ED2095 Lecture Notes - Lecture 1: Visual Impairment, Universal Design, Assistive Technology
Inclusive Education - Week 9 - Lecture 9
Adapting the Environment for Inclusive Classrooms
What does each student bring to the class with them?
Different:
- Learning styles
- Rates of learning
- Cultures
- Interests
- Motivation
- Visual/Aural Ability
- Motor Ability
- Assistive technology requirements – Levels of parental/family support
Hemmingson & Borell (2002)- “Two-thirds of students with physical disabilities experienced barriers to
participation in the physical and social environment”
Physical Environment- Objects and spaces in which the person interacts
Social Environment- Social groups and occupational forms (attending classes, exams, playing games at
recess)
Environmental Barriers to Learning
- Poverty
Attending school, purchasing equipment
- Mobility
Accessing all areas of the school
Toileting
- Need for specialised equipment
- Affective Environment
EA and teacher working in partnership
“Hidden” Curriculum - the things that students know without articulating - social environment and
standards
- Classroom structure
Access to materials
Access to assistance - help cards limited so teacher has more time with other students
Noise level
Lighting
Physical arrangement of room
Rules and Routines
- Classroom acceptance
Often directed by teacher attitudes and visible acceptance of students
Social skills and peer relationships
Who should be involved in adapting and modifying programs and environments?
- Whole School
Principal and administration staff
Attitudes, decisions and actions of general education teachers are critical to the inclusive classroom
(Giangreco & Doyle, 2000).
- Classroom
Peers
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Inclusive education - week 9 - lecture 9. Assistive technology requirements levels of parental/family support. Hemmingson & borell (2002) - two-thirds of students with physical disabilities experienced barriers to participation in the physical and social environment . Physical environment - objects and spaces in which the person interacts. Social environment - social groups and occupational forms (attending classes, exams, playing games at recess) Hidden curriculum - the things that students know without articulating - social environment and. Access to assistance - help cards limited so teacher has more time with other students. Often directed by teacher attitudes and visible acceptance of students. Attitudes, decisions and actions of general education teachers are critical to the inclusive classroom (giangreco & doyle, 2000). E(cid:374)viro(cid:374)(cid:373)e(cid:374)ts are respo(cid:374)si(cid:271)le for (cid:272)reati(cid:374)g (cid:272)hildre(cid:374)"s u(cid:374)dersta(cid:374)di(cid:374)g of (cid:373)a(cid:374)y (cid:272)o(cid:374)(cid:272)epts: Need to be aware of skill level and preferences in order to create activities and provide sensory.
