Special Education Practices, Interventions And Strategies - Essay Example

Special Education Practices, Interventions And Strategies Special education practices, interventions and strategies are all affected by the extent to which growth and development of the student deviate from standards. However, it must be understood that standards may vary from one state to another or from one region to another, based on levels of education, cultural differences and how evaluations take place. In considering human growth and development, it is easy to assume that a student whose height is greater than the average child is also more physically and/or emotionally developed. Therefore, the taller child may be expected to behave in a more mature manner or possess greater physical abilities. Conversely, the child who is shorter than average may be assumed to possess less physical and emotional ability. It may create a challenge for the educator of students with special needs to develop age and developmentally appropriate learning activities. It is imperative that educators develop strategies for teaching communications skills, reading, what the educator thinks the student’s the developmental stage should be. Each child who receives special education is unique, with his or her own set of strengths, weaknesses and abilities. The educator should develop strategies “for working effectively with community and services that can help meet the needs children with disabilities” (National Evaluation System, 2009). This means strategies should be based on the needs of the individual student, rather than based solely on diagnosis and assessment. Franz Boas (the originator of the four- field approach in anthropology and first chairman of the department of anthropology at Columbia University) “demonstrated that all children pass the same developmental milestones, but at a rate affected by heredity, by nutrition, by climate and by interactions of all of these” (Little, 2008). Though two students of the same age may have the same diagnosis, differences in abilities and levels of development will exist, based on internal and external influences. Effective strategies for special education students are based on principles of human growth and development, while taking into account the many variables that influence development and the uniqueness of the individual student, in terms of personal development. Some basic strategies suggested for use in special education include “use of graphic organizers or visual displays to organize information, chunking or combining of related elements into units, using mnemonics or language cues to enhance memory” (Lee, et al, 2006, pp 2199-201). These are a few strategies explained in Education and Training in Developmental Disabilities. Explanations of the strategies are thorough enough to make a convincing argument as to why they may be effective for learners in special education programs. Graphic organizations can use knowledge statements, purpose statements or a combination of both. Research indicates that using either improves content knowledge in both students with special needs and students without. “Similarly, Chang (1986) found that the use of an advance organizer prior to viewing a film facilitated comprehension for students with and without intellectual disabilities, with no differential effect based on disability” Lee, et al, 2006, p. 201). This indicates that many strategies used for students in special education programs are as beneficial to students outside of special education programs. With IDEA legislation and the requirement that students in special education programs are educated in the least restrictive environment, this is positive for those educators who must address the educational needs of both students with and without learning disabilities in the same classroom. It means that few modifications need to be made for a small group or one student, as other students will likely meet learning objectives as well. Chunking is the act of grouping like ideas together, to help improve memory and recall. Though this strategy was designed for students with learning disabilities, it serves the general student population well. “Chunking has been shown to be effective in improving word analysis, reading, and recall information for students who are English language learners, students with attention-deficit-hyperactivity disorder, and gifted students” (ibid, p. 202). In other words, this strategy is useful in a wide variety of education settings, including the mainstream classroom. This strategy is particularly useful in areas of reading and language, but could be beneficial for all subjects where reading and retention of topics is required. This strategy is used by many adult learners as well, who, upon example, are often able to chunk or group pieces of information together on their own. Likewise, with training and consistency, students with learning disabilities can effectively learn this technique, requiring less input from the educator, as the technique is more skillfully used. Like other strategies used in special education programs, it initially requires a bit more effort on the part of the educator. However, this strategy has proven to be useful in self-directed learning situations, over time. Mnemonic strategies required use of verbal or language cues to produce the desired response or piece of information. A basic example is the use of Every Good Boy Does Fine, to represent music notes. This particular mnemonic has been used extensively in beginner music lessons or music education. Mnemonics are used outside the special education classroom extensively, among a wide age range of learners. Mnemonics are used