Resources for Learning and Teaching - Nikita Giel - Home



Resources for Learning and Teaching08FallIndigenous Education Special Needs in Mainstream ClassroomsEDBPE4005: Australian EducationNikita Giel 30091356Table of ContentsChapter 1: Rationale for Resource Guide………………………………………………………………………… 3Chapter 2: Indigenous Education…………………………………………………………………………………… 5Part 1: Reflection of topic theme…………………………………………………………………………. 6Part 2: Practical Inclusions for the teaching profession………………………………………… 7Part 2a: Physical Resources……………………………………………………………………… 8Part 2b: Virtual / ICT resources……………………………………………………………… 10Chapter 3: Special Needs in Mainstream Classroom………………………………………………………..15Part 1: Reflection of topic theme………………………………………………………………………... 16Part 2: Practical Inclusions for the teaching profession………………………………………. 17Part 2a: Physical Resources……………………………………………………………………. 18Part 2b: Virtual / ICT resources……………………………………………………………… 21Chapter 4: References…………………………………………………………………………………………………. 24Chapter 1Rationale for Resource GuideInquiry QuestionAs a mainstream classroom and Physical Education teacher, how can we ensure that our approaches and methods reach out and cater for all types of learners? Particularly, what professional development programs and resources, physical and virtual, are available to improve the effectiveness of mainstream classroom and physical education practices?An emphasis on Indigenous students and students with Special Educational needs.Rationale As mainstream teachers, we are not specialized in education for students with Special Needs and Indigenous Education. While units within the degree may lightly cover the areas, they in no way provide educational and practical experience that will equip you for the teaching profession. It is a teachers duty to provide inclusive educational practices within every lesson, so that ALL students are provided with an equal opportunity to learn at their own pace, within their own values and beliefs and within the expectations of the school. My individual preference for developing these particular topics stems from my current placement experience in a grade ? mainstream classroom. Within the class there are four students with Special Educational Needs, and two aboriginal students. However, there are no teacher aides available for these students. The experience has indicated the challenges that this places on a teacher, particularly when they are trying to divide their ability to assist all of these students, as well as every single student within the classroom. Chapter 2Indigenous EducationPart 1: Discussion of literature drawn upon: Reflection of topic themePart 2: Practical Inclusions for the teaching professionPart 2a: Physical ResourcesPart 2b: Virtual / ICT resourcePart 1 Reflection of topic themeAt least one in twenty Australian school students are Indigenous. If distributed evenly, every Australian classroom would have at least one Indigenous class member (Indigenous Education EDBED3005, 2013). Additionally, Australia’s Indigenous population includes both Aboriginal and Torres Straight Islander people, who each have distinctively different cultures (Reynolds, 2005). “From the day they begin their formal schooling, Aboriginal children have to confront another world. This is a world in which their own values and culture are denied, their language and communication strategies are challenged and their identity and self-confidence are threatened” (Reynolds, 2005, p. 50).The Indigenous student entering a mainstream school is faced with the clash between mainstream educational culture and the Australian Curriculum, and their own culture and identity (Reynolds, 2005). English may not be their first or second language, and those that do speak English, is spoken with different cultural use and meaning (Indigenous Education EDBED3005, 2013; Reynolds, 2005). With all of this in mind, our role as educators is to develop the knowledge, appreciation and understanding for Indigenous culture and develop ways to foster and encourage participation and success through an inclusive class approach (Indigenous Education EDBED3005, 2013). However as Reynolds (2005) points out, many Australian Teachers have not had the training and education to provide them with the background knowledge or understanding of Indigenous culture(s). Without this knowledge, teachers are limited in their ability to modify curriculum to adopt teaching strategies to make classroom work more meaningful and appropriate for Indigenous students (Reynolds, 2005).Studies have reported that Indigenous students are ‘underachieving’ in Science, Mathematics and English when compared to non-Indigenous students (Abrams, Taylor & Guo, 2012; Shipp, 2011). More specifically, Shipp (2011) discusses how many Indigenous Australian students are made to “feel inferior” (Ship, 2011, p.16) for their use of Aboriginal English instead of the Standard Australian English, despite that the way in which it was written by the student made sense within their cultural context. Abrams, Taylor and Guo (2012) similarly point out that the mainstream approach to Mathematics and Science education does not adequately recognize or appreciate Indigenous culture, knowledge or views for the subject areas. With the correct resources, knowledge and direction, teachers