EMPOWERING STUDENTS WITH SPECIAL NEEDS lecture one plus assignment question.pptx

EMPOWERING STUDENTS WITH SPECIAL NEEDS UNIVERSITY OF CAPE COAST COLLEGE OF EDUCATION STUDIES SCHOOL OF EDUCATIONAL DEVELOPMENT AND OUTREACH CENTRE FOR TEACHING SUPPORT MASTER OF EDUCATION TEACHING IN HIGHER EDUCATION PROFESSOR EMMANUEL KOFI GYIMAH...

EMPOWERING STUDENTS WITH SPECIAL NEEDS UNIVERSITY OF CAPE COAST COLLEGE OF EDUCATION STUDIES SCHOOL OF EDUCATIONAL DEVELOPMENT AND OUTREACH CENTRE FOR TEACHING SUPPORT MASTER OF EDUCATION TEACHING IN HIGHER EDUCATION PROFESSOR EMMANUEL KOFI GYIMAH [email protected] +233245698750 PROFESSOR IRENE VANDERPUYE [email protected] +233542572172  Delivery Outline 1. Meaning, Categories and Characteristics of Special Educational Needs 2. History and Education of Learners with Special Educational Needs and Legislations 3. Assessment of Special Educational Needs 4. Models of Disability and Educational Placement Options 5. Roles of Stakeholders in Special Education 6. Instructional Strategies  Meaning of Special Needs Persons with special needs or exceptionality are individuals who need modifications in their instruction to enable them to access the school curriculum. They need special education to be able to function well and to be empowered. Once empowered, they become useful to themselves and contribute meaningfully to the socio-economic development of their communities. UNESCO (1983): Special Education is education provided for those who are not achieving, or unlikely to achieve through ordinary provision in the levels of education, social and other attainments appropriate at their age.  Meaning of Special Education According to UNESCO (1994), special education is a form of general education that seeks to improve the overall status of exceptional children and adults. Special education is ‘individually planned, specialised, intensive, goal- directed instruction’ (Heward, 2013, p.34) Individually planned Specialised Intensive Goal- directed Research-based methods Guided by students’ performance  Focus Of Special Education Special education can also be viewed as purposeful intervention. There are three basic types or levels of intervention: 1. Preventive: Primary preventive: focuses at reducing the incidence of new cases of disability. Secondary prevention: is targeted towards people who have already been exposed to or display specific risk factors. Tertiary: targets individuals with a disability and intends to prevent the effects of the disability from worsening. 2. Remedial 3. Compensatory  Distinction Between Special and Regular Education Who: Exceptional Learners as well as the Service providers. What: The curriculum, instructional approaches and selection of materials. Where: The placement or setting where exceptional learners are provided with educational services. How: The methods that are employed in both regular and special education and the Teaching Learning Materials used.  Categories 1. Intellectual Difficulties 2. Learning Disabilities 3. Gifted and Talented 4. Sensory Impairment - Visual Impaired 5. Sensory Impairment - Auditory Impaired 6. Communication Difficulties 7. Emotional and Behaviour Difficulties 8. Physical and Health Impairment 9. Autism and Asperger’s Syndrome 10.Attention Deficit Hyperactive Disorder  Intellectual Disabilities Intellectual disability refers to substantial limitations in present functioning. It is characterised by significantly sub-average intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self- care, home living, social skills, community use, self- direction, health and safety, functional academics, leisure, and work. Intellectual disability manifests before age 18 (Luckasson, 1992).  Intellectual Disabilities Intellectual disability refers to substantial limitations in present functioning. It is characterised by significantly sub-average intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self- care, home living, social skills, community use, self- direction, health and safety, functional academics, leisure, and work. Intellectual disability manifests before age 18 (Luckasson, 1992).  Intellectual Disabilities Intellectual disability is a disability characterised by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18. (AAMR Ad Hoc Committee on Terminology and Classification, 2010, p. 1)  Intellectual Disabilities Significant limitation in adaptive behaviour Adaptive behaviour is commonly defined as a person's ability to achieve standards of personal independence and social responsibility appropriate for age and cultural group. 1.Conceptual skills—language and literacy; money, time, and number concepts; and self-direction. 2.Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized. 3.Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.  