The document discusses the history and provision of special needs education in Ireland, defining special educational needs broadly and outlining the types of disabilities and difficulties students may have. It also examines guidelines for catering to students with mild, moderate, and severe learning disabilities in technology education settings, including potential areas of difficulty and strategies to support students.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
The notes offer advice regarding the Irish Post-Primary Junior Certificate Technical Graphics examination. These notes are intended for study purposes only. Not all of the syllabus areas are represented in these notes.
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Developing an ITE framework for D&T (TERC 2012)Alison Hardy
This presentation reports on the development of a new framework for an undergraduate design and technology teacher training programme at a university in England.
The outcome of the research was a framework with five elements that reflects the team’s philosophy of design and technology with a particular emphasis on the integration of the subject content of designing, making and technology, and related pedagogical knowledge.
Presentation for TERC 2012 with Dr David Barlex
http://www.griffith.edu.au/conference/technology-education-research-conference-2012
Provost Challenge: Digital Accessibility Centercedarpoint13
The Digital Accessibility Center will provide custom service to our faculty to improve student success with Universal and equal access to course content.
The notes offer advice regarding the Irish Post-Primary Junior Certificate Technical Graphics examination. These notes are intended for study purposes only. Not all of the syllabus areas are represented in these notes.
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Developing an ITE framework for D&T (TERC 2012)Alison Hardy
This presentation reports on the development of a new framework for an undergraduate design and technology teacher training programme at a university in England.
The outcome of the research was a framework with five elements that reflects the team’s philosophy of design and technology with a particular emphasis on the integration of the subject content of designing, making and technology, and related pedagogical knowledge.
Presentation for TERC 2012 with Dr David Barlex
http://www.griffith.edu.au/conference/technology-education-research-conference-2012
Provost Challenge: Digital Accessibility Centercedarpoint13
The Digital Accessibility Center will provide custom service to our faculty to improve student success with Universal and equal access to course content.
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
2019 Design & Communication Graphics (D.C.G.) Revision Notes covering the majority of the DCG syllabus through relevant exam solutions. Feel free to use these notes for study purposes only. Encrypted video links will not work through this platform but the notes should be clear enough to assist you in your understanding and comprehension of DCG learning areas. Best of luck to all students doing Irish Leaving Certificate exams this June (2018).
2018 Design & Communication Graphics (D.C.G.) Revision Notes covering the majority of the DCG syllabus through relevant exam solutions. Feel free to use these notes for study purposes only. Encrypted video links will not work through this platform but the notes should be clear enough to assist you in your understanding and comprehension of DCG learning areas. Best of luck to all students doing Irish Leaving Certificate exams this June (2018).
A Sample of Part A, Outputs 1 - 6, of this years DCG 2017/18 Leaving Certificate project. The document is intended for study purposes only. Remember Output 4 is not a hard-copy Output and is therefore not included in the document. The reference bibliography has also been excluded in this case but please ensure you reference sources in your own research.
FREE LEAVING CERTIFICATE 2017 CONSTRUCTION STUDIES QUESTION 1 NOTESJOE LYSTER
The notes are relevant to Higher Level Leaving Certificate Construction Studies Question 1 - Scale section drawing building detail. Feel free to use as you wish. Best of luck.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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?
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. TECHNOLOGY EDUCATION AND
WORKSHOP PRACTICE 2:
MATERIALS AND CONSTRUCTION:
PROVISION
SPECIAL NEEDS EDUCATION
FOR SPECIAL
NEEDS
UNIT 7: WEEK 9
EDUCATION IN
TECHNOLOGY
Course Involved: Graduate Diploma in Technology Education SETTINGS
University of Limerick
Department of Design & Manufacturing Technology
Lecturer/Teacher: Mr. Joseph Lyster
Academic Year 2012: Spring Semester
Technical Support: Mr. Joe Murray & Mr. Richie Hennessy
Notes Prepared by: Mr. Joseph Lyster
Available on www.slideshare.net/WT4603
UNIVERSITY of LIMERICK
OLLSCOIL LUIMNIGH
2. SPECIAL NEEDS EDUCATION
History:
In the past, students with special educational needs were
sometimes overlooked in school settings.
This stemmed from a lack of knowledge and
understanding about learning difficulties.
Students with learning difficulties were often stigmatized
or regarded as non-academics.
However, over the past number of years psychological,
physiological and sociological research has classified
various forms of behavioural, psychological and physical
disabilities.
Department of Design & Manufacturing Technology
3. SPECIAL NEEDS EDUCATION
Broad Definition:
‘Any educational provision which is designed
to cater for pupils with special educational
needs, and is additional to or different from
the provision which is generally made in
ordinary classes for pupils of the same age.’
(SERC, 1993)
Department of Design & Manufacturing Technology
4. CATERING FOR DISABILITIES
There is a wide range of special schools catering for
various types and levels of disability, including
sensory impairment and physical disability
This may range from a physical disability to
exceptional or gifted ability in a particular area. Such
a broad definition has implications for practice and
also for the essential resources required by individual
students.
(NCCA, 1999)
Department of Design & Manufacturing Technology
5. CATERING FOR DISABILITIES
Their difficulties may be specific to language or
mathematics or can come from a physical impairment
that affects their movement, sight, or hearing, or from a
complex combination of several disabilities.