could better support learning among Indigenous students by incorporating suitable teaching approaches (Abrams, Taylor and Guo, 2012). Part 2 Practical inclusions for the teaching professionAs highlighted from the research, there is a clash between Indigenous cultures and perspectives and the delivery of mainstream education. The resources provided in this guide will equip teachers with the knowledge and access to the products, services and physical and ICT resources they can use to help resolve the educational clash and approach education with consideration and understanding of Indigenous perspectives.Part 2a: Physical ResourcesResource 1: The Little Red Yellow BookDescription:This book provides a great Introduction to understanding Indigenous Education. It provides stories, pictures and insights into the large range of Australian Indigenous experiences, cultures and histories. The book also is linked to the website () that provides educational resources including downloadable teachers’ notes. Cost: $16.95Justification for Inclusion:This resource is like a cheap ‘Bible’. It provides teachers with access to an introductory understanding of Indigenous culture and how there are significant differences within the culture. Additionally, the book provides you with updated access to resources online through the Website. 270256050546000Resource 2: The Honey Ant Readers (Books)Description: The Honey Ant Readers are a unique and innovative series of learn-to-read books. They were specifically developed for Australian Indigenous learners, so that literacy was relevant, meaningful and fun. The books provide Indigenous and non-indigenous students with 2-way learning in Literacy.Cost: Individually $15.00 (Starter Pack $820.00)Justification for Inclusion:“Research shows that learners whose first language is not English, make faster progress in reading, and read with deeper comprehension, when the material is familiar to them, even though the language may not be” (Honey Ant Readers, 2014). -22860018415895351270Part 2b: Virtual / ICT resourcesResource 1: Apps in Education: Sharing Australian Aboriginal CultureWebsite: website is a virtual resource for Ipad apps that can be used within and outside the classroom. The website is not limited to suggesting educational apps for Aboriginal culture, but also includes a variety of subject areas such as Music, English, RE, etc. It also suggest apps for Teachers/Special needs (relevant for the second subject covered in this report). As you enter the “Aboriginal Culture Folder” The icon image for the app is shown with a blurb about the app as well as a description of its relevance to education. It provides the link to download the app, and also the current cost to purchase the app. Cost: Free Website (Individual App prices varied)Justification for Inclusion:Technology is becoming the forefront of education in a lot of schools. Ipads in particular are a very popular resource used within the classroom. This website reduces research time on different apps, as they are all suggest along with how they can be helpful, and how much they cost. 29718002616200261620Resource 2: Make it CountWebsite: it count is an educational resource and professional learning tool for teachers, aimed specifically at Mathematical Education for Indigenous students. The website provides strategies, tools and resources to assist with improving the mathematics and numeracy outcomes of Aboriginal and Torres Strait Islander students. All of the resources are linked with the Australian Professional Standards for teaching, so that the curriculum is correctly met.Cost: FreeJustification for Inclusion:As the research suggest, Mathematics is a subject area that teachers need to culturally understand with regards to indigenous education. This resource is the perfect resource tool to overcome these queries, and provides background knowledge with resources and education links to the Teaching Standards.160020084455Resource 3: Living KnowledgeWebsite: : This website provides resources and information for the teacher to incorporate Indigenous knowledge and Western Science pedagogy as a combined approach to teaching. As a teachers’ this website its very simple to use as it provides step-by-step suggestions on how to start incorporating the Indigenous perspectives into the curriculum so that all science lessons are inclusive for all learners. It also explains how you can include Indigenous people to teach the class about Indigenous perspectives, providing links to programs like “Both ways education”. The website has only been developed for three years and is continuing to expand its research and update its material and resources for teachers.Cost: FreeJustification for Inclusion:As the research has shown, Indigenous students are ‘underachieving’ in science, however this is a reflection of the ‘clash’ of cultures and what is perceived as ‘meeting the educational requirements’ for that Australian Curriculum. This website provides resources and research on how to approach science lessons so that the ‘clash’ is addressed, and Indigenous knowledge and perspectives are included, while still meeting the Curriculum Standards. We must aim to provide inclusive education, so this requires us to take into consideration how the lessons can become more meaningful for