Teaching Is A Dynamic Process – Educational institutions are working hard to make the system, curriculum and classrooms more and more inclusive. The advent of assistive technologies (IT) has opened the door to possibilities that we had not explored before. This article argues that inclusive education is a dynamic process. A combination of frameworks allows us to achieve this. So, can a paradigm shift in the implementation of AT systems such as AAC in classrooms help to better implement inclusive classrooms?
As education becomes more inclusive, more and more educational institutions are trying to adopt an inclusive education system. These include frameworks such as Universal Design for Learning (UDL) and Multi-Level Support Systems (MTSS). As stakeholders, it is important that we all know what these frameworks are. Equally important is how we approach these frameworks.
Teaching Is A Dynamic Process
The Universal Design for Learning (UDL) approach aims to reduce barriers for diverse learners. It also seeks to maximize their learning opportunities. UDL focuses on teaching and curriculum.
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The Multi-Tier System of Support (MTSS) is a framework that works to add interventions and supports to the core layer. This foundation level consists of a high-quality, evidence-based curriculum.
UDL is a dynamic process that is continuously evolving. MTSS can be used in conjunction with UDL to improve instruction and interventions.
Let’s look at an example. You will design a class manual using UDL. A new non-verbal student was enrolled in that class. Content may not be fully accessible if augmentative and alternative communication (AAC) aids are not considered during curriculum development. Revision of instructions to include appropriate assistive technology can occur in a dynamic UDL approach. Here, Tier-2 and Tier-3 support can act to support the UDL approach making it more reliable.
In this context, let’s talk about an interesting article by Christopher R. Bugay, A First Look at the AAC Language System. The article discusses the adoption of the first approach of a particular language system. This approach envisions a future in which language learning takes place through a robust language system. This occurs in a supportive learning environment that is the norm, not the exception.
Response: ‘building Relationships With Students Is The Most Important Thing A Teacher Can Do’ (opinion)
The article covers touch screen, speech to text, text to speech, speech prediction and more. such technological advances are discussed. It shows how these technologies originally emerged to support disability. Conceived for accessibility, they were eventually made available to the public without any initial evaluation. Computers, tablets and phones are now the default way to interact.
This article proposes to extend this approach to AAC devices. It discusses the pros and cons of making AAC devices available to everyone in educational settings without an initial assessment.
The article raises some interesting questions. A major advantage of this approach is the ease with which AAC systems can be integrated into general education and curriculum. Therefore, we can consider all other assistive technologies in this way. It can be intuitive for teachers to implement them in their classrooms. Such an approach can bring us closer to realizing the potential of inclusive classrooms.
A dynamic approach to consciously receiving feedback from a multi-level support system can be very effective.
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A blended approach to supporting children such as AT and AAC systems by default can provide even more benefits. Assessment can only be for children who struggle after this. In turn, the burden on the initial assessment is reduced. In addition, this basic system saves time for a significant number of working children.
It also has the potential to evolve into something that makes all these systems work more efficiently. Come to think of it, our lives before emojis weren’t that interesting😉
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Other uncategorized cookies are files that are being analyzed and have not yet been categorized. In this blog, Experiment in Learning, Ferlazzo addresses reader questions about classroom management, ELL instruction, lesson planning, and more. confronts teachers. Send your questions to [email protected] Read more on this blog.
Pdf] The Potential And Challenges Of The Use Of Dynamic Software In Upper Secondary Mathematics
This series began with answers from Adeyemi Stembridge, Candice Hines, Jackie Glasper, Mary Beth Nicklaus, Valentine Gonzalez, and Julie G. You can listen to my 10-minute conversation with Adeyemi, Candice, Jackie, and Mary Beth at BAM! Radio show. You can find a list and links to past shows here.
Today’s guests are Timothy Hilton, Valerie Rucks, David Bosso, Jenny Edwards, Pamela Broussard, Kara Pranikoff, Patty McGee and Jonathan Eckert.
Timothy Hilton currently teaches high school social studies in Central Los Angeles and has been teaching in the area for the past 9 years. Timothy has experience teaching all levels of social studies, from advanced education to English language development. In addition to teaching in downtown Los Angeles, Timothy is currently a doctoral student at Claremont University researching education policy, evaluation, and reform:
Building relationships with students is the most important thing a teacher can do. Without a solid foundation and a relationship based on trust and respect, there is no quality education. I believe that the importance of communication cannot be overstated, but many teachers do not know where to start. This is especially true when you are trying to connect with students from a different background than you.
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Although building relationships with students can seem like a daunting task, I try to keep it simple and follow three guiding principles:
1) Check your attitudes. First of all, we must remember that we come from different places. We cannot assume that we know about our students’ experiences based on their location, ethnicity, or socioeconomic status. When talking with students about their experiences, it’s important to remember that your experiences are unique to you, not “normal.”
2) Talk to students (about topics not related to course work): It is important to talk to students while checking your views. Talk to students about their interests, sports, current events, funny (but relevant) stories from your personal life, or anything you want. These conversations help the student connect with you beyond the teacher role and on a personal level. The teacher-student dynamic is a very complex relationship. It is important to build your relationships outside of this dynamic.
3) Never get angry: I know sometimes it’s hard not to resent when a student misbehaves. Sometimes we want to be rude to them, “teach them a lesson”. This is very counterproductive. It is true that students have bad days. We cannot forget that our students have lives outside of our classroom and we often do not know what their experiences are. If the relationship is based on trust and respect, each
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