theories and models of special needs

Published: 2010-09-10: (Rev. Cognitive-Consistency Theories 2. Models of Disability: keys to perspectives . Therefore, this paper will also look at gifted children throughout the concepts and theories. This is very important point for teaching of SEN students as their chronological age more than likely will not correspond to their maturation age. The perception that they are in need of a different curriculum from their peers restricts their participation only to lesser activities. Confirmation. endobj A social work theory attempts to explain why a problem exists, and a practice model attempts to provide a method for solving the problem. Woolfolk et al (2008) points out that a child’s ability to conserve numbers is approximately two years before conservation of weight. However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development. endobj In the process of the SEN students learning a commitment must be made between teacher and student to facilitate a relationship with equal honest effort from each party. • Applies knowledge of models, theories, and philosophies that provide the basis for special education practice. Copyright © 2003 - 2021 - UKEssays is a trading name of All Answers Ltd, a company registered in England and Wales. 19 0 obj <> They acquire sophisticated mathematical skills in the dealing with wholesalers, buyers, sellers and battering to make a profit. This plan is highly positive towards inclusion in the classroom. 06 Oct, 2020. Care for the disabled, medical care and rehabilitation. Another characteristic mentioned by Woolfolk et al (2008) of this stage is adolescent egocentrism. After all, a pupil with special needs is unlikely to thrive if he or she is simply dumped into a general education classroom. You can use these examples to talk with your kids about tolerance, respect, and stereotypes. Special Needs Education The four periods of special needs education: 1. [ 13 0 R] Care for the disabled, medical care and rehabilitation. oriented paradigm of education for children with special needs. Unlike the egocentric pre-operational children the formal operational students are aware of other people’s perceptions and beliefs. <> The teacher can set up cooperative learning for their lessons with gifted students performing the role of the group leader they can provide models for others of slightly more advanced thinking (Snowman & Biehler, 2006). These models take into account the complexity of human life and the insistent nature of human needs. Special Needs and Learning Difficulties Many popular movies, TV shows, and books have characters with disabilities, and many are positive role models. VAT Registration No: 842417633. These actions then develop to very simple tasks which contribute to the schemata which consist of sucking or grasping anything which comes in contact with the mouth or hand from the environment (Child, 1995). components of twelve models revealed three clusters: (1) assistive technology consideration, (2) technology-enhanced performance, and (3) devel-opmental models which describe specific aspects of technology use in special education. Models of Disability: Types and Definitions. One factor which the teacher must take into consideration is the ability level of the class. 13 0 obj Woolfolk et al (2008) explains that children with behavioural disorders deviate to such an extent that not only their classmates’ development is disrupted; it also interferes with the child’s individual development. The paper will concentrate on the factors relating to SEN students with Autism, Dyslexia and ADHD. The teacher plays a major role in this adaptation, when they introduce a new experience to the SEN the teacher can facilitate the assimilation of this new experience so that it fits into the SEN’s existing scheme or the teacher may have to change the cognitive thinking of the SEN by changing an existing scheme to incorporate the new experience, this process is referred to as accommodation (Pressley & McCormack, 2007). The teacher must then provide an alternative plausible conception that makes the event possible. <>/ExtGState<>/XObject<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 32 0 R 33 0 R] /MediaBox[ 0 0 612 792] /Contents 21 0 R/Group<>/Tabs/S/StructParents 1>> (1983) Child’s Talk: Learning to use Language, Oxford University Press. Related Posts. A major concept of learning from Vygotsky’s sociocultural theory is the zone of proximal development (ZPD). endobj The teacher of the regular class needs a professional’s guidance but the model still seems to be ineffective due to the low expectations the teacher has from pupils with special educational needs. Though there is a frequent discontinuity between various groupings because related approaches have focused on different sets of phenomena but still such classification is valid from practical point of view. The theories then discuss motivation in terms of filling these needs. <> Snowman and Biehler (2007) explain that these tasks are limited to objects that are present and that children have experienced directly. According to Piaget’s theory development is universal, cultural differences should have no effect on the sequence of stages (Pressley & McCormack, 2007). Cognitive […] Instruction for pupils with sensory disabilities, many disabled children were excluded from school 2. The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008). endobj Hierarchy of Needs Theory In 1943 Abraham Maslow proposed the Hierarchy of Needs Theory. 