Classification System Normal 100–80 Normal(average) Intelligence Mild ID 50-70 Educable Moderate ID 49– 35 Trainable Severe ID 34 - 20 Custodial Profound ID below 20 Vegetable  Types of Support Classification Support Needed Intermittent: Short term support Limited: Occasionally on-going Extensive: Regular involvement Pervasive: Constancy and high intensity possibly on one-to-one basis  Types of Intellectual Disabilities Mongolism Short Small heads Abnormal short necks Short thumbs and fingers Slanting almond shaped eyes Short flat nose’. Broad hands and feet. Deep voices Clumsy motor coordination Types of Intellectual Disabilities Microcephaly This condition arises when the cranium fails to attain normal size because of impaired brain development Unusually small heads Short stature Cone shaped skull Receding chin and forehead Their intellectual disabilities are usually profound, severe or moderate  Types of Intellectual Disabilities Hydrocephaly This results from the accumulation of unusually large amounts of cerebrospinal fluid within the cranium This damages the brain and causes skull enlargement The degree of intellectual disability ranges from moderate to profound and it depends on the age of onset, the duration and the size of the skull Early diagnosis and surgical treatment has been reported to produce favorable results  Types of Intellectual Disabilities Cretinism This results from thyroid deficiency. Dwarfism Course and thick skin Short and stubby extremities Abundant hair Thick eyelids Flabby ears Protruding abdomen Lack of secondary sexual characteristics NB: Early treatment of the thyroid gland extract injections normally produces good results.  Learning Disability The term ‘Specific Learning Disability’ means those children who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculation (Individuals with Disabilities Education Act [IDEA] 1997).  Learning Disability i. The presence of central nervous system (i.e. brain) dysfunction which is presumed and determined through the behaviour the person exhibits. ii. Uneven growth pattern and psychological processing deficits. iii. Difficulties in academic and learning tasks. iv. Discrepancy between potential and achievement. v. Exclusion of other causes.  Learning Disability Type Description Dyslexia Inability to read inability to read Dysgraphia Poor handwriting Dyscalculia Inability to do Maths or calculate Aphasia Inability to speak Agnosia Inability to interpret sensory stimuli Apraxia Inability to remember previously learnt  Learning Disability Characteristics Perceptual motor problems: Unable to discriminate sounds, visual stimulation, sequence events, being clumsy or exhibiting special problems. Attention deficits: impulsivity and is easily distracted. Memory problems: Inability to use strategies for learning or problem solving and difficulty remembering things learnt. Social-emotional problems: Difficulty interpreting and understanding others moods/feelings Difficulty with goal setting realistic and Problems with self – control Language problems: Oral and written language difficulties such as speaking in a coherent way, or listening. Vocabulary may be limited. Motivational problems: unable to engage in self motivation, poor self-regulation, especially with regard to intentional learning.  Gifted and Talented The ‘official’ definition that the United States Congress (P.L. 97-35 Education Consolidation and Improvement Act, sec 582, 1981) gives to gifted is children who give evidence of high performance capabilities in areas such as intellectual, creative, artistic, leadership capability, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. erson’s Description  Definition Renzulli (1978) (in Callahan, 2009), provides the following: Above-average general abilities, High level of task commitment, Creativity.  Abilities Learns rapidly, easily, efficiently Prefers to work alone Has a vocabulary above that of classmates Displays curiosity and imagination Goes beyond the minimum required with assignments Follows through on tasks Is original in oral and written expression.  Weaknesses i. Bored with unchallenging school curriculum and classroom task. ii. Unable to withstand routine. iii. Perceived as stubborn, wilful, and unco-operative by teachers. iv. Yield to group pressure in order to conceal their exceptionality by performing poorly. v. Refusal to take part in activities that they do not excel. vi. May be considered to be inquisitive. vii.They may be isolated and rejected by their peers. viii.Seek protection by helping influential members in the class with assignments.  Sensory Impairment - Visual Impaired Visual impairment is loss in vision that even with correction, adversely affects a person's performance. 1.The Medical or Legal Definition Visual Acuity  This is the ability of the eye to clearly distinguish forms or discriminate among details. Individuals are considered legally blind when their visual acuity measures 20/200 or less in the better eye with the use of a corrective lens (Social Security Administration, 2015).  Impaired  It is most often measured by reading letters, numbers, or other symbols from the Snellen Eye Chart.  An individual whose visual acuity in the better eye after correction falls between 20/70 and 20/200 is considered partially sighted or Low vision for legal or statutory purposes :  Impaired Field of Vision This is the angular area the eye can see when an individual looks straight. A person whose field of vision is restricted to an area no greater than 20 degrees is considered legally blind. 