Wt5912 2012 u7-w9

TECHNOLOGY EDUCATION AND
WORKSHOP PRACTICE 2:

MATERIALS AND CONSTRUCTION:
PROVISION
SPECIAL NEEDS EDUCATION
FOR SPECIAL
NEEDS
UNIT 7: WEEK 9
EDUCATION IN
TECHNOLOGY
Course Involved: Graduate Diploma in Technology Education SETTINGS
University of Limerick
Department of Design & Manufacturing Technology
Lecturer/Teacher: Mr. Joseph Lyster
Academic Year 2012: Spring Semester
Technical Support: Mr. Joe Murray & Mr. Richie Hennessy
Notes Prepared by: Mr. Joseph Lyster
Available on www.slideshare.net/WT4603

UNIVERSITY of LIMERICK
OLLSCOIL LUIMNIGH


History:
 In the past, students with special educational needs were
sometimes overlooked in school settings.
 This stemmed from a lack of knowledge and
understanding about learning difficulties.
 Students with learning difficulties were often stigmatized
or regarded as non-academics.
 However, over the past number of years psychological,
physiological and sociological research has classified
various forms of behavioural, psychological and physical
disabilities.



Broad Definition:
‘Any educational provision which is designed
to cater for pupils with special educational
needs, and is additional to or different from
the provision which is generally made in
ordinary classes for pupils of the same age.’
(SERC, 1993)


CATERING FOR DISABILITIES

 There is a wide range of special schools catering for
various types and levels of disability, including
sensory impairment and physical disability

 This may range from a physical disability to
exceptional or gifted ability in a particular area. Such
a broad definition has implications for practice and
also for the essential resources required by individual
students.

(NCCA, 1999)


CATERING FOR DISABILITIES

 Their difficulties may be specific to language or
mathematics or can come from a physical impairment
that affects their movement, sight, or hearing, or from a
complex combination of several disabilities.
 Some of these may be addressed by the provision of
alternative teaching methods, suitable materials,
appropriately adapted equipment, or personalised tutorial
support.
 However, this approach tends to focus on the difficulties
of the student rather than on his or her individual needs.

(NCCA, 1999)


T YPES OF DISABILITIES/DIFFICULTIES

 General learning disabilities
 Emotional and behavioural disturbance
 Language and communication difficulties and
disorders
 Physical and sensory disabilities.
(SERC, 1993)


SERC REPORT

SERC Report: Recommendations
 Students with special educational needs have a right to an
appropriate education
 The needs of the individual student are paramount in decisions
relating to their education
 Parents should have an active role within the system
 A continuum of educational services should be provided and,
where
 Practicable, appropriate education should be provided in ordinary
schools for all students with special educational needs
 Only in exceptional circumstances should a student have to live
away from home to avail of an appropriate education
 The state should provide adequate resources to enable students
with special educational needs to avail of an appropriate (NCCA, 1999)
education.

IRISH POST-PRIMARY

 The Education Act (1998) refers to particular reference to the role of
the NCCA in advising the Minister for Education and Science on the
curriculum for students with a disability or other special educational
needs.

 In 2002, to fulfil this remit, the NCCA developed draft guidelines for
teachers of students with general learning disabilities.

 To gain insights into the value of the guidelines to teachers, schools
and parents, the NCCA embarked on a series of consultations during
the period 2002-2004.

 The findings of this consultation process resulted in the development
of the ‘Guidelines for Teachers of Students with General Learning
Disabilities’
(NCCA, 2007)

GUIDELINES


DIVISION OF NEEDS

 Special needs education in Ireland is divided into the following:

1. Students with mild general learning disabilities
2. Students with moderate general learning
disabilities
3. Students with severe and profound general
learning disabilities

(NCCA, 2007)


MILD LEARNING DISABILITIES: INDICATORS

 Delayed conceptual development and limited ability
to generalise
 Difficulty expressing ideas and feelings in words
 Limited attention span and retention
 Clumsiness and difficulties with motor skills
 Underdeveloped sense of spatial awareness
 Difficulty adapting to new situations.

(NCCA, 2007)


MODERATE LEARNING DISABILITIES: INDICATORS

 limited concentration
 passivity
 delayed oral language development
 difficulty in adapting to their environment
 limited ability to generalise
 difficulties in problem solving.

(NCCA, 2007)


SEVERE & PROFOUND LEARNING DISABILITIES:
INDICATORS

 The material in the guidelines for teachers of students with severe
and profound general learning disabilities is laid out in three broad
bands:
1. Attending;
2. Responding; and
3. Initiating.

 learning targeted at a very early developmental level
 consideration of additional motor and/or sensory difficulties
 basic self-care needs
 significant needs in the area of communication, with strategies for
non-verbal communication being critical
 significant emotional and/or behavioural needs that affect learning
and social interaction
 specific help in generalising concepts and skills to enable them to
accommodate to a change of context.
(NCCA, 2007)

LEARNER INTELLIGENCE


EXCEPTIONALLY ABLE STUDENT:
CAPABILIT Y


Students with Mild Learning
Difficulties in Technology
Education Settings


A DESIGN PROCESS:
POTENTIAL AREAS OF DIFFICULT Y - TECHNOLOGY
WOOD

 Being overwhelmed by the learning process.
 Short attention span and lack of concentration.
 Understanding concepts (difficulties associated with the non-linear
nature of the design process).
 Limited vocabulary (understanding technical language).
 Language/writing.
 Spatial awareness (drawing/sketching, organisation of the
workspace).
 Transfer to real life—difficulty transferring design intent to practice.
 Calculating (adding, measuring).
 Co-ordination (use of tools, fear of machinery).

(NCCA, 2007)


STRATEGIES

 Using a spiral approach, i.e. introducing the design process at basic
level initially and fostering broader and deeper understandings in
subsequent projects.
 Using individual student worksheets to differentiate each stage, in
booklet form.
 Using an overview/diary worksheet.
 Presenting relevant terminology and allowing space to write/copy
simplified meanings.
 Encouraging the use of graphical communication where appropriate.
 Working in pairs/small groups where appropriate.
 Using concrete materials.
 Using templates as appropriate.
(NCCA, 2007)


RESOURCES

 Pieces of wood/other material pre-prepared to
various sizes to enable students to experiment with
and express different design possibilities.
 Magazines showing concrete examples of
associated models.
 Material and equipment for making the chosen
model.
 Design activity sheets.

(NCCA, 2007)


PHYSICAL DISABILIT Y

Physical skills:
These skills range from basic mobility and positioning and
physical activation through an understanding of spatial
awareness, and fine and gross motor skills to specific
skills required for a purpose, for example writing, sports or
leisure skills.

(NCCA, 1999)


ROOM LAYOUT

Physical Disability:

(T4, 2008)


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