4 0 obj Examples of scaffolding techniques for teachers include questioning, labels, feedback, prompts and modelling. For example object permanence may develop gradually through a stage and not appear all at once (Woolfolk et al, 2008). This paper will first look at the definition of a pupil with Special Educational Needs. Hierarchies of power: Disability theories and models and their implications for violence against, and abuse, neglect, and exploitation of, people with disability | Page 4 . They look at motivation from the perspective of our needs and aspirations. Our informative chapter outlines the different learning theories employed successfully in special education. The children will imitate the desired behaviour from peers, and this will stimulate the SEN to act this way independently. Pose questions on the concept or set a relevant task for the SEN to perform. <> This stage is most easily observed and assessed by a teacher through these actions of play and pretending and displays a development of schemes that are becoming more general and less related to specific actions. Pressley and McCormack (2007) outline the process for the teacher to provide educational support in overcoming SEN student’s misconceptions. ^-�J�oɿ���4�@k7i���M �;�+�HP[�)[�������5=N (�� �����,0��X/�.\i-�q���E��� \o������΅� &�Q���0 Y�z�_��F����0~�� � These theories deal only with observable behaviors. The teacher also has the alternative to perform within-class grouping of the students according to their ability levels; this provides the opportunity for differentiation of the task and setting tasks specific to the group’s level of cognitive development. Therefore, the teacher must plan an appropriate consequence that can be handled quickly and efficiently. (1998) The politics of special educational needs, Lewes: Falmer Press. No plagiarism, guaranteed! Bruner, J.S. Present the new knowledge in a variety of forms for the SEN such as: verbal, mathematical, practical, and imagery. This acts in clarifying the new conception. Teacher must monitor the SEN’s thinking about the new concept and be aware of any defensive moves by the student to resist accommodation. Model desired academic behaviours. Create a dialogue with the SEN. Ethical Principles for Special Education. 5 0 obj This paper will now look at the stages of Piaget’s theory and analyse its importance in supporting education for the SEN student. This is also a flexible grouping which can be changed for different subjects such as maths and English (Snowman & Biehler, 2006). This may come in the form of parents, same-age peers or teachers (Snowman & Biehler, 2006). These come in two forms: accommodations and modifications. (2000).handbook,.Gifted and Instructional Models for Children With Special Needs ... the diversity of learning theories and related edu-cational practice. During a person’s search to achieve equilibrium they must find themselves in a state of disequilibrium, a perceived discrepancy between a person’s existing scheme and a new experience (Snowman & Biehler, 2006). Piaget’s theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. <>>> endobj Looking for a flexible role? endobj Taking this into account the teacher must plan for various modalities of teaching the content such as visual and audio learning, imagery, demonstration and kinaesthetic learning. 2 0 obj Child (1995) highlights the work of Skinner and his techniques for operant conditioning schedules of reinforcement. %���� A brief overview of each model is provided in the follow-ing sections. (2000) Theories of Inclusive Education: A Student’s Guide, Paul Chapman Publishing Ltd, London. KAIRARANGA – VOLUME 7, ISSUE : 006 ABSTRACT The.Ministry.of.Education. Counseling Theories: Exploring 6 Major Theoretical Categories. Pressley, M. and McCormack, C.B. Learning Theories & Special Education - Chapter Summary. This final paper topic is about school age children with special learning needs. Our academic experts are ready and waiting to assist with any writing project you may have. Some methods of prevention are applied behavioural analysis, behavioural support plan and teaching of social skills (Snowman & Biehler, 2006). (1971) have designed strategies ... for children with special needs. If the class is a mixed ability class with a large range of cognitive and emotional development, the teacher’s organisation of the class and teaching style will be modified. 2.0 Theorists/Principles Gray and Macblain (2012), describes certain theories and principles for learning as follows: Content theories are also sometimes called needs theories of motivation. • Applies knowledge of models, theories, and philosophies that provide the basis for special education practice. According to Vygotsky`s theory on dysontogenesis (TD), a positive resource oriented 8. Ethics investigates, clarifies and analyses moral issues. There are a number of approaches to doing this, one significant one being differentiated learning. Get the printable Learning Theories Study Flashcards! Piaget refers to these as motor schemes which deal with the interaction between the child and the environment, intelligence at this stage does not occur in the child’s mind (Pressley & McCormack, 2007). Child (1995) explains that a positive reinforcement is to encourage the desired positive behaviour, while negative reinforcement is used to eliminate disruptive behaviour. Theories of transition planning for Special Ed students are essential in that they allow educators to follow a systematic and thoughtful process of planning a disabled student's post-school environment. In the constructivist classroom, Child, D. (1995) Psychology and The Teacher, Cassell Press, London. <> Clough and Corbett (2000) feel that “one of the greatest barriers to inclusion is our underestimation of the potential abilities of those we label as having SEN”. When a teacher is planning for inclusive teaching they must take into account an SEN’s individual education plan (IEP). 