Some of these may be addressed by the provision of
alternative teaching methods, suitable materials,
appropriately adapted equipment, or personalised tutorial
support.
However, this approach tends to focus on the difficulties
of the student rather than on his or her individual needs.
(NCCA, 1999)
Department of Design & Manufacturing Technology
6. T YPES OF DISABILITIES/DIFFICULTIES
General learning disabilities
Emotional and behavioural disturbance
Language and communication difficulties and
disorders
Physical and sensory disabilities.
(SERC, 1993)
Department of Design & Manufacturing Technology
7. SERC REPORT
SERC Report: Recommendations
Students with special educational needs have a right to an
appropriate education
The needs of the individual student are paramount in decisions
relating to their education
Parents should have an active role within the system
A continuum of educational services should be provided and,
where
Practicable, appropriate education should be provided in ordinary
schools for all students with special educational needs
Only in exceptional circumstances should a student have to live
away from home to avail of an appropriate education
The state should provide adequate resources to enable students
with special educational needs to avail of an appropriate (NCCA, 1999)
education.
Department of Design & Manufacturing Technology
8. IRISH POST-PRIMARY
The Education Act (1998) refers to particular reference to the role of
the NCCA in advising the Minister for Education and Science on the
curriculum for students with a disability or other special educational
needs.
In 2002, to fulfil this remit, the NCCA developed draft guidelines for
teachers of students with general learning disabilities.
To gain insights into the value of the guidelines to teachers, schools
and parents, the NCCA embarked on a series of consultations during
the period 2002-2004.
The findings of this consultation process resulted in the development
of the ‘Guidelines for Teachers of Students with General Learning
Disabilities’
(NCCA, 2007)
Department of Design & Manufacturing Technology
10. DIVISION OF NEEDS
Special needs education in Ireland is divided into the following:
1. Students with mild general learning disabilities
2. Students with moderate general learning
disabilities
3. Students with severe and profound general
learning disabilities
(NCCA, 2007)
Department of Design & Manufacturing Technology
11. MILD LEARNING DISABILITIES: INDICATORS
Delayed conceptual development and limited ability
to generalise
Difficulty expressing ideas and feelings in words
Limited attention span and retention
Clumsiness and difficulties with motor skills
Underdeveloped sense of spatial awareness
Difficulty adapting to new situations.
(NCCA, 2007)
Department of Design & Manufacturing Technology
12. MODERATE LEARNING DISABILITIES: INDICATORS
limited concentration
passivity
delayed oral language development
difficulty in adapting to their environment
limited ability to generalise
difficulties in problem solving.
(NCCA, 2007)
Department of Design & Manufacturing Technology
13. SEVERE & PROFOUND LEARNING DISABILITIES:
INDICATORS
The material in the guidelines for teachers of students with severe
and profound general learning disabilities is laid out in three broad
bands:
1. Attending;
2. Responding; and
3. Initiating.
learning targeted at a very early developmental level
consideration of additional motor and/or sensory difficulties
basic self-care needs
significant needs in the area of communication, with strategies for
non-verbal communication being critical
significant emotional and/or behavioural needs that affect learning
and social interaction
specific help in generalising concepts and skills to enable them to
accommodate to a change of context.
(NCCA, 2007)
Department of Design & Manufacturing Technology
16. Students with Mild Learning
Difficulties in Technology
Education Settings
Department of Design & Manufacturing Technology
17. A DESIGN PROCESS:
POTENTIAL AREAS OF DIFFICULT Y - TECHNOLOGY
WOOD
Being overwhelmed by the learning process.
Short attention span and lack of concentration.
Understanding concepts (difficulties associated with the non-linear
nature of the design process).
Limited vocabulary (understanding technical language).
Language/writing.
Spatial awareness (drawing/sketching, organisation of the
workspace).
Transfer to real life—difficulty transferring design intent to practice.
Calculating (adding, measuring).
Co-ordination (use of tools, fear of machinery).
(NCCA, 2007)
Department of Design & Manufacturing Technology
18. STRATEGIES
Using a spiral approach, i.e. introducing the design process at basic
level initially and fostering broader and deeper understandings in
subsequent projects.
Using individual student worksheets to differentiate each stage, in
booklet form.
Using an overview/diary worksheet.
Presenting relevant terminology and allowing space to write/copy
simplified meanings.
Encouraging the use of graphical communication where appropriate.
Working in pairs/small groups where appropriate.
Using concrete materials.
Using templates as appropriate.
(NCCA, 2007)
Department of Design & Manufacturing Technology
19. RESOURCES
Pieces of wood/other material pre-prepared to
various sizes to enable students to experiment with
and express different design possibilities.
Magazines showing concrete examples of
associated models.
Material and equipment for making the chosen
model.
Design activity sheets.
(NCCA, 2007)
Department of Design & Manufacturing Technology
20. PHYSICAL DISABILIT Y
Physical skills:
These skills range from basic mobility and positioning and
physical activation through an understanding of spatial
awareness, and fine and gross motor skills to specific
skills required for a purpose, for example writing, sports or
leisure skills.
(NCCA, 1999)
Department of Design & Manufacturing Technology