2. The Educational Definition Educators focus on functional use of sight for academic work and classify learners with visual impairments based on the extent to which they use vision, tactile and auditory senses for learning (Heward, Alber-Morgan & Konrad, 2017). :  Sensory Impairment - Visual Impaired A student who is totally blind receives no useful information through the sense of vision and uses tactile and auditory senses for all learning. A student who is functionally blind has so little vision that he/she learns primarily through the tactile and auditory senses; however, she may be able to use her limited vision to supplement the information received from the other senses and to assist with certain tasks (e.g., moving about the classroom). A student with low vision/partially sighted uses vision as a primary means of learning but supplements visual information with tactile and auditory input.  Sensory Impairment - Visual Impaired Behaviour Rubs the eyes excessively Overly cautious when walking Squints eyelids together or frowns Blinks more unusually Skips over words or lines when reading or writing Holds reading material close or away from eyes   Sensory Impairment - Visual Appearance  Impaired Crossed or misaligned eyes Red-rimmed or bloody eye Inflamed or watery eyes Recurring sties (infection on eyelids) Encrusted or swollen eyelids  :  Sensory Impairment - Visual Impaired Complaints  Eyes itch, burn or feel irritable Cannot see well Dizziness, headache or nausea after use of eye Blurred or double vision  :  Common Types of Visual Impairment REFRACTIVE ERRORS Myopia –see near objects clearly but not distance objects  The size of the eye is larger than normal from front to back resulting in the focusing of the image of object in front rather than on the retina Hyperopia –difficulty seeing near object but can clearly focus on distance more distance objects  The size of the eye is shorter than normal resulting in the focusing of the image object behind rather than on the retina Astigmatism – is caused by irregularities in the cornea or other surfaces of the eye  Common Types of Visual Impairment Strabismus – also called crossed eye results in the inability of the person to focus on the same object with both eyes simultaneously. Cataract – this causes a state of cloudiness in the lens of the eye which results into blurred, distorted or incomplete vision due to the block age of the light necessary for clear vision Glaucoma – this leads to abnormal or excess pressure within the eye due to disturbances or blockages of fluids that normally circulates within the eye. This can eventually damage the retina and optic nerve resulting in blindness  Hearing Impairment Heward (2013) describes hearing impairment as a generic term which encompasses a wide range of conditions from mild to profound or from slight to deafness. They are most often defined on the basis of: Age of onset: Whether before or after birth. Degree of loss: Whether it is mild, moderate, severe or profound. Type of loss/Site of lesion: That is where it occurs in the ear.  Hearing Impairment Conductive hearing loss: Occurs in the outer ear. Sensorineural hearing loss/Central hearing loss: Occurs in the middle and inner ear. Mixed hearing loss: Occurs in the outer, middle and inner ear. Functional Hearing Loss: Also known as psychogenic hearing loss has to do with hearing loss that cannot be explained by an organic cause.  Types of Hearing Impairment Hard-of-hearing: S/he is able to perceive speech with hearing aids. Deaf: Very difficult perceiving speech with or without hearing aids. Bilateral Hearing Loss: Both ears are unable to perceive sounds. Unilateral Hearing Loss: One of the ears is unable to perceive sounds. Congenital loss: Hearing loss is present at birth. Adventitious/acquired loss: Hearing loss occurred after birth. Pre-linguistic loss: Hearing loss occurs before speech is acquired. Post-lingual loss: Hearing loss occurs after speech is acquired.  Levels of Hearing g LossDecibels (dBs) Normal Up to 25 (Adults) Up to 15 (Children) Mild 26 - 40 Moderate 41 - 70 Severe 71 - 90 Profound 91 dB or more  Characteristics Poor attention. Poor speech development. Difficulty in following instructions. Frequently asks for repetition of everything said. Watch what other students are doing before starting his/her work or looking at teachers or classmates for cues. Request his peers or teachers to speak louder. May give an inappropriate answer to a question asked or fail to answer. May be reluctant to participate in oral activities, May have some discharge from the ear.  Communication Disorders Communication refers to exchange of information, ideas, thoughts, and feelings (Hunt & Marshall, 2002). There are three things in communication: the sender, the message and the receiver. Communication can be verbal or non-verbal (Kirk, Gallagher & Anastasiow, 2000). Speech and language are interrelated skills that are used to communicate.  