Education- Dealing with additional needs studies/background

information on background and studies for dealing with additional needs in the topic of enabling learning and dealing with diversity. 

includes individual support- lewis and norwich, remidial support- clay and provision for gifted and talented by heller 

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  • Created on: 05-06-13 21:22
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Enabling learning: Dealing with diversity
Individual support Lewis & Norway
Providing individual support has long been known to improve academic
achievement.
Bloom tutored students using mastery learning techniques.
Students who had received individual tutoring did much between than
those who had been taught in groups.
Bloom found that the improvements of the students taught in groups
was only about half that of the 11 students.
Showed that individual tutoring is hugely successful.
Lewis & Norway
Reviewed teaching strategies used for students with moderate, severe,
profound and multiple learning difficulties.
Their overall conclusion suggested that successful teaching strategies
were the same for all learners, whether they had additional needs or not.
Being present in the classroom does not necessarily mean that the
learners are engaged need to be able to access/use information being
provided.
Findings do not suggest that all teachers do the same thing in the same
way for all learners, but that general approaches to teaching and
learning need only minor adjustments to accommodate most learners.
They suggest that teaching strategies need to differ along a continuum
and that certain areas require highlighting in order to meet the
individual needs.
Proposals: provide more opportunities to use knowledge in more than
one context, provide more time to solve problems, ensure students have
successful mastered one stage before moving onto the next, encourage
students to think about own learning strategies.
What teachers do is identify those children who are in most need of
individual support and then they produce a learning plan to suit their
needs.
Other children learn independently
They concluded that children with particular needs did not necessarily
need specific strategies but rather that successful teaching strategies
are the same for all learners.
Key conclusions: pupils with learning difficulties need common teaching
strategies applied in a more focussed and intensive way, pupils with
specific learning difficulties (dyslexia) need more intense/explicit
teaching, common teaching principles and strategies are relevant to all
groups.

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Enabling learning: Dealing with diversity
On the whole, L & N concluded that inclusions of children with a wide
range of special needs in the mainstream classroom is both desirable
and possible as long as teachers maintain an awareness of the needs of
all the children in the class and ensure that they are flexible and
adaptable in their teaching strategies.…read more

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Enabling learning: Dealing with diversity
critical thinking/ critical towards others perfectionism and unreliable
standards
preference for complexity/ resistance to simple solutions overextension
of energies offtask
Maslow's Hierarchy of needs need of the gifted child to be able to
resolve conflict between their `perceived self' and `ideal self'. The gifted
child can be acutely aware of their abilities and also the fact that they
can be perceived as problem children (as shown in by Saunders).…read more

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Enabling learning: Dealing with diversity
Pps: children with low reading attainment in one school where a
multisensory reading recovery intervention was introduced. Lowest
attaining children identified for most performing well below
expectations for their age at the outset of the study. (Age 6, sept 2005)
at the start they had literacy levels below those of a 5 year old.
20052006: literacy progress was compared of the lowest achieving
children in 42 schools serving disadvantaged urban areas in London.…read more

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Enabling learning: Dealing with diversity…read more

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