pedagogy presentation

1. DEPARTMENT OF SPECIAL EDUCATION
Topic:
PEDAGOGICAL
FOUNDATIONS OF
SEPCIAL EDUCATION

2. Presented By Group 04
Presented to
Sir Usman Zia
Name of Students are:
Tayyaba Shamas
Zunera Shahzad
Zunera Anjum
Talha Akbar
Farrah Wani
Shifa Yaseen
Sidra Faatim

3. PEDAGOGY

4. Content
Definition
General Characteristics of Pedagogy
Characteristics of Pedagogy in Special Education
Aims of Pedagogy
Pedagogy in Special Education
The Scope of Pedagogy in Special Education
Conclusion
References

5. Definition of pedagogy
Pedagogy is about learning,
teaching and development
influenced by the cultural, social
and political values we have for
children and underpinned by a
strong theoretical and practical
base.

6. General Characteristics of Pedagogy
Learner-centered teaching includes explicit
skills instruction.
 Learner-centered teaching encourages
students to reflect on what they are learning
and how they are learning it.
Learner-centered teaching motivates
students by giving them some control over
learning processes.

7. Characteristics of Pedagogy in Special Education
Patience
When a child has special needs, patience is a must. Since this
type of student takes longer to perform simple tasks,
understanding is key for development.
Organization
Organization is key for all teachers, especially those who deal
with disabled students. When a child is taught in an organized
environment, he or she will have higher confidence levels

8. Characteristics of Pedagogy in Special
Education (cont.)
Creativity
Since all children have different learning styles, a special education
teacher must have the ability to adapt lessons that work for the strengths
of each child. In certain circumstances, students may function well but
have social interaction problems.
 Acceptance
A special education teacher works alongside disabled students with
various problems. No matter the issues, this professional must accept all
children and interact with dignity and respect. Even children who are
unable to communicate properly or function at low developmental levels
sense negativity, especially when a teacher is acting in an uncomfortable
manner.

9. Characteristics of Pedagogy in Special Education
(cont.)
Intuitive and Calming Nature
Certain children find it difficult to
express their feelings, especially
when they have communication
problems. Oftentimes, special needs
students withdraw or act negatively
when they get confused or feel
overwhelmed.

10. Aims of Pedagogy
 Understand that intentional
teaching/intentionality can occur in child
initiated and educator directed learning
experiences and intentional teaching can be
planned or spontaneous.
 Understand that intentional
teaching/intentionality is based in
knowledge of children’s cultural contexts
gained through interactions with children
and their families and children’s skills,
knowledge and understandings gained
through interactions and assessment of
children’s learning and development
(OECD, 2006).

11. Aims of Pedagogy(cont.)
 Develop a range of teaching techniques including modelling,
facilitating, questioning, telling and instruction, scaffolding and co-
construction as described in McNaughton and Williams (2004)
 Draw on their content knowledge to extend children’s thinking and
inquiry and to support children’s cultural identity and sense of
contribution and belonging. When they do not have the necessary
content knowledge to support children’s learning educators need to
access information with children, for example, through books, the
internet and by asking community and family specialists (Farquhar,
2003)

12. Pedagogy in Special Education
The Question of Distinctive Pedagogy
It is debated whether for different types of disability/disorder,
distinctive types of pedagogy can be identified. A start to considering
this issue may be made by revisiting the outlines of pedagogy provided
by Tharp ((1993)) and by Algozine and Ysseldyke (2006a).
Pedagogic Principles and Types of
Disability/Disorder
Another way of approaching the question of distinctive pedagogy for
pupils with disability/disorder is through seeking pedagogic principles.
Lewis and Norwich (2005, passim) consider ways in which children
may be considered to have needs common to all learners.

13. Pedagogy in Special Education (cont.)
Evidence-based Practice
To the extent that types of disability/disorder and elements of
distinctive provision can be brought together, this relates to
evidence-based practices. An enactment of the No Child Left
behind Act 2002 in the United States is that all students
including those with disabilities will perform at a proficient
level on state academic assessment tests and will
demonstrate annual progress.

14. The Scope of Pedagogy in Special Education
Profound Cognitive Impairment
For learners with profound cognitive impairment, pedagogy is
supported by the learning environment being organized and routines
being finely tuned so that they encourage and are responsive to the
smallest signs of interest and responsiveness on the part of the pupil.
Sensory Impairment
There is debate about the relative merits of oral, sign, bilingual and
total communication methods for pupils with hearing impairment, and
approaches to communication reflect this. Preferences for oral or sign
bilingual methods also influence literacy teaching.

15. The Scope of Pedagogy in Special Education
(cont.)
For Children with Visual Impairment
Pedagogy involves teaching mobility and
orientation; tactile representation and hands on
experience; teaching the pupil ways of securing
rapid access to information; developing
speaking and listening in the context of very
limited or absent visual cues, aids to self-help
and independence skills; reading using tactile
approaches such as Braille and writing using
tactile code.

16. The Scope of Pedagogy in Special Education
(cont.)
Regarding Deaf blind Children
Structured opportunities to interact with others, the environment,
objects, places and activities are provided. Specialist approaches are
used to encourage and develop communication and include co-creative
communication, resonance work and co-active movement. Non-
symbolic communication is developed using reflexive responses,
signals, and place or object cues. Symbolic communication is
encouraged through objects of reference, tactile symbols and Moon
script, manual sign language and communication books (Aitken et al.,
2000;

17. The Scope of Pedagogy in Special
Education (cont.)
 Disruptive Behavior Disorder, Attention Deficit Hyperactivity
Disorder
Anxiety and depression for children aged 3 to 10 years with disruptive
behavior disorders, classroom contingency management can be
effective.
 Communication Disorders
In pedagogical provision for phonological disorders, broad approaches
are employed to raise phonological awareness, and specific programs
are also deployed. Error analysis and articulation exercises and
individual task-based programs are used.

18. The Scope of Pedagogy in Special Education
(cont.)
Orthopedic Impairment, Health Impairment
and Traumatic Brain Injury
Pedagogy for pupils with orthopedic impairment is
not in itself distinctive from the pedagogy for
children not having a disability/disorder. However,
the teacher and others need to use and understand
resources that help the pupil gain access to the
curriculum and learning activities. Educators will
work closely with the physical therapist and the
occupational therapist.

19. The Scope of Pedagogy in Special Education
(cont.)
Autistic spectrum disorder
Approaches used for pupils with autism
include ‘Structured teaching’ (Mezibov and
Howley, 2003), which includes organizing
the pupil’s classroom to reduce visual and
auditory distractions to help the child focus
and using visual information to help make
the environment more meaningful and
encourage independence.

20. Conclusion
Given the nature of pedagogy and its role in special
education, especially in relation to special
pedagogies for different types of disability/disorder,
it is perhaps expected that the scope of its application
is wide. The fuller examples of mild cognitive
impairment and moderate to severe cognitive
impairment indicate difference in types of
disability/disorder often considered very similar.

21. References
 Brooker, L. and Woodhead, M. (2013). Preface in L. Brooker & M. Woodhead
(eds). TheRight to Play, Early Childhood In Focus. Milton Keynes: The Open
University. ix. Retrieved24 November 2014 from
 Department of Education, Employment and Workplace Relations (2013). Quality
Area 1 –Educational program and practice. Retrieved 22 November 2014 from
 Algozzine, B. and Ysseldyke, E. (2006a) Effective Instruction for Students with
SpecialNeeds: A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin
Press. Part of a series but focusing on issues relating to teaching and learning for
students with disability/disorder.Algozzine, B. and Ysseldyke, E. (2006b)
Teaching Students with Mental Retardation