Khoo 2139664 Assignment 2

8/17/2019 Khoo 2139664 Assignment 2

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Content

Plan to teach

Know, understand and do (KUDs)

Unit or topic of study

Teachers dierentiate KUDs

Teachers dierentiate access toKUDS

Basic knowlede !ust "e inplace

Process

#ork with infor!ation i$en

%cti$ities in school

Tries out, co!pares and appliesideas

&nterate KUDs

Product

Show students' KUDs

De!onstrate understandin

Transfer what they learnt to newcontets

Dierentiation is "roadly dened as students* le$el of readiness in learnin (Sousa

+ To!linson, -..)/ This refers to a student*s current proi!ity with a set of

knowlede, understandin and skills to a particular su"0ect/ This can also "e

referred to as a student*s 1one of Proi!al De$elop!ent (1PD)/ Classroo!

ele!ents such as the learnin en$iron!ent, curriculu!, assess!ent, classroo!

!anae!ent and instruction should "e interdependent and tihtly connected/

Usin tierin in the classroo! for students to work with the sa!e content "ut with

dierent derees of di2culty pro$ides appropriate le$el of challene and also work

toward co!!on oals/ 3le!ents are included in the dierentiation approach, which

are content, process and product/

Figure 1. Diagram that includes elements of dierentiation

&nclusion is dened as educatin !ost children in the sa!e classroo!, which

includes children with disa"ilities (4eo, 5eihart, Tan, Chon + 6uan, -..)/ &t

e!phasi7es on the 8uality of learnin, which !eans a school or co!!unity would

welco!e children with disa"ilities as full !e!"ers of the roup as well as $aluin

their contri"utions/ Successful inclusion depends on key players !ainly therapists,

special education teachers and !ainstrea! teachers in the classroo!/

&nter$entions for these students occur durin class routines, pullout sessions or

consultati$e therapy/ Play and learnin are learnt within the contet of the learnin

en$iron!ent/ Students ha$e to also "e ready for inclusion (4eo, 5eihart, Tan,Chon + 6uan, -..)/ Throuh $arious !odels of dierentiated instruction, one

principle would "e how teachers structure the class and conduct their instruction is

Defnition o Dierentiation and



Principles of

Uni$ersal Desin

Si!ilar !eansof use for all

learners

Clear choicesand adapta"ility

of use forlearners

%cco!odate a

wide rane,eli!inate

co!pleity,intuiti$elyo"$ious

&nfor!ation

should "epresented in

se$eral !odes(e/ $isual,

$er"al, tactile)

9ini!i7epossi"ility of

errors

Clear line ofsiht and spacefor i!portantinfor!ation

the principle of uni$ersal desin (Bender, -.)/ The concept of uni$ersal desin is

one of the !ost eecti$e ways for teachers to orani7e their class and curricula for

dierentiated instruction in order to assure that all learners, includin students with

disa"ilities, ha$e access to the eneral education curriculu!/

Figure 2. Principles of Universal Design.

%s a whole, dierentiation for inclusion would epect outco!es of students

knowlede reardin "i ideas tauht to the!/ 3ssential 8uestions and

understandin is also i!portant then i!ple!entin inclusion throuh

dierentiation/ &n order for unied and eecti$e understandin, "i ideas pro$ide

a way to set curriculu! and instructional priorities (#iins + 9cTihe, --:)/ To

ensure students understand these "i ideas, essential 8uestions can "e asked to

students as they fra!e onoin and i!portant in8uiries a"out it/ ;uestions can

pro$oke deep thouht, li$ely discussions, re8uire students to consider

alternati$es, weih ideas and sti!ulate onoin thinkin of "i ideas/ Therefore,

essential 8uestions are crucial when dierentiatin for inclusion/



Introduction, Background Inormation & Sources o Inormation

<ain"ow Centre Sinapore is a non=prot orani7ation for children with special

needs/ &t runs two Special 3ducation (SP3D) schools for students aed > to .? years

old and two 3arly &nter$ention Prora!!e (3&P) centres for children aed !onths

to @ years old in two ca!puses, 9araret Dri$e and 4ishun Park (<ain"ow Centre,

-.:)/ This portfolio will focus !ainly on the 3arly &nter$ention Prora!!e at

9araret Dri$e/

Demographic Inormation and Student Diversity

%fter a con$ersation with the head of prora!!e under 3&P in 9araret dri$e, it

ser$es approi!ately .:- students with A- teachers, : senior teachers and . head

of prora!!e/ Students enrolled in the prora!!e are fro! a wide spectru! of

disa"ilities !ainly %utis! Spectru! Disorder (%SD), lo"al De$elop!ental Delay

(DD), Speech and anuae Delay (SD), Cere"ral Palsy (CP) and Down

Syndro!e/ Under 3&P, there are two dierent tracks that children will "e enrolled in

accordin to their dianosis/ 3arly Structured Teachin for 3ceptional Pupils

(3ST3P) and 3arly &nter$ention Prora!!e for &nfants and Children (3&P&C) are the

two tracks/ 3ST3P includes all children dianosed with %SD or children who!

