do NOT:
Change the information to be
learned
Change the amount of
information that is to be
learned…modifications do this!
47. MODIFICATIONS - Changes in what a
student is expected to learn and
demonstrate
Change in the instructional level or
benchmark
Change in the number of key
concepts mastered within a
benchmark or unit of study
Changes in content
48. Modifications
-change the content and performance
expectations for what a student should
learn. For example, a student may
work at a different level ( for example,
at a 4th grade level instead of a 6th
grade level in reading) or study fewer
concepts or skills.
49. Don’t be fooled by
“Adaptations” for this refers to:
Accommodations and Modifications
Changes made in instructional and
assessment practices to facilitate student
success. For example:
Size √ Participation
Time √ Level of Support
Input √ Alternate Goals
Output √ Substitute
Curriculum
50. Differentiation Instruction (DI)
To differentiate instruction is to
RECOGNIZE students varying
background knowledge, readiness,
language, preferences in learning,
interests, and to react responsively.
51. Cont.
It is a PROCESS to approach
teaching and learning for students
of differing abilities in the same
class.
52. Cont.
The intent of differentiating
instruction is to MAXIMIZE each
student’s growth and
individual success by meeting
each student where he or she is,
and assisting in the learning
process.
53. Principles of a Differentiated
Classroom
All students participate in respectful work.
Teacher and students work together to ensure
continual engagement & challenge for each
learner.
The teacher coordinates use of time, space,
and activities.
Flexible grouping, which includes whole class
54. Cont.
Time use is flexible in response to
student needs.
A variety of management strategies,
such as learning centers, interest
centers, learning buddies, etc. is used
to help target instruction to student
needs.
Clearly established individual and group
criteria provide guidance toward
success.
57. DI Tips you expected to
Apply in your Teaching
58. 10 Tips for Differentiation
Meaningfulness
Currency
Practice
Reading Level
Authenticity
Active
Participation
Experiences
Motivation
Realism
59. Cont.
1. Meaningfulness
Students Need Work
to Be Meaningful
Real Life
Interests
Learning Styles
Multiple
Intelligences
2. Currency
Connecting to Current
Information and Ideas
3. Practice
Some Students Need
Lots of Practice
4. Reading Level
Selecting Resources
for a Variety of Levels.
5. Authenticity
Students Enjoy
Working with Real
Facts, Numbers, and
Documents
60. Cont.
6. Active Participation
Interactive
Resources that Ask
Them to Create,
Build, Design or
Make Decisions.
7. Experience
Some Students Lack
Basic Experiences
such as Visiting a City
(or) a Farm.
8. Motivation
Students Need Inspiration
9. Realism
Students Enjoy Sharing
Their Ideas With a Real-
World Audience.
10. Challenge
Ask Students to Think
Such as;
Evaluating
Critiquing
Creating.”
61. Student Support in
Inclusive Education
Environmental modification
(accessible physical
environment)
Classrooms, buildings, chairs, sitting
arrangement, notice board, sport fields offices,
gets, board, activities etc.
64. Cont.
Assessing in various ways
adapting assessment technique to
context, culture, age, disability type,
and etc.
assess in continuous base and use
different tool of assessment.
67. Cont.
Least restrictive environment
Is about both social and physical
environment which allow students
access to any curricular and extra-
curricular activities
69. Education system has full
responsibility to ensure right to
education
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Involvement of peers, parents and the community
Flexible teaching methods with innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
Responsive, student-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all
PROCESS
of INCLUSION
Assessment
Support
System
Remediation/
70. Inclusion means:
I – ntegration
N – etworking
C – ollaboration
L –iving, learning, loving
U – tilizing all available
resources
S – upport and social
services
I – mplementation of
appropriate programs
O – rganization of
appropriate
services
N – on stop services to all