ALL.3429000488950238125Resource 4: Sharing Culture WebsiteDescription: Sharing Culture provides teachers and schools with access to Local indigenous knowledge for use in the Australia Curricula. The website provides information for Teachers/Schools, the Government and for parents. The website’s link “For Schools” provides information about the Sharing Culture Teaching and Learning Program, which is designed to support Schools in delivering content that is authentic. The classroom Toolbox is available to be purchased for :Content for 1 Year = $1396.50Content for 1 Semester = $929.50Content for 1 Term $599.50The website also allows access to the Sharing Culture Online Class for up to 30 Students:Online Class 1 Year = $990.00Online Class 1 Semester = $660.00Online Class 1 Term = $330.00Online Class Single Student = $44.00The Online class provides access to knowledge about Indigenous people and their history and cultures. This is tailored to be specifically suitable for Secondary and Primary Education.Website: : VariedJustification for Inclusion:The resource is an authentic learning tool that teachers can use without concerns for being culturally offensive in the delivery of Indigenous Education. The resource aim is to support and strengthen the culture, promote awareness and share the knowledge of Indigenous Perspectives. As discussed in the research many Australian Teachers have not had the training and education to provide them with the background knowledge or understanding of Indigenous culture(s). This resource helps fill this gap of uncertainty that teachers may have as it provides resources both for the teacher to expand their knowledge and the student to expand their learning. -2286002286002743200120650685800255270Chapter 3Special Needs in Mainstream Classroom: Communication and cognitive challenges Part 1: Discussion of literature drawn upon: Reflection of topic themePart 2: Practical Inclusions for the teaching professionPart 2a: Physical ResourcesPart 2b: Virtual / ICT resourcesPart 1 Reflection of topic themeMore than 20% of students within mainstream education have some form of Special Educational Needs (SEN) (Rose & Howley, 2007). However, many mainstream schools do not have the skills, experience or resources available to provide students with SEN with effective education (Rix, Hall, Nind, Sheehy & Wearmouth, 2009). The demands of the curriculum, the expectations required by teachers, the approaches to inform effective classroom management, the ethos of the school, time constraints and the large variety of student learners including students with SEN, puts a large amount of pressure and stress upon teachers (Rose & Howley, 2007). In Engelbrecht, Oswalk, Swart and Eloff’s (2003) study, they confirmed that teaching has become one the highest stress professions as a result of the additional demands that students with SEN require. As a result, teachers have indicated their concern that their increased stress may have a negative impact on learners and the teaching profession (Engelbrecht et al., 2003). The challenge for teachers is to cater for the increasing individual needs of students, where there is a constant lack of resources available, and classrooms that consist of 25 to 30 children (Chessor, Gilbert, Perz & Ussher, 2008; Engelbrecht et al., 2003). As Browers (1997) discusses in their study, inclusive education is more successful where students with SEN are provided with the support of a teacher’s aide. However, it is more common that students with SEN complete their schooling without the support of a teacher’s aide (Gaad & Khan, 2007). Therefore the responsibility is put on the mainstream teacher, yet as pointed out by Gaad and Khan (2007) most teachers have not received any pre-service training in supporting students with SEN. Mainstream teachers also indicate that they lack appropriate instructional resources for students with SEN. Additionally, as a result of limited funding and the costs of instructional materials and equipment that is needed for the students with SEN, inclusive education often induces anxiety and concerns for mainstream teachers (Engelbrecht et al., 2003; Gaad & Khan, 2007). The challenge for teachers is the quality of learning and participation of all of the students within their class (Nind & Wearmouth, 2006). In a study on mainstream teachers attitudes towards the inclusions of students with SEN, the teachers highlighted that they were not as eager to educate students with hearing impairments, communication disorders, intellectual challenges or PMLD (profound and multiple learning difficulties). They felt this way because they lacked the resources to assist the students and the skills, knowledge and training to understand the individual requirements for each student to successfully master the mainstream classroom curriculum (Gaad & Khan, 2007). Green (2011) confirms these feelings, indicating that students with SEN are often never exposed to the many products that can help them succeed in life. Part 2 Practical inclusions for the teaching professionAs highlighted from the research, many teachers feel they lack the availability to resources for SEN. The resources provided in this guide will equip teachers with the knowledge and access to the products, services and physical and ICT resources they