Inclusive teaching and learning in a diverse HE environment
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This document discusses inclusive teaching and learning in higher education to support a diverse range of learners. It defines diversity to include disabilities, genders, religions, ages, races, and sexual orientations. Some specific disabilities and conditions mentioned include visual and hearing impairments, mobility difficulties, learning disabilities like dyslexia, medical conditions, autism spectrum disorders, and mental health difficulties. The document recommends inclusive teaching practices such as multisensory teaching, breaking down information, providing accessible resources, and giving constructive feedback and exam arrangements. It stresses the importance of an inclusive environment, reasonable adjustments for individual needs, effective communication, and maintaining academic standards while facilitating learning for all students.
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This document discusses students with specific learning differences (SpLDs) such as dyslexia, ADHD, dyspraxia, and dyscalculia. It notes that SpLDs can cause difficulties with tasks like phonological processing, short-term memory, organization, and focus. The document emphasizes that teachers should consider how individual students learn and be inclusive in their teaching methods. It also addresses potential issues in identifying SpLDs across cultures and languages due to differences in assessment, communication, and perceptions of disabilities. The document provides suggestions for supporting students with SpLDs, such as using different materials, fonts, paper colors, instructional techniques, and metacognitive strategies.
Students Learning Styles and Implications for Teaching
Students Learning Styles and Implications for TeachingNational Resource Center for Paraprofessionals
This document discusses student learning styles and implications for teaching. It covers several key points:
- Howard Gardner's theory of multiple intelligences which identified 8 different types of intelligence.
- Traditional teaching tends to focus on linguistic and logical-mathematical intelligences, but students have diverse intelligences.
- Learning styles inventories can help identify how students prefer to process and understand information.
- Teachers should use a variety of teaching methods to accommodate different learning styles in their diverse classrooms. Balancing activities can help engage more students.Learning Disabled (Priyanka Bhardwaj)
The document discusses learning disabilities, including how they are neurological processing problems that can interfere with basic skills like reading, writing and math, as well as higher level skills. It covers various classifications of learning disabilities, characteristics, causes, ages of identification, identification methods, teaching strategies and accommodations versus adaptations. Though there is no known cause of learning disabilities, the document outlines many techniques and strategies teachers can use to help students identified with learning disabilities acquire knowledge and skills and experience success.
Multi sensory learning ayoob babar
This document discusses multi-sensory learning, which involves using two or more senses within the same activity. It defines multi-sensory learning and discusses its characteristics, including using visuals, auditory information, and kinesthetic/tactile experiences together. The document also explores why a multi-sensory approach is beneficial for learning, providing strategies for visual, auditory, and tactile learning. It notes the strengths of multi-sensory learning in increasing engagement and knowledge transfer, but also the limitations of cost and time required. The document concludes by stating multi-sensory learning is limited in Pakistan due to infrastructure costs and lack of resources.
Meet The Teacherweb
This document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes details about the units of inquiry in language, mathematics, and other subject areas. It also discusses the learning environment, learner profile, attitudes, and transdisciplinary skills emphasized. Additionally, it outlines the school's approach to home learning and partnerships between school and home.
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
Activities focus on learning styles
Students learn in different ways depending on their individual learning styles and sensory preferences. Some students learn best visually, others auditorily, kinesthetically, or tactilely. Teachers should identify each student's preferred learning style and incorporate activities that appeal to different modalities, such as visual displays, verbal instructions, physical activities, and hands-on projects. Psychologist Howard Gardner also theorized that people have at least seven distinct intelligences, including logical, visual, kinesthetic, musical, interpersonal, intrapersonal, and linguistic abilities, and teachers should design lessons to engage students' varied intelligences.
Hoc Pedagogy And Diverse Needs
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
Understanding Categories of Exceptionalities.pptx
The document categorizes and describes different types of exceptionalities or special needs that learners may have. It discusses five main categories: 1) cognitive or academic difficulties such as dyslexia, ADHD, and speech/communication disorders; 2) social/emotional and behavioral difficulties such as autism and emotional/conduct disorders; 3) physical disabilities and health impairments; 4) sensory impairments such as visual and hearing impairments; and 5) giftedness. For each category, it provides examples and descriptions of specific conditions. It also discusses terminology, characteristics of learners with exceptionalities, strategies for dealing with them, and ways to recognize learning exceptionalities.
Sped 410 katrina ola carina final project
This document discusses strategies for including students with learning disabilities, autism, and physical disabilities in the classroom. It provides background on each type of disability and their characteristics. For learning disabilities, it outlines modifications that can be made for reading, writing, grading, social interactions, and technology. For autism, it discusses discrete trial teaching and promoting social assistance and friendships. For physical disabilities, it defines them and discusses implications for mobility, assessments, participation, and assistive strategies and technologies. The presentation emphasizes individualization and an inclusive approach.