Speech Disorders Speech deals with production of words. It is the way sounds of oral language is formed and sequenced. Speech disorders fall into three categories namely: A. Phonological/articulation disorder : i. Substitution: Replace one sound with another sound. Children sometimes substitute one sound for another, as in saying “train” for “crane” or “doze” for “those, “cheacher” for teacher, “wed” for “red” etc. ii.Omission: A sound is omitted in a word. Children may omit certain sounds, as in saying “cool” for “school”, “Ofi” for “Kofi”. They may drop consonants from the ends of words, as in “pos” for “post.” :  Speech Disorders Speech deals with production of words. It is the way sounds of oral language is formed and sequenced. Speech disorders fall into three categories namely: iii. Distortions: A sound is produced in an unfamiliar manner. The /s/ sound, for example, is relatively difficult to produce; children may produce the word “shop” as“shoup”, “sleep” as “schleep,” “zleep,” or “thleep. iv. Addition: An extra sound is inserted within a word as in bəlack for black. B. Fluency disorder: Stammering or stuttering C. Voice disorder: The pitch  Speech Disorders Fluency disorder: Stammering or stuttering Stuttering - this is a condition characterised by rapid-fire repetitions (e.g., W-W-W- When will you go’) of consonants or vowel sounds, especially at the beginning of words, prolongations (e.g.,‘Sssh is a girl’), hesitations, interjections (‘can we um, um, go next week’) and complete verbal blocks (Ramig & Polland, 2011). Stuttering is more common among males than females and occurs more frequently among twins (Heward, 2013). Heward further reports that stuttering may be situational and that it may be related to setting or circumstances of speech. Stutterers are usually aware of their problem.  Speech Disorders Cluttering - this is characterised by ‘excessive speech rate, repetitions, extra sounds, mispronounced sounds, and or absent use of pauses’ (Heward, 2013). It is often very difficult to decipher what a clutter is saying, for example,’ did you eat’ may be uttered as ‘jeet’ (Yairi & Seery). A clutterer may unaware to their problem Voice disorder: is characterized by “the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex” (ASHA, 1993). There are two basic types of voice disorders and it involves phonation and resonance.  Speech Disorders i. Phonation disorder - deals with the clarity of the voice and causes the voice to sound breathy, horse, husky, or stained most of the time and at times the person may have no voice at all. ii.Resonance disorder - deals with the quality of the voice. A voice with this disorder is characterised with too many sounds coming out through the air passage (hypernasality). Such a speaker may be said to be talking through the nose or having an unpleasant accent. Or the person may not enough resonance of the nasal passage (hyponasality). This condition can also be called denasality and a person with this condition may sound as if he/she has a perpetual cold or stuffed nose.  Language Disorder Language is regarded as an organised system of symbols used to express and receive meaning. A language disorder is the impairment or deviant development of comprehension and/or use of spoken, written and/or other symbol systems. Language disorders are usually classified as either receptive or expressive. Receptive is the Listening Reading, while Expressive deals with Writing and Speaking.  Types of Language disorder A Language Disorder is the impairment or deviant development of comprehension and/or use of spoken, written, and/or other symbol system They may involve:  The form of language  Phonology - is the sound system of a language or the rules that govern the sound combination  Morphology - is the system that governs the structure of words and the construction of word forms  Syntactic - is the system governing the order and combination of words to form sentences, and the relationship among the elements within a sentence  Types of Language disorder The content of language  Semantics - is the system that governs the meanings of words and sentences The function of language Pragmatic system combines the above language components in functional and socially appropriate combination  COMMUNICATION DISORDERS Characteristics Receptive language problems individuals with these problems have difficulty understanding instructions and directions They are confused by abstract concepts relating to time, position, quantity and space Terms such as before, after, forward, backward, in front of, behind, more, less, least, most, are a muddle for them If they are reading, comprehension will present challenges for them  COMMUNICATION DISORDERS Characteristics Expressive language problems Individuals with these problems have difficulty getting their thoughts together to express themselves coherently They have difficulty retelling a story, or giving directions to a location Written language is often an academic problem for  Group Assignment It is important that educators have the capacity to identify learners with special needs and manage them adequately. Based on this assertion, analyse the needs of a specific category of disability and discuss the roles of four categories of medical personnel in their life. Additionally, with ample justification suggest two effective teaching strategies you will recommend for them. Submission date - 5th September Not more than five pages