by college students and even in businesses, to produce desirable learning outcomes. In some instances, it is even used in corporate training programs, in mission statements or in printed marketing materials. One training manager has devised POWER to represent “planning, organization, work, energy and resilience” (Sayers, 2005, p.4) as a model for small businesses. The widespread use of mnemonics in business indicates that executives and marketing professionals understand the impact the strategy has on memory. It stands to reason that such strategies used in marketing and aimed at the general population, taking into account the varying memory capacities of adults, will provide similar results in the wide variety of learning capacities among students. Mnemonics are also effective chunking tools, grouping together a set of principles or facts that are closely related. Given the diverse levels of development that are often present among similarly aged special education students, the strategies previously mentioned are effective for use with a wide variety of learners. Most of the strategies are useful in traditional classrooms that also contain students with learning disabilities. They can also be adapted to accommodate the special education student on an individual level, though this may require more time or effort of the educator. Different graphic organizers may be used students reading at different levels. Organizers that are appropriate for the stage of development and specific reading level can be designed for each unit ahead of time. This saves time in designing teaching aids for each student. Chunking is perhaps the easiest strategy to adapt. Each student may possess the ability to retain or memorize more or less information. The student with less capacity for memory is simply shown smaller groups or chunks of information. Some mnemonics may include words that are too advanced for students with less developed vocabulary or reading skills. For them, different mnemonics can be chosen or devised. Another strategy that can be used for students that struggle is based in technology. Draft Builder, for example, is a software tool that helps students with “finding the main idea, locating supporting details, organizing information, and writing a persuasive essay” (Fideler, 2007). It also helps students create outlines and draft text. Because the technology can be used with a wide variety of reading, comprehension and writing levels, it can become an effective tool for educators in special education programs. Again, it can also be used in the traditional classroom or with a wide variety of learners, due to is highly adaptable nature. It is also interactive, which provides the added benefit of maintain a student’s attention for a longer period of time. Many recent initiatives in special education design strategies include similar technologies. A grant drafted by the Massachusetts Department of Education, for special education support, calls for increased use of technology through “professional development to special education and general education teachers on how to help their students use research-based reading comprehension strategies while accessing information on the World Wide Web” (Hart, 2007). Strategy details listed include use of flexible digital content and the integration of digital technology for reading and comprehension activities in special education classrooms. In order to achieve success, application of a web-based tool that students can use to understand and evaluate content is required. This initiative and others, such as the integration of Draft Builder software, are helpful in special education. Teachers cannot necessarily pay full attention to skills building activities of each student simultaneously. However, through such applications, less time and attention are required of each student. Additionally, students become more proficient in self-directed learning and develop greater self-confidence, with increased competence in using such tools. In order for software technology to address a variety of special education learners and learning activities, it must also possess flexibility so that “teachers can use it to create assignments and customize supports for strategies, vocabulary and background knowledge” (ibid). In Brain-Friendly Teaching: Strategies to Improve Memory, Marilee Sprenger points out that the brains of students today are conditioned to distract more easily, with the overexposure to external stimuli. She explains that “the brain likes color and anything novel must be attended to by the brain” (Bafile, 2009). With the use of technology, such issues are addressed. Technology can also be combined with the previous strategies of graphic organizers, chunking and mnemonics. With intuitive software applications that allow for teacher input and design, the other strategies are easily incorporated into reading and comprehension activities. Sprenger’s techniques are recommended mostly for improving memory, though increased memory allows for greater reading and comprehension. Exercises or strategies that enhance memory are also useful for students in special education programs, where many students suffer from memory and knowledge retention issues. Special education teachers must handle quite a bit of stress. They must develop strategies to Effectively teach students with a multitude of learning challenges, with varying degrees of development or developmental delays. They may come to believe that they must address all issues of each student each and every day, to be successful. While special education teachers must perform their jobs with a high degree of competency, they may also develop unrealistic