Learners with Exceptionalities
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Learning Disabilities PowerPoint (1).ppt
This document discusses learning disabilities, including definitions, types, causes, rates of incidence, and characteristics. It defines learning disabilities as difficulties processing, organizing, or applying information. The main types discussed are dyslexia, dyscalculia, dysgraphia, dyspraxia, central auditory processing disorder, non-verbal learning disorders, and language disorders. Causes may include hereditary, medical, or environmental factors. Approximately 15% of the US population has a learning disability. Characteristics of specific disabilities like dyslexia and ADD/ADHD are provided to help with diagnosis. Suggestions for instructional strategies and assistive technologies are also presented.
presentation on learning disability.pptx
This document discusses learning disabilities and provides information on identifying, diagnosing, and supporting children with learning disabilities. It defines learning disabilities and lists common types including dyslexia, dyscalculia, and dysgraphia. It outlines signs of learning disabilities at different ages and describes difficulties in specific academic areas like reading, writing, and math. The document also discusses the diagnosis process, tips for communicating with schools, identifying a child's learning style, and educational provisions to support learning disabled children.
B roberts m4_assistive learning
This presentation discusses differentiated learning strategies for students with disabilities. It begins with an overview of disabilities including ADHD, auditory disabilities, and learning disabilities like dyslexia and dyscalculia. It then covers developing individualized education plans with goals and assessing student progress. Specific strategies are presented for assisting students with ADHD, auditory disabilities, dyslexia involving structured practice, and dyscalculia using visual aids. The presentation aims to provide information to accommodate all learning levels through differentiated instruction.
Assistive Technology Presention
This presentation discusses differentiated learning strategies for students with disabilities. It begins with an overview of disabilities including ADHD, auditory disabilities, and learning disabilities like dyslexia and dyscalculia. It then covers developing individualized education plans with goals and assessing student progress. Specific strategies are presented for assisting students with ADHD, auditory disabilities, dyslexia involving structured practice, and dyscalculia using visual aids. The presentation aims to provide information to accommodate all learning levels through differentiation.
Meet The Teacher
The document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes sections on language arts, mathematics, units of inquiry, the learning environment, home learning expectations, and school-home partnerships. The teacher introduces herself and outlines the key focus areas in various subjects for the upcoming year.
Assistive Technology WebQuest
This document discusses resources and instructional practices to assist teachers in educating students with special needs and learning disabilities. It provides an overview of relevant laws like IDEA, FERPA, and Section 504. It discusses developing IEPs and providing education in the least restrictive environment. It then examines characteristics and challenges of specific disabilities like ADHD, visual impairments, and learning disabilities. For each, it recommends instructional strategies and assistive technologies to help students learn effectively.
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- 1. Inclusive Teaching and Learning in a Diverse HE Environment
- 2. What does diversity mean and what does it cover? Diversity of Learners
- 3. Disability, gender, religion or belief, age, race, sexual Orientation Individuality Different learning styles Support requirements Diversity refers to…
- 4. Visual impairments Hearing impairments Mobility difficulties Personal care requirements Specific Learning Difficulties (i.e. Dyslexia, Dyspraxia, ADD, ADHD, visual processing difficulties, etc.) Medical Health Conditions (HIV, epilepsy, asthma, chronic fatigue, cancer etc.) Asperger’s, Autism Spectrum Disorders Mental Health Difficulties Neurodiversity Disability covers seen and unseen needs
- 5. Multisensory teaching Breaking information down into manageable chunks Reducing blocks of text, working more with bullet points, graphs, mindmaps etc. Handouts in advance Avoiding white paper –using coloured paper for handouts Accessible resources electronically User friendly fonts (i.e. arial, comic sans, verdana etc.) Summarising, concluding, highlighting Inclusive Teaching and Learning Practice…
- 6. Structured teaching delivery which reinforces learning by repeating information in different ways. Interactive learning, opportunities for reflection, Q&A, discussion Help with organisation of infomration and materials Advance notice of deadlines, reminders Constructive feedback Additional tutorials, mentoring Exam arrangements, alternative methods of assessment Assistive technology Inclusive Teaching and Learning Practice…
- 7. Inclusive environment, facilities, curriculum, assessment and resources Proactively anticipating instead of reacting to the disability Communication Making reasonable adjustments without compromising academic standards Reasonable adjustments based on individual requirements Avoid making assumptions Facilitating and enabling Confidentiality/ discretion Underlying principles
- 8. University of Warwick Disability Services http://www2.warwick.ac.uk/services/tutors/disability/ Tel: 024 7615 0641 Email: disability@warwick.ac.uk Disability Services