can use to assist the delivery of their lessons for students with SEN, in mainstream education.Each resource has been selected based on how it may help relieve the anxiety and stress that many teachers have expressed they feel when teaching students with special education needs. Rather that be limited to Lesson Plans or a specific ICT Website, the resources chosen are more like teaching tools for the teacher so that they can continue to professionally develop their knowledge within Special Education, while also gaining access to additional resources like lessons along the way.Part 2a: Physical ResourcesResource 1: Special Needs Handbook for Teachers (Book)Description of Resource:The book provides strategies for:Controlling problem behavioursSetting goalsFollowing through with a focused behaviour management plan.The book provides resources for the teacher, to help students with SEN to:Develop problem solving skillsReading/Language skillsMaths Skills.There are over 60 pages of:Printable communication cardsFormsClassroom tools to save time, money and frustrationCost: $34.95Justification for inclusion:This resource is a one off expense at a reasonable cost. The resources can be re-used by the teacher, and there are no incurring or ongoing expenses for the resources. Additionally, research showed that teachers felt they lacked knowledge and resources for teaching students with special education needs. This book provides details on how and when the resources can be used effectively, as well as provides strategies that can be used both for mainstream students and students with SEN. 0176530Resource 2: Inclusion in Physical Education: Fitness, motor, and social skills for students of all abilities (Book)Description of Resource:This book provides the Physical educator with a number of strategies for inclusive lessons for students with special needs and disabilities. The book focuses on how as a physical educator you can develop physical, social and fitness skills for these students without extensive planning, additional setup time or extra or varied equipment.The book includes eight chapters:Chapter 1: What is Inclusion?Chapter 2: Including students with Autism Spectrum DisorderChapter 3: Including students who use Wheelchairs.Chapter 4: Including students with intellectual disabilities.Chapter 5: Including students with Cerebral PalsyChapter 6: Including students with Visual and Hearing impairments.Chapter 7: Differentiation in Inclusive Physical educationChapter 8: Walk in their shoes.Cost: $24.00Justification for inclusion:914400216281032004002162810This resource provides a large number of suggestions for inclusion within physical education for a variety of ‘disabilities’ and special needs. The book guides the teacher to set realistic goals for the student, how to find information in regards to the different ‘disabilities’ and special needs as well as the common characteristics and behaviours of students with the ‘disability’ or special need. The book provides lessons with variations and modification suggestions, diagrams and descriptions. A standout about this resource is that the final chapter provides lesson plans for Physical Education Lessons that educate students about having the ‘disability’ or ‘special need’ so that they can become understanding an accepting of all. For example “Wheelchair and scooter noodle volley” is a lesson that educates the students about understanding the limitations inherent in using a wheelchair. Resource 3: Professional Development Course: Intensive Interaction Location: Deakin University, BurwoodDuration: 6 days (9:00am – 4:00pm) spread out over 5 months.Cost: $700.00 (Tax deductable)Certificate: Certificate of Education: Intensive InteractionDescription: Refer to Image of PDF handout.Justification for Inclusion:In my opinion, it is extremely important for teachers to continually update their skills and knowledge through attendance of PD’s. Given that the research has shown that teachers do not feel they have the knowledge within the specific areas of Special Needs, it should be encouraged that teachers attend profession development courses that will provide them with this knowledge.Part 2b: Virtual / ICT resourcesResource 1: tes AustraliaWebsite: of Resource:Tes Australia is an online community that is free to sign up as a member too. The network provides free access to resources including lessons downloaded by teachers from all across Australia. Tes Australia is partnered with the Australian Education Union, Centre for Professional Learning and The Board of Studies. The website allows you as a teacher to communicate with teachers right across Australia, discussing ideas, issues, and can even be an outlet to ‘let off some steam’. The website is like a unlimited Professional Development page, where you can access updates blogs, information and resources.The website is not limited to providing resources for Students with SEN. However within the Special Education Needs folder, there are Teacher resources available for a large variety of special needs from ADD, Learning Difficulties, Hearing Impairment, Physical Impairment, Autism, Down’s Syndrome, etc. As you enter each folder for a specific SEN, you will be provided with a link to additional resources and information (for example The Autism Spectrum Australia