Mention any two measures to identify special need learners in science
Answers
HOW COMMON ARE LEARNING DISABILITIES?
“The National Institute of Health of the United States has stated that fifteen percent of the American population has some form of learning disability. Looking at this another way, for every class of approximately twenty students, three of the children are learning disabled,” an article on Essortment said.
DISABILITY VS. DIFFICULTY
Identifying the type of struggle a child may have with learning is also imperative to future success.
“First, there is a distinction between a learning disability and a difficulty. The two terms are sometimes used interchangeably, but there is a distinct difference between the two. Everyone experiences difficulty when learning something. We are not adept at every skill. A learning disability on the other hand, refers to a disorder manifested by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities,” Essortment said.
HOPE U LIKE IT PLZ BRAINLIEST ME
One of the four guiding principles of the National Science Education Standards is simply “science for all students” (NRC 1996). This principle underscores the belief that all students, regardless of race, gender, or disability, should have the opportunity to learn and understand the essential science content described in the Standards. Because of increasingly widespread inclusion practices and more thorough identification procedures, students with documented learning disabilities (LD) are becoming a larger percentage of the science classroom.
Because many practicing science teachers have little training or experience in identifying and meeting the needs of students with disabilities (Norman, Caseau, and Stefanich 1998), we have outlined basic educational principles that support the unique learning needs of these students. Each principle is accompanied by examples of how a science instructor might put that principle into practice.
A learner has special educational needs if they have a learning difficulty or disability which requires special educational provision.
In order to support learners and meet their needs, you must have some understanding of the difficulties they face. In this guide we outline different needs and consider:
How users can understand and meet their own needs
How tutors can appreciate learner needs
The range of adjustments that could make a difference for the learner, and the benefits and barriers associated with those adjustments
The importance of joined up policies and procedures which support individual user needs.
While learners should always be consulted on how best to meet their needs, it is wrong to assume that they are aware of all the possibilities available to them.
Accessible teaching
There are some general recommendations that will help all learners, but particularly those with disabilities. These include:
A clear outline of each lesson
Clear, unambiguous language
Information in a variety of forms
Repetition
Signpost changes to:
Routines
Class or group work
New or additional content
New language or concepts.
Learning technology
A well developed virtual learning environment (VLE) can provide a substantial framework to support teaching, learning and assessment. It allows learners to access or revisit learning sessions, materials and resources at a time that they choose.
Interactive whiteboards allow learners to contribute to lessons providing relevance and authenticity. Learners can revisit captured lessons or lectures and staff can review the session or provide staff development and quality assurance. Enabling learners to revisit the whiteboard content may help them to understand the lesson objectives that may not have been clear within the live session.