Need to promote education for PWA IPPmedia MoEVT has done a number of initiatives to support education for children with disabilities. From 2007/2009 MoEVT was developing a National Strategy on Inclusive Education (NSIE).
Lots of parents yell at their teenagers, but harsh verbal punishment is associated with more bad behavior on the part of the kid. Research shows that yelling is ineffective for changing behavior. A step back and a deep breath may be better options.
"The central question of Universal Design for Learning (UDL) surrounds the idea of barriers to learning: Is the child “disabled”? Or, could we more accurately say that many of our school environments are disabling to children?
We understand, through UDL, that environments can disable learning and the significance of identifying and eliminating barriers to access. Further, we understand that children whose learning is obstructed by the environment, can sometimes behave in challenging ways. CPS takes this one step more, encouraging teachers to recognize that even children with no physical or cognitive barriers to learning, may struggle with emotional barriers. These may be difficult to identify at times, but identifying and collaboratively addressing these barriers is as essential to our work as it is to ensure that children can work within their preferred learning style, or have access to assistive technologies. This doesn’t mean that the demands of the environment are wrong – “no hitting” is a fair and realistic rule, for instance – simply that some children don’t have the skills to abide by these expectations and that preparing them to do so is a teaching task, not a task of punishment.
If we believe (and I do), that children who fail to be engaged in school work and learning are in some way disabled by their environments, then I feel we must believe the same of behaviour. Rather than labeling children with unkind and unhelpful descriptors such as “unmotivated” or “defiant”, we need to see challenging behaviours as expressions of an inability to meet the demands of the environment."
Katia Reid asks: "Do you see the same relationship to UDL that I am seeing? I’d love to hear your thoughts!"
Timed Writing Assessment as a Measure of Writing Ability: A Qualitative Study Student Pulse In March 2005, the College Board introduced a new writing section for the SAT that incorporates a 25-minute impromptu essay component, as well as...
BeritaJakarta.com City Targeting 7000 Inclusive Schools BeritaJakarta.com As a proof of attention towards children with special needs (ABK), Jakarta Provincial Government declares Jakarta as an inclusive education province.
Testing and teaching are not the same thing. Some educators are blurring the lines.
"As a profession, we are confusing reading and writing instruction with assessment of that instruction. Many teachers strive, as I did, to insert “test-like” experiences within the context of their units to decrease the stand alone skills practice that high stakes testing often causes, but the truth is undeniable. We are increasingly blurring the lines between instruction (teaching and learning) and assessment of instruction (tests to measure teaching and learning)."
"As the CCSS has been crafted with principles of Universal Design for Learning (UDL) to support inclusive access for all students with identified learning needs and/or disabilities, English Learners, linguistic minority students, as well as students from fragile families, many educators respond with concern that without technological resources, they feel challenged to design instruction to meet the diverse needs of their students. While technology can provide expanded access, there are many “no-tech and low-tech” options that many teachers utilize that are also UDL-considerate." - Jennifer Finney-Ellison
UVM has done an excellent job of presenting examples of UDL in practice, specific to the UDL Guidelines. These examples illustrate instructional flexibility to support learning diversity!
"The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners-individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs.
Diversity is the norm, not the exception, wherever individuals are gathered, including schools. When curricula are designed to meet the needs of the broad middle at the exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all individuals with fair and equal opportunities to learn. Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs. A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary."