Understand Inclusive Learning and Teaching in Lifelong Learning Essay Example for Free

Understand Inclusive Learning and Teaching in Lifelong Learning Essay 1.1 Summarise Learning and teaching strategies used in own specialism Within my own specialty field having a variety of teaching methods and strategies to potentiate learning is an absolute requirement. The field caters to people from all kinds of backgrounds and levels of education so it must be flexible and adaptable enough to appeal to its varied audience. It is usually taught following a mix of teaching methods that focus on different learning strategies, and can be identified as being an â€Å"Interactive Lecture† with some slight variations. It usually starts with a short lecture that lasts for approximately 15 minutes and usually contains a metaphor, as a way of introducing the subject and determining the boundaries by which the session is going to be ruled and also a list of natural examples, that is, situations or contexts where the particular topic being taught could be applied. Demonstrations follow so as to allow the students to familiarize themselves with the concepts to be studied in any given class, and also to give them the opportunity to see first hand what the topic being demonstrated means and gives them a rough idea of what steps are to follow. These demonstrations usually take only form 5 o 10 minutes and can be demonstrated by the teacher on a voluntary student or it can occur in the form of Video, where another teacher or practitioner of the craft demonstrates the topic of the class. Discussion between the students about what they have seen, is a very useful part of assimilating what has been observed in the demonstration and it is also a way to check and evaluate if the students have understood what was going on during the demonstration and check if they have been able to recognize the steps followed during the demonstration to achieve the end result. Getting the students to put into Practice their learning is another way to immediately test their understanding and capability at carrying out what was demonstrated during the demonstration. This can be replaced by a Small Group Task, or a group or individual project where the students can test their skills in carrying out parts of what the demonstration entailed in addition of providing further information and develop their interaction skills within a team. More small group discussions occurs after the students get to practice what they saw in the demonstration, where they get to comment and talk about difficulties, challenges and opinions in regards to how they found putting to practice and finally share their conclusions with the class. The teacher ends the class by a small lecture style talk where s/he summarizes the key points reached during the class, and gives closure to the subjects of the session. 1.2 Explain how approaches to learning and teaching in own specialism that are inclusive and meet the needs of learners A number of students that attend courses within my own field of specialism are blind, colour blind, dyslexic, or present some kind of â€Å"learning disabilities†. Something that is always taken into account, are the learning strategies of the students that participate in any given class, their particular learning needs and other requirements that might be needed to support them in their learning process, this information is discovered through an initial questionnaire at the start of the course. With activities that require interaction with colour or visual elements, the games/activities are adapted or modified in order to compensate for the barrier or disability/ies some particular students might present, by utilizing other senses as a way to replace the visual/colour component. Adapting other materials, activities and games, bringing in flexibility to the exercises is part of the process to teach in my own specialism that are inclusive and meet the needs of the learners. 2.1 Explain how to select resources that meet the need of learners Selecting the resources that meet the needs of the learners is a constant process of consistent evaluation and change. Some of the factors that can influence the teaching methods utilized in any given context are the level of knowledge and the level of commitment of the participants, which links with the level of responsibility they are able to cope with on their own, in addition to their preferred learning system/style, or any other physical, cultural, hearing, language or learning needs. Things such as the class environment and resource/teaching budget are also important; resources can be costly so establishing a sharing scheme or setting up small groups per resource can also be a good idea if it is not possible to find a suitable cheaper alternative. The characteristics of the room Hand-outs are one of the resources that can be provided in the form of notes, extra information, the student ´s can always look back and refer to, when their preferred learning strategies are visual. Worksheets, books, flipcharts, printed quizzes in addition to textbooks and journals are also wonderful ways to potentiate learning through the visual sense, Whiteboards, blackboards, PowerPoint presentations, digital cameras, software, YouTube, other hardware or equipment and Moodle are more interactive ways of learning and their effectiveness depends on the suitability of methods for promoting learning. Knowing enough about the possibilities available and having the skill to confidently utilize it for it to be effective is also important, in addition to the fact that a constant evaluation system should always be in place with the purpose of being able to make rapid changes whenever a teaching method does not have the results expected, and to find out what is effective and useful for any particular set of students. 2.2 Explain how to provide opportunities for learners to practise their literacy, language, numeracy and ICT It is possible in my field, (NLP, Presentation Skills and performance enhancement) to present students with opportunities that require them to practice their literacy, language, numeracy and ICT skills in a variety of ways. Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills. As communication is a key element in my field, the necessity for them to develop excellent Language skills is key, as it also requires preparation, as elements of clear enunciation, focusing and the design of presentations are usually present in most of the courses within this field. Numeracy skills are in most cases inherent as activities have to be very well timed and managed, and participants usually apply them within their own contexts and backgrounds at the same time they apply the skills learned during my courses, therein, time management, organizational skills and also an adequate level of numeracy are required. Through the skills learned during the course, a higher level of focus can be dedicated to reaching high performance states which in case where a student might have difficulties with numeracy, if s/he so desires, s/he could have the choice to choose it s a context and create a correlation between a particular high performance state (different from their usual nervous/uncertain state) and numeracy. Students can develop or practice their ICT skills through the recommended online research and utilization of many online resources (forums, articles, blogs) that are available online for students, free of charge, in addition to having to prepare (in some courses), rough drafts for presentations to be handed in. 3.1 Explain ways to engage and motivate learners in an inclusive learning environment There are many ways to engage and motivate learners in an inclusive learning environment. First of all, as per the teaching and learning cycle, it is important to identify needs that could be fulfilled or covered in any particular way, for that it would be a requirement to have a target audience so as to be able to study, search and find what the potential target audience could want. Finding out what is of interest to them, so as to be able to develop an appropriate teaching strategy is crucial in order to engage and motivate learners, examples should be relevant to them. Ideally the competencies or skills to be taught could be taught through a utilization of content that is of interests them. We call â€Å"flora† many different types of flowers, they all have the same structure (form), a stem, a pistil, petals, pollen, etc.; but the shapes (content) they take are very different, a Lily looks very different from a Rose and from a Bird of Paradise, a Daffodil or a Cherry Blossom. In the same way, by keeping the intention (purpose/form) of an exercise the same and giving it a shape (content) that is of interest to the students, there is a higher possibility of getting the interest of the students, thus engaging them and motivating them to participate in the activity/ies planned for the session. Realizing, recognizing and acknowledging the differences between students, and respecting those differences, adjusting explanations, language and resources to include all participants is bound to also increase their engagement in the topic being covered. Acknowledging and recognizing the achievements of the students in the process of achieving the â€Å"big goals† and reminding them of the goals that are to be reached at the end of the course while involving them in the process of taking responsibility for their own goals and reasons for being in the course. Providing the students and participants with clear, specific and useful feedback that addresses specific areas or details that are lacking or would need further revision or study, with instructions of how to improve them or overcome them, is another responsibility of the teacher which potentially has great results in involving and engaging the participants of a course. 3.2 Explain ways to establish ground rules with learners to promote respect for others It is important for the facilitators of learning to establish an appropriate micro culture within the members of a class. The way students interact with their environment, with each other (psychological climate) and the interactions between students and teachers sometimes must be defined and agreed to since the start in order to avoid misunderstandings or problems due to â€Å"assuming† that a set of ground rules were â€Å"obvious† and â€Å"logical†. These sets of behavioural rules, determined in consensus by the class during a session dedicated specially to designing these rules could include punctuality, part of this can be represented by arriving to class on time, respecting time allocated for breaks, (coming back on time) and ending class at the finishing time, unless a special project or other activity is taking place which would take a few more minutes. Coming prepared to class is a very important ground rule, that would include bringing to class the materials (books, notes, pens, paper, etc) recommended by the teacher and having brought in homework, having studied or revised the learning materials in order to be a participative element in the class, by talking in turns, providing responses and sharing point of view in class. In the same topic, another ground rule to take into account in the subject of participating in class is to listen and respect the opinions and arguments of other classmates or teachers, even if those opinions differ from ones own, note that respecting does not mean â€Å"having to agree†, it simply means that the topic of disagreement or discordance is open for discussion, sometimes to be expanded on at a later time. Participation in class, or the voicing of opinions, questions or doubts is essential for ensuring the concepts covered in class are well understood, it is capital to note that there must be an element of trust and confidentiality within the group so as to be able to talk freely without fear or recrimination or judgement. If feedback is to be provided in any kind of occasions it must be done in a respectful manner, with appropriate language. Following upon the concept of respect, the respect for the study/learning time is essential and can be demonstrated by switching off (or putting on silent, all electronic equipment that is not needed during the class; that includes telephones, music players, iPads, tablets, computers, and all other electronic devises that could be a disturbance to the progression of the session. These rules are to be followed and reinforced within the group though the discussion and sharing these responsibilities, emphasizing how these ground rules are to help and support not only the teacher, but the students, in the learning process.

Adolescent Computer Use :: Technology Internet Papers

Adolescent Computer Use The rising numbers of computers and the internet in American households over the past two decades have had many profound impacts for individuals and families. In 1997, the U.S. Department of Commerce estimated that half of Americans used computers, and about a third used the internet. By 2001, two thirds of Americans were using computers, and 54% were using the internet. For 9-17 year olds, internet use has doubled from 1997 to 2001 (from one third of Americans to two thirds) (NCES, 2004). These trends have significantly impacted interpersonal communication, as computer based forms of communication have become either dominant or complimentary for most adults and teens. While these computer advancements have had a positive impact for many American teens and adults, there are some growing concerns about increased computer activity becoming an integral part of individual’s lives. The Pew Research Center reported in 2004 that roughly 55% of parents think that the internet is a good thing for their kids to become acquainted with, and that it is essential for their kids’ world skills. However, 67% of those parents also expressed concern that the internet is keeping their children from important things, like schoolwork and reading, family time, etc. The statistics represent the growing paradox concerning child and adolescent increased computer use. So while the internet and skills associated with it are becoming increasingly important for young adults academically, many are speculating that the cost concerns the displacement of other valuable experiences characteristic of youth (Jeffery et. al, 2003). These concerns rest largely with possible associated decreases in physical activity/exercise and effects (still being investigated) involving social development (Levin, 2004). There is already a sizable literature concerning adolescents and younger children watching significantly more TV and health related effects of these trends. Children in the US, on average, watch 3-4 hours a day – where increased TV watching a playing video games is also associated with a lower quality diet (Levin, 2004). Subrahmanyam et al (2000) surmise that the overall increase in â€Å"screen time† (including TV, computer use, and video games) may be linked to obesity and loneliness – but they also suggest that further research is necessary to examine these relationships.

Introduction to Early Childhood Education Essay

The education of early childhood is widely valued in a great variety of human development theories, and in some degree the quality of the early childhood education determines the quality of the child’s future life. In this essay, I will give my views on three quality indicators and relate them to children and Te whariki. A planned curriculum is important for children, and it is one of the sigh of quality early childhood education. The starting point of the curriculum of early childhood education-Te Whariki-is to achieve child’s individual requirements and help him/her to become a competent and confident learner and communicator. (MoE, 1996) A planned program means before the curriculum comes out, educator need to observe the children and discover the particular needs of each child then design a special learning project to mesh with individual child. Partnership with parents and families also a important mark of early childhood education, it provides more comprehensive perspectives about a child, which helps educator to make an Individual Development Plan to enable children with special needs to be actively engaged in learning (MoE, 1996). â€Å"Children’s learning and development are fostered if there is a strong connection and consistency among all the aspects of the child’s world. † (MoE, p42, 1996), families and teacher communicate proactively and to work toward the same goal helps to empower the child to develop holistically within mind, body and spirit (MoE, 1996); Working in partnership with parents and families also helps educators to provide additional learning experiences to complement those provide in the home. Trained staff have the knowledge about children’s development and early childhood curriculum, they also could administer the curriculum (MoE, 1996), is an indispensible part of quality early childhood services, children’s development and learning could be well supported surrounded by trained and professional educators. Assessment: Short Essay 2 Identify TWO early childhood services in your community. Briefly explain their history and then compare and contrast their philosophies, educational  goals and the strategies employed to achieve these goals. In this essay, I will introduce Te Kohanga Reo and home-based education and care services, compare and contrast their philosophies, educational goals and the strategies employed to achieve these goals. Te Kohanga Reo are parent-led services, the first thought of Te Kohanga Reo was begun in 1981, in response to Maori concern of the Maori language survival, by the Department of Maori Affairs. (Te Kohanga Reo National Trust. 1999) Te Kohanga Reo are â€Å"total immersed† early childhood services in te reo Maori program, where the language of communication will be Maori. The operation and running of each Kohanga Reo is the responsibility of the parents and whanau of the Te Kohanga Reo within the guidelines set down by Te Kohanga Reo National Trust Board, and they administer it to ensure the safety and well-being of the children and the whanau and to ensure the survival of te reo Maori. (â€Å"What is a Kohanga Reo?â€Å",1999) Home-based education and care services are teacher-led services, they involve a teacher providing education and care for small groups of up to four young children either in the home of the teacher’s or in the child’s own home. This may be all-day or part-day education and care. (MoE, 2006) The kaupapa (philosophy) of Te Kohanga reo highlight â€Å"The quality of learning and development of mokopuna (young children) stems from the collective strength of the whanau† (Te Kohanga Reo National Trust, 1999). The emphasis for all philosophies of the home-based education and care services is to affirm the value of children learning and being cared for in a home setting. (ERO, 2009) Both kinds of services all showed the high position of children, however, Te Kohanga reo focus on the whanau, lay emphasis on skills of the adult to teach the children; and in home-based education and care services teachers bend themselves to establish positive relationships with children and their families to support children’s well-being and learning. The education goal of Te Kohanga reo is total immersed mokopuna into Maori language and cultures, to achieve this goal, Kohanga Reo are overseen by an organisation call Te Kohanga Reo National Trust. Its role is to ensure the quality of education and care provided by Kohanga Reo and to promote and ensure the survival of the Maori language. (Government Review Team, 1988). The Trust provides Kohanga Reo support and advice to the whanau. It offers Whakapakari Tino Rangatiratanga – a teacher training course, and a training course for whanau in Maori language, computer training, Te Whariki (ECE curriculum) and business administration. (Orange, 2004) Home-based centre hammer at build up a cared, warm and encouraged home setting for children, to insure the environment is safe and the education given by educator/caregiver is professional, the teacher of home-based education and care service must supported by a coordinator who is a registered teacher, just like the Te Kohanga Reo National Trust to Te Kohanga Reo, this person will visits the home based caregiver/educator regularly to check on the child’s safety and wellbeing and their learning progress. The coordinator might help parents to choose a suitable teacher for their children as well, and also involved to create the children’s learning curriculum. Assessment: Short Essay 3 Discuss THREE of the following significant factors which were covered in this course and that promote health and safety in early childhood centres: 1. Providing a safe environment 2. Providing a hygienic and clean environment 3. Identifying and responding to childhood illness 4. Nutrition across the early years 5. Child protection In this essay, I will talk about three significant factors, providing a safe environment; identifying and responding to childhood illness; and nutrition across the early years. I will use the document â€Å"Licensing Criteria for Early Childhood Education and Care Centres 2008, and Early Childhood Education Curriculum Framework† and other relevant literature to support this essay. Health and safety guarantee is an essential part of quality ECE programmes and a major responsibility of ECE providers. Children have the right to be protected and nurtured. As a caregiver, it is necessary to offer an environment which promots their health and nurtures their emotional well-being, and also need to keep the children safe from harm. (MoE,1996) To establish a safe environment in early childhood services contain a major problem, how to prevent injury from the environmental setting. Injury prevention is an important method to build a safe environment. Many injuries  can be prevented if staffs understand how they happen and provide preventive actions to avoid them, preventive actions for example such as strengthen security measures on environment setting and enforcement of safety policies. Knowledge of children’s behavior at each stages of development plays a key role in identifying the potential hazards in ECE program. (Marotz, L. R. , Cross, M. Z. , & Rush, J. M. ,2005). Infants are totally dependent on others, have little prior knowledge or experience, and are learning to anticipate events and to communicate their needs in a confusing world. (Ministry of Education,1996) They explore the world by vision, hearing, feeling, smelling and tasting. The save environment for infants, for example, should not have anything small or sharp, babies may swallow things and choke; And no plastic bags, they will be dangerous if these cover infants’ mouths and noses, and it may suffocate the infants. (Ministry of health, 2011) Toddlers are active and curious, determined to become competent and to make sense of happenings, objects, and ideas. They learn with their whole body and learn by doing rather than being told. (Ministry of Education ,1996) The safe environment for toddlers for instance that all the edges are soft or un-sharp; and all electrical outlets contain safety caps. To identifying and responding to childhood illness that is a professional quality as an early childhood educator should never ignore. Firstly, because of the feature of children’s immature immune systems, children always get a viral cold and then later on the viral illness start a secondary infection with bacteria which might turns into a dangerous condition such as a chest infection. Nevertheless, children are still building up their immune systems, there are lots of illnesses caused by the bacteria and viruses, which need immune system to protect people away from. Sick children attending school increases the opportunity of some children’s common illnesses’ contagious and the illness will pass to other children at centre. Furthermore, sometimes children’s allergic could coursed asthma, ‘a common disease of the airways characterized by variable and recurring symptoms and reversible airflow obstruction. Common symptoms include wheezing, coughing, chest tightness, and shortness of breath.’ ( National Asthma Education and Prevention Program, 2007) Children who attacked asthma can be serious but treatable. â€Å"All practicable steps are taken to ensure that children do not come into contact with any person (adult or child) on the premises who is suffering from a disease or condition likely to be passed on to children and likely to have a detrimental effect on them. † (Ministry of Education, P21, 2009) This quote from Licensing Criteria for Early Childhood Education and Care Centres 2008 showed that early childhood educator should have the ability to identifying and responding to childhood illness. Strand 1 of Te Whariki, well-being, empowered that ‘Children experience an environment where: their health is promoted’ (MoE, p48, 1996), early childhood services need to achieve children’s nutrition needs. A nurtured dietary structure is an essential part of helping children develop holistically. When children intake vitamins, minerals and nutrients from eating and drinking, the quality and quantity of them direct influence on children’s bodies grow, bones built, muscles and brain development. A balanced diet for children should include a variety of healthful fruits and vegetables, grain products, lean proteins and dairy products. (Marotz, L. R. , Cross, M. Z. , & Rush, J. M. , 2005). Early childhood education centre need to make sure food is served at appropriate times. And meanwhile, foods are of sufficient variety, quantity, and quality to meet the nutritional needs of each child. (Ministry of Education, P20, 2009) To help to ensure that children receive adequate nutrition, and allows parents to see the commitment the centre has towards the nutritional wellbeing of their children (Leaity, K.2008), there is a practical guide to food and nutrition for early childhood education services, call Food For Under 5’s, to provide information on developing nutrition policies and menu planning in the early childhood education centres setting. Reference List Education Review Office. (2009). About home-based early childhood services – Education Review Office. Retrieved September 13, 2013 from New Zealand government, Web site: http://www. ero. govt. nz/National-Reports Government Review Team. (1988). Report of the review of Te Kohanga reo. Wellington, New Zealand: New Zealand Government. Leaity, K. (2008). Food For Under 5’s. Retrieved September 15, 2013 from Auckland Regional public Health service, Web site: http://www. arphs. govt. nz/Portals/0/Health%20Information/HealthyEnvironments Marotz, L. R. , Cross, M. Z. , & Rush, J. M. (2005). Health, safety, and nutrition for the young child (6th ed. ), (pp. 193–207). Clifton Park, NY: Thomson Delmar Learning. Ministry of Education. (1996). Te Whariki He Whariki Matauranga mo nga Mokopuna -o Aotearoa/Early Childhood Curriculum. Wellington, New Zealand:Learning Media Limited. Ministry of Education. (2006). Choices in early childhood education (pp. 1-4). Retrieved September 12, 2013, from http://www.minedu. govt. nz/Parents/EarlyYears/OtherInformationAndResources/Choices. aspx Ministry of Education. (2009). Licensing Criteria for Early Childhood Education and Care Centres 2008 Early Childhood Education Curriculum Framework. (pp. 21-22). Retrieved September 15, 2013 from New Zealand Ministry of Education, Web site: http://www. lead. ece. govt. nz/ServiceTypes/CentreBasedECEServices. aspx National Asthma Education and Prevention Program (NAEPP). (2007). â€Å"Expert Panel Report 3: Guidelines for the Diagnosis and Management of Asthma† NY: U. S. Department of Health & Human Services Orange, C. (2004). An illustrated history of the Treaty of Waitangi. Wellington: Bridget Williams Books. Te Kohanga Reo National Trust. (1999). History. Retrieved September 12, 2013, from http://www. kohanga. ac. nz/index. php? option=com_content&view=article&id=4&Itemid=10 What is a Kohanga Reo? (1999). Retrieved September 12, 2013 from Ngaio Te Kohanga Reo, Web site: http://www. ngaiokohanga. co. nz/about-us Leaity, K. (2008). Food For Under 5’s. Retrieved September 15, 2013 from Auckland Regional public Health service, Web site: http://www. arphs. govt. nz/Portals/0/Health%20Information/HealthyEnvironments.

Attention Deficit Hyperactive Disorder ( Adhd )...

Abstract This paper sought to examine the rise in Attention Deficit Hyperactive Disorder (ADHD) medications and the over diagnosis and over treatment of ADHD in patients. ADHD is defined as a â€Å"persistent pattern of inattention and /or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development† (Batstra Frances 2012). Since there is an abundance of information concerning this topic, this paper will focus on whether ADHD is over diagnosed or under diagnosed and if it is over treated or not and the benefits and harms surrounding this issue. The over diagnosis of ADHD can be due to social factors such as doctors not focusing on the child’s psychological Is ADHD Overdiagnosed? The American Psychiatric Association (APA) formulated a diagnosis for patients with ADHD based on specific clinical criteria (Batstra Frances 2012) The criteria for ADHD describes chronic behavioral symptoms of inattention, impulsiveness and hyperactivity that are presented to a degree that significantly interfere with a person’s family and peer relations, as well as their educational or occupational functioning. According to the current Diagnostic and Statistical Manual V (DSM-V) criteria there are three main sub-types of ADHD, the mainly hyperactive /impulsive sub-type, the mainly inattentive sub-type and the combined hyperactive-impulsive/inattentive sub-type (Batstra Frances 2012) In the DSM-V, ADHD is definedShow MoreRelatedOver-Diagnosis Of Attention Deficit Hyperactivity Disorder.1273 Words   |  6 PagesOver-diagnosis of Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD) is one of the most commonly diagnosed mental disorder among children and adolescents (UCLA). ADHD/ADD usually becomes apparent in children during preschool and early school years. ADHD/ADD affects 3 percent to 5 percent of approximately two million American children (Frequently). 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