ERIC ED406793: Special Needs in the Classroom: Teacher Education Resource Pack. Student Materials.

203 Pages·1993·2.5 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 494
ED 406 793
Special Needs in the Classroom: Teacher Education Resource
TITLE
Pack. Student Materials.
United Nations Educational, Scientific, and Cultural
INSTITUTION
Organization, Paris (France).
PUB DATE
93
202p.
NOTE
Teacher (052)
Classroom
Guides
PUB TYPE
MF01/PC09 Plus Postage.
EDRS PRICE
Classroom Techniques; Definitions; *Disabilities; Elementary
DESCRIPTORS
Secondary Education; Foreign Countries; Inclusive Schools;
Instructional Effectiveness; Learning Processes;
Mainstreaming; Parent Teacher Cooperation; Preservice
Teacher Education; School Community Relationship; *Special
Needs Students; Student Evaluation; *Teacher Education;
Teacher Effectiveness; Teaching Methods
*UNESCO
IDENTIFIERS
ABSTRACT
This set of training materials is part of a UNESCO (United
Nations Educational, Scientific, and Cultural Organization) project to help
schools and teachers throughout the world respond to pupils with special
needs. Four modules comprise the materials, which are designed to be
appropriate as part of preservice training, an inservice workshop, or a
"An Introduction to Special
school-based staff development program. Module 1,
Needs in the Classroom," covers principles of effective instruction and
"Special Needs: Definitions and
self-evaluation by the participant. Module 2,
Responses," has units on defining special needs, the school role, inclusive
schools, disabilities, attitudes to disability, perspectives on disability,
integration, and needs of teachers. Module 3, titled "Towards Effective
Schools for All," contains units on assessing and recording progress, making
learning meaningful, changing practices, classroom factors, cooperative
learning, structuring group activities, reading, and problem solving. The
final Module, "Help and Support," covers the social climate of the classroom,
problem behavior, peer tutoring, partnership teaching, sharing classrooms,
the parent teacher relationship, community involvement, and cooperation with
external agencies. Each module begins with study material to be read by
course participants and then presents a variety of suggested activity units,
usually involving active learning and group work.
(DB)
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Reproductions supplied by EDRS are the best that can be made
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EDUCATION
PARTMENT OF EDUCATION
U.S.
Educational Research and Improvement
Offic
ATIONAL RESOURCES INFORMATION
ED
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
000
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
-i
(AU 1
i
TO THE EDUCATIONAL RESOURCES
).
INFORMATION CENTER (ERIC)
Student materials
UN
- BEST con AvAREAKE
Graphic design and layout: Susanne Almeida-Klein
Cover design: Jean-Francis Cheriez
Illustrations: Salvador Peria Neva
Published by United Nations Organization
for Educational, Scientific and Cultural Development
7 Place de Fontenoy
75352 Paris 07 SP
Printed in the workshops of UNESCO
© UNESCO 1993
Printed in France
3
Foreword
This UNESCO Resource Pack has been developed with the help of many people.
I see its production as a long, on-going journey. The journey began with a small
special needs
group of colleagues exploring ways of helping teachers to respond to
in their classrooms. As the journey progressed, this small group expanded as they
made new friends who were interested in similar issues. Indeed, the creation of
partnerships for the purpose of extending thinking and improving practice has
of this
come to be the central strategy within the project that led to the creation
pack.
Today, throughout the world, members of this international network of part-
initiatives. At the
ners are using the Resource Pack as a basis for teacher education
time of writing, the pack is being used in over thirty countries and is being trans-
lated into many languages.
As new partners join our network, I hope they will keep in mind the idea of the
journey. In this respect the materials in the pack are intended to provide supplies
that may be needed along the way. As such they should be used flexibly, taking
account of local conditions and circumstances. They should also be modified and
improved in the light of experience. The pack is meant in this way to stimulate and
of all
support progress towards forms of schooling that can facilitate the learning
children in the community.
Lena Saleh
UNESCO
Users of this pack are informed that there is a 'Special Needs in the Classroom:
Teacher Education Guide' which goes with this material, as well as three videos:
information Video, Training Video, and inclusive School. These are on sale and
available upon request.
4
Acknowledgements
This pack was developed by an international resource team.