expectations of what is possible. Sometimes the school district, rather than individual teachers, create the unrealistically high expectations. Among the suggestions for handling the stress of special education curriculums are setting priorities and using interactive or technological aids that are available. “When working with students with disabilities, teachers can find themselves frustrated by the slow progress students make in learning and managing their own behavior” (Brownell, 2009). Use of technology such as software applications for reading and comprehension activities help to relieve the stress of trying to continually meet the needs of a diverse group of learners. Additional strategies such graphic organizers, mnemonics and chunking are strategies that can be adapted from one student to another. They do not need to be reinvented. They can become part of the teacher’s tool kit for special education classrooms. They also adapt to varying degrees or levels of child growth and development, with little manipulation. They are not one size fits all solutions. They are adaptations that enhance the learning process and can save time and energy in the process. The strategies outlined are adaptable and flexible enough to be effective in a variety of education settings. Special education strategies require cooperative efforts of teachers, administration, parents and communities. Those involved in the funding and design of special education programs must also come to realize that development of the individual student does not necessarily follow a set of milestones to be achieved in chronological order. Variations in development occur for a variety of reasons. The many variations in human growth and development can best be described as “biological plasticity” (Little, 2008) by Franz Boas. Plasticity is influenced by many factors, including migration, environmental factors, change, poverty, social change, availability of resources and secular change. Many factors, including social change, can vary within a family and a student’s lifetime, depending on the amount of change experienced within the family and community. Secular change influences development as well. An example is the family that receives little health care for their children, due to lack of finances or insurance. Changes such as obtaining health coverage through an employer or a social welfare program may provide for more reliable and continuous care. This influences development as specific areas of developmental concern may be more quickly recognized with continuity of health care from knowledgeable providers. Secular change may include the adoption of new health care policy by state or federal agencies, the earmarking of funds for special education initiatives, or the inclusion of more services may also influence development. Regardless of the factors influencing development, special education strategies should take into account the varying levels of development and the varying types of associated challenges in educating students. The strategies discussed are a few initiatives that have been utilized by educators of students with learning disabilities. They are not meant to solve all the problems or meet all the needs of special education students. Educators must take into account the various types of learning disabilities and appropriateness when employing various strategies. If the strategies are technology based, the educator must also take additional steps to “determine how the district will fund the cost and compile a list of all the desirable elements” (Bull, 2006) the technology should include. With more special education students spending at least part of their school days in the traditional classroom, it is important that teachers develop strategies that will help all students within the classroom achieve to their maximum potential. References Bafile, C. (2009). Brain Friendly Teaching: Strategies to Improve Memory. Education World. Retrieved March 24, 2009 from http://www.educationworld.com/profdev.156.shtml. Brownell, M. (2009). Coping with Stress in the Special Education Classroom: Can Individual Teachers More Effectively Manage Stress. Retrieved March 24, 2009 from http://www.kidsource.com/kidsource/content4/coping.w.stress.sp.ed.html Bull, B. (2006). Steps and Considerations When Creating a Technology-Based Special Education Accountability Systems, p. 1. Retrieved March 25, 2009 from http://www.monitoringcenter.isuhso.edu/ Fideler, E. (2007). Technology in Class: Content Learning and Scientifically-Based Strategies. Retrieved March 25, 2009 from http://main.edc.org/technology_class_content_learning_and_scientifically-based_strategies.htm Hart, K. (2007). Special Education Support: Building Reading Comprehension Strategies for Digital Curriculum through Universal Design for Learning (UDL). Retrieved March 24, 2009 from http://www.doe.mass.edu/266.html. Lee, S. et al. (2006). Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and Developmental Disabilities. Education and Training in Developmental Disabilities, 41(3), 199-212. Retrieved March 24, 2009 from http://www.dddcec.org/ETMRDDV/sample/lee.pdf Little, M. (2008). Socio-economic and Geographic Factors in Human Variation. 9th International Congress of Physiological Anthropology, The Netherlands. Retrieved March 24, 2009 from http://www.io.tudelft.nl/live/pagina.jsp?id=2913c3f7-9f78-4381-b2c8-8bcc358b216f〈=en&binary=/doc/ICPA%202008%20Little.ppt Sayers, R. (2005). Promoting the Vision: Lessons in Marketing New Technology from Small Businesses. ALIA Top End Symposium, Technology-Visions or Nightmares. Retrieved March 25, 2009 from http://www.alia.org.au/groups/topend/2005.symposium/sayers.pdf Read More