3 0 obj The human needs approach supports collaborative and multifaceted problem-solving models and related techniques, such as an analytical problem-solving process. Snowman and Biehler (2006) proposed that the tasks Piaget used were often too complex and set from the adult perspective; they were not related to the children’s real life experiences. Special Needs Education The four periods of special needs education: 1. Including types of learning disabilities, teaching tips for children with special learning needs, theories of pro’s and con’s. <> endobj 2019-12-06) Synopsis and Key Points: Lists the scholarly defined different models of disability and also provides explanations on each of the various current models in society today. AT Consideration Four models were identified which describe processes associated with assistive … (ed.) This active learning is encouraged by Piaget and the SEN’s interaction with their environment will promote cognitive development. endobj Woolfolk et al (2008) believes that this hypothetico-deductive reasoning is the hallmark characteristic of the formal operational stage. And Biehler, R. (2006) Psychology Applied to Teaching, Houghton Mifflin Company, U.S.A. Tappin, M.B. A teacher of with special needs students particualrly needs needs to provide a classroom that caters for this diversity through an inclusive environment. Weaving educational practice. <> Jean Piaget has had a highly influential impact on developmental psychology with his four stage theory of development being his landmark contribution (Pressley & McCormick, 2007). 6 0 obj Two major characteristics in sensori-motor stage are the child’s development of object permanence and deferred imitation. The basic premise for Maslow’s hierarchy of needs is that students progress through a set of sequential needs from physiological to self-actualisation. ADVERTISEMENTS: Read this article to learn about the theories of Attitude are : 1. This stage concentrates on preschool and primary school children. <> 10 0 obj Their thinking is centred upon a mastery of symbols which Piaget believes is derived from mental imitation. In the interobject relationship models, the position of the observer also needs to be specified, either by its relationship to a single reference object or between the observer and all other objects. Piaget carried out empirical experiments and tasks to portray this egocentrism and the three mountains task was his preferred measure. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Slavin (2006) explains that with the assistance of more intellectual peers or teachers, through conversation and collaborative work the individual can achieve higher mental functioning and master a task that is not yet learned. We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.co.uk. endobj A teacher of with special needs students particualrly needs needs to provide a classroom that caters for this diversity through an inclusive environment. 1 0 obj Train-the-Trainer Model Explained. Color coded by category, ready for double-sized printing. (2007) Child and Adolescent Development for Educators, Guilford Press, London. 18 0 obj Two Main Theories of Special Education There are two main theories to special education. A theory or a model should be able to provide insight. Slavin (2006) states that the plan assesses the individual SEN’s needs and sets out a course of action to fulfil these needs. Essentially, they assist students with special needs by compensating for any disability-related obstacles, giving students the tools to excel. Start studying Disability Theories and Models. This is an important view for teachers in support of SEN students. Positioned and discussed in their historical contexts the book provides a synopsis and critique of the last 50 years of the 20th century, including the introduction of the term 'special educational needs', the practice of integration and the present processes of inclusive education. Snowman & Biehler (2006) likes the learning instruction to a magnet, it is aimed slightly ahead of the SEN student’s ability level at the present time and it will pull them along to master things they cannot learn individually. Through studying the theories of cognitive theorists this paper has outlined extremely useful techniques to support the education of an SEN student in mainstream school. This signs the child’s ability to construct a mental representation (Woolfolk et al, 2008). Effectively grasping this concept entails two tasks: defining inclusion and understanding the theory behind the concept. The tendencies of organisation and adaptation are progressed through the SEN’s interaction with their environment and Piaget believed that people have a desire to organize their schemes to achieve the best possible adaptation to their environment; this process is referred to as equilibrium. This paper will now outline the factors teachers must take into account when developing lesson plans for inclusive education. Child (1995) states that the system has been used to modify the behaviour of children who are autistic, misbehaving and attention seeking using such methods as; modelling, shaping and token economies. Do you have a 2:1 degree or higher? 17 0 obj Not all, refusal by some school heads to admit special needs children into special schools below age six; and non-existence of a policy to address the identification and placement of special education of early childhood education. Woolfolk, A. Hughes, M. and Walkup, V. (2008) Psychology in Education, Pearson Education Ltd, England. 8 0 obj Children at this stage begin to think abstractly and gain the ability to deal with potential or hypocritical situations (Slavin, 2006). Theories specify the basic concepts and propositions that give substance and direction to methods and generate principles that prescribe the organization and content of methods. Also critics have stated that the stages may be more continuous than Piaget’s thinking. The last stage of Piaget’s theory is the formal operational stage which he believes starts from 11 years old and persists to adulthood. Provide a form of assessment to the SEN to reveal the extent of the conceptual change. 1. Want a fast way to memorize and study learning theories? Weaving educational threads. The child is then representing the world in images and symbols during the later part of this stage. Another important concept for the support of an SEN comes from the notion of Vygotsky’s social learning. Slavin, R.E. Snowman and Biehler (2006) explain that adaptation is the process of creating a “good fit” between the student’s conception of reality and the new experience the student encounters in a classroom. There are a number of approaches to doing this, one significant one being differentiated learning. Unsatisfied needs motivate individuals, according to Maslow. Instruction for pupils with sensory disabilities, many disabled children were excluded from school 2. Cycles of these actions such as sucking a thumb are not purposeful movements from the child however; these primary circular reactions are the first sign of the existence of a primitive memory (Child, 1995). <> If you need assistance with writing your essay, our professional essay writing service is here to help! There are a wide range of disorders and students with other intellectual disabilities, learning disabilities and ADHD for example may also have some form of behavioural and emotional disorder. Dyslexic students will learn best with the use of visual images at prompts and through kinaesthetic learning. Before you can enter the debate on inclusion, you must first understand what inclusion is. Barton, L. Education Applications and interpretations. Some of the theories that apply to special education classrooms are: Gestalt, Connection Theory, L. Atincronbsch and R. Snow, Component Display Theory, Gagne’s Conditions of Learning, Cognitive Load Theory, and Sign Learning Theory. Functional Theories 3. endobj Problem-solving approaches also analyze the fundamental �� Teachers must abandon the old traditional teaching model in which curriculum is presented part to whole, with emphasis on basic skills. Practice for the SEN speeds up comprehension of skills learned and observed from others. There are points of rapid cognitive development which are characterized by the development of new schemes and the movement to these points is abrupt rather than gradual (Pressley & McCormack, 2007). endobj x��Y�o�HG��G��e�w}��B��Z]��%�=�}�@�59��3�^cb(�!�j������|n�כ"}�Lru5�.��t9���Ç�����ϧ���d�f�"]g���o�1���ш�ooȿ���%\F. <> Analyse theories and models of curriculum development Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism Curriculum development is not carried out in isolation but is an organic process relating to the planning, development, implementation and the review cycle. This paper will now critically evaluate Piaget’s theory and offer alternative views with ideas which can greatly improve the support of SEN’s in mainstream education. An example of this is given by Woolfolk et al (2008) of Brazil street children who do not go to school and alternatively sell candy. To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! The impediments are clearly at work during a child’s performance of a conservation task. As the child develops they manage to combine the two separate structures into a coordinated higher level structure. endobj We're here to answer any questions you have about our services. h����`��- 4���i�8��i�@��wVZٲ��vl�V�̜37���39=\�?�6�����n��� �Y�F���0M���:E@P�%YL���$M������)��� ���9���W�x������d4I��%|0y�.��N�^-u�L~y;R (2006) Educational Psychology: Theory and Practice, Pearson Education, Inc. Snowman, J. 1st Jan 1970 20 0 obj Many theories and models are not used well in practice because it is hard for practitioners to understand the terms used in these theories and models. The principle of normalisation and integration 4. Tappin (1998) introduced a model to aid teachers to carry out optimum scaffolding to support an SEN student to move through their ZDP. Students often prefer their prior conceptions so any new knowledge given must prove more useful for the SEN. 02 Oct, 2020. Special needs also apply to gifted children who in many cases are not categorised as (SEN) however; they need adapted teaching to challenge their abilities and to foster their potential development. Snowman and Biehler (2006) acknowledge that these schemes are formulated through the interaction of the child’s environment specifically parents, teachers, and peers of a similar age. They are used to justify a wide range of educational strategies in special education, and each model has had a major influence on special education methods and strategies. Clough, P. and Corbett, J. This is seen as a major criticism of Piaget’s theory and led Lev Vygotsky to the development of his sociocultural theory. Therefore, as teachers we must focus on the abilities of the SEN students and differentiate our lesson plans to promote success.

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