The members of the team are:
Anupam Ahuja
India
Mel Ainscow
United Kingdom
Cynthia Duk
Chile
Gerardo Echeita
Spain
Ha la Ibrahim
Jordan
N. K. Jangira
India
Mennas Machawira
Zimbabwe
Chip o Marira
Zimbabwe
Charles Mifsud
Malta
Joseph Mifsud
Malta
Sophia Ngaywa
Kenya
Winston Rampaul
Canada
Chris Rose
Canada
Lena Saleh
UNESCO, Paris
Nina Sotorrio
Spain
Danielle Van Steenlandt
Chile
Grace Wang'ombe
Kenya
Zuhair Zakaria
Jordan
The team acknowledges the contributions of teachers and teacher educators from
many countries throughout the world. These materials are a tribute to a remarkable
example of international collaboration in which colleagues from different cultures
have worked together in the interests of all children.
5
IV
Contents
vii
Introduction
Module 1
An Introduction to 'Special needs in the classroom'
1
Study material
3
What do you expect?
17
Units:
1.1
1.2 A policy for evaluation
18
1.3 Learning lessons
20
1.4 Looking at classrooms
22
23
Children's learning
1.5
25
School-based inquiry
1.6
Module 2
Special needs: Definitions and responses
31
33
Study material
46
Defining special needs
Units:
2.1
2.2 What can schools do about special needs?
52
Inclusive schools
55
2.3
2.4 Dealing with disabilities
56
60
Attitudes to disability
2.5
Perspectives on disability
62
2.6
Integration in action
63
2.7
2.8 Looking at integration
69
2.9 The needs of teachers
70
Module 3
Towards effective schools for all
77
Study material
79
Assessing and recording progress
Units:
3.1
94
3.2 Making learning more meaningful
105
3.3 Changing practice
110
3.4 Classroom factors
121
3.5 Analysing classroom practice
123
3.6
Co-operative learning
124
Structuring group activities
3.7
126
3.8 Reading for learning
135
3.9 Problem solving
142
3.10 Putting it together
146
Module 4
Help and support
147
Study material
149
Social climate of the classroom
Units:
4.1
162
4.2 Problem behaviour
166
4.3
Child-to-child
169
4.4 Peer tutoring
176
Partnership teaching
4.5
179
4.6 Sharing classrooms
183
4.7 Parents as partners
186
4.8 Meeting parents
189
4.9 Community involvement
190
4.10 External agencies
191
Practice and feedback
4.11
194
For further reading
195
7
VI
Introduction
to the resource pack
These student materials are part of a UNESCO project to help schools and teach-
be used
ers respond to pupils with special needs. The materials are intended to
flexibly to fit in with different situations. They may, for example, be used as:
Part of an initial training course for teachers
1
An in-service workshop for experienced teachers
2
The basis of a school-based staff development programme.
3
The materials consist of four modules as follows:
An introduction to 'Special Needs in the Classroom'
Module 1
Special needs: Definitions and responses
Module 2
Towards effective schools for all
Module 3
Help and support
Module 4
Each module commences with Study Material which should be read by all the par-
ticipants in a course or workshop. This is then followed by Units that form the
basis of particular sessions.
Module 1 provides students with an overview of the project, including an
explanation of the principles around which it has been developed. It also includes
for
an explanation of how the sessions are to be conducted, including strategies
continuous evaluation by participants.
The material used in all four modules requires some form of active learning,
usually involving group work. Where written materials are studied these are usually
read by participants before the course session and then used as a basis of some
form of group activity. Little use is made of formal lecture inputs although course
leaders or participants may add their own inputs to course sessions as appropriate.
It is assumed that those co-ordinating a course or workshop will have participated
in a training experience related to this resource pack. They must also have access to
VII
a copy of the notes for course leaders available from UNESCO.
Finally those using the pack should be sensitive to the constraints faced by teach-
ers. Whilst the aim is to help all teachers to be more successful in responding to
pupil diversity, it is important to remember that this is not always so
easy in situa-
tions where there are large classes, limited resources, or policies that limit the
ca-
pacity to work flexibly.
Mel Ainscow
9
VIII
S'e
Module 1
An introduction to
`Special needs in the classroom'