Laura García Sánchez Universidad de Barcelona
DE INFANTA A EMPERATRIZ EL DESTINO A LA CORTE DE VIENA
Overview
In this unit, Student Teachers will examine learning differences, both normal variation in learning styles and disabilities and disorders. Student Teachers will consider the role of the school and the Instructor in managing and accommodating learning differences in classroom practice. Student Teachers will additionally consider the strategies employed in national educational policy in Pakistan on accommodating diverse developmental needs.
Week #
Topics/themes
11
Differences in student learning and performance strengths Child development review I
Child development review II
12
Recognizing disability and learning disorders I: Emotional and behavioural
Recognizing disability and learning disorders II: Language, physical, and sensory
Cognitive differences: Delays and giftedness
13
Addressing special needs in the classroom: Differentiated instruction
School resources and support services for special-needs students
Reflection and review
Learning goals
l demonstrate an understanding of children’s differences in learning styles
and capacities
l recognize and categorize signs of developmental delays, disorders, and disabilities
l demonstrate awareness of the social perceptions of difference
l consider classroom needs from various perspectives, including those of children
and teachers
l recognize the strengths that each child brings to the classroom l identify factors that influence learning differences and special needs.
Essential questions
• How can schools best accommodate different learning needs?
• How can teachers use benchmarks for development without seeing children of difference as abnormal?
• What is the role of the school in accommodating children with special needs?
Enduring understandings
• Variation among children’s learning abilities and learning strengths is normal. • Teachers can work to accommodate different learning abilities and disabilities in the classroom in a variety of ways.
Additional resources
P. Asherson, ‘ADHD and Genetics’. In R. E. Tremblay, R. G. Barr, and R. DeV. Peters (eds.), Encyclopedia on Early Childhood Development (Montreal: Centre of Excellence for Early Childhood Development, 2010).
Ø http://www.child-encyclopedia.com/pages/PDF/AshersonANGxp.pdf
Ø http://www.child-encyclopedia.com/en-ca/home.html ‘Autism’, Encyclopedia on Early Childhood Development.
Ø http://www.child-encyclopedia.com/pages/PDF/autism.pdf
J. Beitchman and E. Brownlie, ‘Language Development and Its Impact on Children’s
Psychosocial and Emotional Development’. In R. E. Tremblay, R. G. Barr, and R. DeV.
Peters (eds.), Encyclopedia on Early Childhood Development (Montreal: Centre of Excellence for Early Childhood Development, 2010).
Ø http://www.child-encyclopedia.com/documents/Beitchman-BrownlieANGxp_rev.pdf P. S. Dale and J. L. Patterson, ‘Early Identification of Language Delay’. In R. E. Tremblay, R. G. Barr, and R. DeV. Peters (eds.), Encyclopedia on Early Childhood Development (Montreal: Centre of Excellence for Early Childhood Development, 2009).
Ø http://www.child-encyclopedia.com/documents/Dale-PattersonANGxp- Language.pdf
D. Dickinson, ‘Learning through Many Kinds of Intelligences’, Pakistan: Aga Khan Foundation.
Ø http://www.ecdpak.com/Child-Centered-Classroom/Learning/Learning- through-Many-Intelligence.pdf
Mayada Elsabbagh and M. E. Clarke (eds.), ‘Autism: Synthesis’. Encyclopedia on Early
Childhood Development (2006), i–iii.
T. H. Gardner, H. and T. Hatch, ‘Educational Implications of the Theory of Multiple
Intelligences’. Educational Researcher, 18(8), 4-10. (1989).
Ø http://www.jstor.org/stable/1176460.
Japan International Cooperation Agency. ‘Country Profile on Disability: Islamic Republic
of Pakistan’. 2002.
Ø http://siteresources.worldbank.org/DISABILITY/Resources/Regions/South%20 Asia/JICA_Pakistan.pdf‘
Learning Disabilities’, Encyclopedia on Early Childhood Development.
Ø http://www.child-encyclopedia.com/pages/PDF/learning-disabilities.pdf E. Mays, ‘Developing Multiple Intelligences in Children’, Nurture: Pakistan’s Pioneer Publication on Early Childhood Development, 8.
Ø http://www.ecdpak.com/nurture/Nurture-8/developing_multiple_intelligenc- es_in_children.html
Ministry of Education. ‘The Development of Education: National Report of Pakistan’ (Islamabad: Ministry of Education, 2004).
Ø http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/ pakistan.pdf
N. Rommelse, ‘Attention Deficit Hyperactivity Disorder and Cognition’. In R. E. Tremblay, R. G. Barr, and R. DeV. Peters (eds.), Encyclopedia on Early Childhood Development (Montreal: Centre of Excellence for Early Childhood Development, 2010).
Ø http://www.child-encyclopedia.com/documents/RommelseANGxp.pdf
R. Tannock, ‘Language Development and Literacy: Comments on Beitchman and Cohen’. In R. E. Tremblay, R. G. Barr, and R. DeV. Peters (eds.), Encyclopedia on Early Childhood
Development (Montreal: Centre of Excellence for Early Childhood Development, 2010).
Ø http://www.child-encyclopedia.com/documents/TannockANGxp.pdf C. Tomlinson, The Differentiated Classroom: Responding to the Needs of All Learners (Alexandria, VA: Association for Supervision and Curriculum Development, 1999). Available as an e-book at:
Ø http://educat.tc.columbia.edu/search/t?SEARCH=The+Differentiated+Class- room%3A+Responding+to+the+Needs+of+All+Learners
UNICEF, ‘Pakistan: Examples of Inclusive Education’ (Kathmandu: UNICEF, 2003).
Resources for this unit in Faculty Resources
Student Teacher readings
‘Classrooms for All Learners’ ‘What a Child Can Do’ ‘Models of Disability’ ‘Autism’
‘ADHD Children and Classroom Management’
‘Understanding the Nature of Learning Disorders in Pakistani Classrooms’ ‘What Do Gifted Children Need?’
‘Differentiated Instruction in the Inclusive Classroom’ ‘Looking at Social Issues Holistically: The Rejected Child’
Faculty resources
‘Inclusive Education in Pakistan?’
‘Social Tasks Involved in Peer Relationships’ ‘Developing Multiple Intelligences in Children’ ‘General Categories of Learning Disability’
‘Meeting the Needs of Students With Cognitive Delay’ ‘Characteristics of Gifted Children’
‘Characteristics of Gifted and Talented Children: Check-list’
‘Case Studies of Working Models of Inclusive Education in Pakistan’