Effective teaching for disabled students
published: Dec. 1, 2010, recorded: November 2010, views: 227
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For a number of reasons, issues concerning the development of policy and provision have become more prominent in many countries in the past decade. Because of this, there is a greater need for staff in universities to be aware of the issues associated with the development of high quality provision for students with disabilities and learning difficulties. In particular, there is a need to review current practices in learning, teaching and assessment to consider the extent to which they are inclusive or whether they create barriers for some students with particular impairments.
The aim of the session is to raise awareness of a range of practical issues which need to be considered when developing effective, inclusive learning for students with disabilities in higher education.
The programme has been organised into small sections. The tasks are designed to move discussion from general concerns about attitudes and stereotypes through to looking in more detail at individual case studies, some of which are less complex than others. Having explored what is involved from the students’ perspective, there is a move to looking at learning and teaching. In order to achieve the learning outcomes set out below, a range of strategies will be used. The majority of the time will be spent working in small groups which offer greater possibilities for applying many of the principles underpinning effective learning including the importance of variety of task, and of active involvement. Effective learning is associated also with interest, enjoyment and having fun!
Anticipated Learning Outcomes:
- The outcomes of the session are that participants will
- a) recognise the characteristics of an approach to policy and provision underpinned by a social model of disability
- b)demonstrate the development of their knowledge on general matters relating to policy and provision for disabled students
- c) identify at least ten issues to be addressed when making provision for students with a range of impairments
- d) list reasons for recruiting disabled students and concerns raised by teaching staff
- e) outline the “Teachability” approach to developing inclusive learning and teaching
- 1. Študenti s posebnimi potrebami
- 2. Predsodki v nas in v družbi
- 3. Izboljšanje inkluzivnega študijav
- 4. Načini poučevanja in ocenjevanja študentov s posebnimi potrebami
Izobraževanje vodi priznan strokovnjak prof. dr. Alan Hurst iz Velike Britanije. Na začetku se udeleženci seznanijo s pojmom »posebna potreba« z vidika poučevanja in ocenjevanja ter kako vsem zagotoviti enake pogoje za uspešen študij, nadaljuje se s predsodki, ki jih imamo, ko se srečamo z osebami s posebnimi potrebami, ter nekaterimi trditvami (napačnimi ali pravilnimi), ki zanje veljajo v družbi. Nato se delavnica osredotoča na prilagajanje študijskega procesa – kaj se pričakuje od študenta s posebnimi potrebami, kakšna znanja mora pokazati, da uspešno napreduje pri študiju in kako mu lahko prilagodimo pot do osvojitev zahtevanih znanj. Obravnava se različne posebne potrebe, podani so predlogi za poučevanje in ocenjevanje za vsako od kategorij posebnih potreb.Podani so tudi konkretni odgovori na vprašanja, ki se nam porajajo pri razvijanju inkluzivnega učenja, poučevanja in ocenjevanja. Udeleženci se opremijo z informacijami in znanjem, s katerim bodo lahko izbirali med različnimi možnostmi, ki so primerne glede na določeno situacijo pri delu s študenti s posebnimi potrebami.
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