link). Cost: FreeJustification for Inclusion: The website is basically a virtual educator for teachers. It provides everything for support from other teachers, discussion pages, blogs, resources (both physical and virtual), and linking pages for targeting the specific special need. As discussed in the research, educators have anxiety over not feeling equipped with the knowledge and resources to teach students with special education needs. This website provides both of these for the educator as well as a ‘safe place’ for them to discuss their concerns, ask questions and gain feedback. Resource 1: The Ultimate Guide to Assistive Technology in Special Education: Resources for Education, Intervention, and Rehabilitation. (Book)Description of Resource: While this resource is a book, it is a resource that provides hundreds of technology resources that can be used by a Teacher to aide the education of students with SEN. The book contains chapters that provides suggestions of ICT resources for:Auditory ComprehensionReading Comprehension and SkillsWritingCognitive, Learning and MemoryInteractive Games and ActivitiesCommunication and Learning toolsAdapted email, search engines and web browsers for student with SENEach chapter contains a list of ICT resources with the website (or access information), how much it costs or if it is free, a detailed description of the ICT resource, and whether the resource is suitable for Windows or Mac (see photo for example).Cost: $39.95 (Kindle/IPad: $29.83)Justification for Inclusion:The book provides countless options for a teacher to select appropriate ICT resources for the specific learning needs of their student/s. The author has also provided additional assistance for her readers by supplying details for access to Her free online monthly newsletter that highlights new products of technology ideas.Her webinars and seminars on technology for special education needs.0476885Her email address: Joan@ where she encourages her readers to ask any questions.Review from Goodreads: “The cover of this book states, ‘covers the use of technology to aid with speaking, understanding, reading, writing, thinking, and memory’. It most definitely lives up to that promise, listing a wide variety of technology that can be used on many platforms, much of it free or very low cost. This book is clear, concise and very well laid out. Highly recommended as a resource for people with special needs”.11493571120Chapter 4: ReferencesReferencesAbrams, E., Taylor, P., & Guo, C. (2012). Pedagogies of hope: Conscientizing culturally relevant teaching for indigenous learners in science and mathematics. International Journal of Science and Mathematics, 10, 755-757.Apps In Education. (2013). Sharing Australian Aboriginal culture. Retrieved May 21, 2014, from , T. (1997). Supporting special needs in the mainstream classroom: children’s perception of the adult role. Child: Care, Health and Development, 23(3), 217-232.Chessor, D., Gilbert, E., Perz, J., & Ussher, J. m. (2008). Celebrity football players as teacher aides to enhance the learning of children displaying challenging behaviours. International Journal of learning, 15(4), 285-291.Deakin University. (2014). Intensive interaction theory to practice 2015. Retrieved May 22, 2014, from , P., Oswalk, M., Swart, E., & Eloff, I. (2003). Individual learners with intellectual disabilities: stressful for teachers? International Journal of Disability, Development and Education, 50(3), 293-308.Gaad, E., & Khan, L. (2007). Primary mainstream teachers’ attitudes towards inclusion of students with special educational needs in the private sector: A perspective from Dubai. International Journal of Special Education, 22(2), 95-109Green, J. L. (2011). The ultimate guide to assistive technology in special eduction: Resources for education, intervention and rehabilitation. Waco, Texas: Prufrock Press Inc.Honey Ant Readers. (2014). Honey ant readers: Literacy resources for Indigenous Australian learners of all ages. Retrieved May 30, 2014, from Education EDBED3005. (2013). Melbourne, Australia: Oxford University Press.Living Knowledge. (2008). Living knowledge: Indigenous knowledge in science education. Retrieved May 28, 2014, from , S. (2003). Sharing success: An Indigenous perspective. Victoria, Australia: Common Ground Publishing.Millians, M. (2008). Special needs handbook for teachers. Virtual Reality AIDS Inc.Reynolds, J. (2005). The education of Indigenous Australian students: Same story, different hemisphere. Multicultural Perspectives, 7(2), 48-55.Rix, J., Hall, K., Nind, M., Sheehy, K., & Wearmouth, J. (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classroom? A systematic literature review. British Journal of Special Education, 24(2), 86-84.Rose, R., & Howley, M. (2007). The practical guide to special educational needs in inclusive primary classrooms. London: Paul Chapman Publishing.Sharing Culture. (2012). Aboriginal teaching resources for language, learning, literacy, history, culture and Indigenous education. Retrieved May 22, 2014, from , C. (2011). Why Indigenous perspectives in schools? A consideration of the current Australian education landscape and the ambiguities to be addressed in literacy teaching. Activate, 23(1), 16-21. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download