teachers feel that would "enet in a structured learnin en$iron!ent while children

with other dianosis are enrolled under the 3&P&C track/

Student Dierences, Impact o Learning and Responding to These

Dierences

&n each class, there are "ound to "e a $ariety of dierent student learnin proles

e$en after they are placed in classes of si!ilar learnin needs/ Teachers are

assined to . or children to ensure that their &ndi$idualised 3ducation Plan (&3P)

oals are !et in a whole classroo!/ This would "enet the children where"y ateacher is a"le to concentrate on that child/ #hen a eneral lesson plan and

!aterials are created, teachers can !odify and acco!!odate the lesson plan to

each indi$idual student/ or ea!ple, if the acti$ity was to 0u!p fro! one !at to

another, a teacher can place low stools for children to cli!" up and down if 0u!pin

was not yet in their capa"ility/

Roes o Sta and Support !ersonne

<ain"ow Centre 3&P pro$ides a tea! of 3&P teachers, speech and lanuae

therapists, physiotherapists, occupational therapists, psycholoists and social

workers (<ain"ow Centre, -.:)/ 3ach class has an allocated tea! of therapists,

!eanin one physiotherapist, occupational therapist, psycholoist and speech and

Schoo Diversit and Incusion



Child

Teacher

Eccupational Therapist

Speech andanaue

Therapist

Physiotherapist (if needed)

Social #orker

Parents FCarei$ers

Psycholoist

lanuae therapist/ The trans disciplinary approach that the school e!"odies

includes all key stakeholders to ha$e an e8ual share in educatin the child*s

inter$ention process while heFshe is enrolled in the school/ Transdiciplinary

approach is dened as the sharin of roles across disciplinary "oundaries so that

co!!unication, interaction and cooperation are !ai!i7ed a!on tea! !e!"ers/

This is characteri7ed "y the co!!it!ent of its !e!"ers to teach, learn and work

toether to i!ple!ent coordinated ser$ices (Kin et al/ --G)/

Figure 3. Stakeholders involved in the child’s intervention.

Specia !rogrammes " Sta !roessiona Deveopment Initiatives

The school also oers trainins for teachers, carei$ers, parents and others workin

with children with special needs throuh <ain"ow Centre Trainin and Consultancy

(<CTC)/ Trainers in this depart!ent ha$e eperience in this eld for !any years and

workin with children with special needs throuhout their career/ rowth and well

"ein reardin fa!ilies of students enrolled in the school are supported throuh

<ain"ow Centre a!ily ife Ser$ices/ Social workers are part of this depart!ent

(<ain"ow Centre, -.:)/

Bondin e$ents such as HIoices of athers*, H<ain"ow Centre a!ily Day*, HSi"lins

9atters* and eld trips are planned for parents to "etter "ond with their children/

3$ents are also hosted for parents and si"lins to attend in order to "etter

understand their child F si"lin "etter or share their eperiences a"out ha$in a

child with special needs in their fa!ily/

Schoo #ission

#e ai! to look "eyond disa"ilities and !ai!i7e e$ery student*s potential/Professionals in <ain"ow Centre are co!!itted to enhance the 8uality of life for

children with special needs throuh education and trainin "y pro$idin a holistic



de$elop!ental educational prora!!e, colla"oration with parents and other

pri$ate sectors, co!!it to the professional de$elop!ent of sta, contri"ute to the

trainin and de$elop!ent of special education and enenderin reater pu"lic

awareness and acceptance of children with special needs (<ain"ow Centre, -.:)/

$ey Impressions o the Schoo Service #ode

%ccordin to the ser$ice !odel, in order for a child to "e enrolled in the school,

heFshe has to "e dianosed with a disa"ility/ %pproi!ately >:J of children in the

school do not attend a !ainstrea! kinderarten F childcare, inclusion does not

occur/ En the other hand, the other :J of children !ay "e enrolled in a

!ainstrea! school on top of the! attendin 3&P/ Teachers are encouraed to

conduct yearly school $isits or consult with the !ainstrea! teacher on a case="y=

case "asis/ Such $isits and colla"oration rarely occur/ This would lead to the

school*s low perfor!ance in the area of inclusion reardin a !ainstrea! schoolsettin/ 6owe$er, inclusion takes on !any uises relati$e to the cultural contet of

the respecti$e countries that i!ple!ent (4eo, 5eihart, Tan, Chon + 6uan, -..)/

Therefore, in Sinapore, inclusion throuh enrollin children with disa"ilities in

!ainstrea! school settins !ay not "e their current focus/ Ene of the ele!ents of

inclusion would include an acti$e partnership "etween parents and the school in

order to help strenthen their child*s de$elop!ent and functional skills/ Throuh

the school*s transdisciplinary approach, parents are seen to "e one of the key

players in workin with the child/ Teachers and allied professionals !ake constant

and fre8uent co!!unication with parents/ Therefore, this would "e one of the

strenths where one of the ele!ents of inclusion is e$ident/ %nother ele!ent would

include allied professionals and reular sta !e!"ers to assu!e indi$idual and

tea! responsi"ility for ensurin that their children ha$e !et their &3P oals/

Therapy sessions can include durin class routines, one=to=one teachin and

consultati$e therapy with feed"ack fro! teachers (4eo, 5eihart, Tan, Chon +

6uan, -..)/ This is also e$ident throuh the transdisciplinary approach that the

school enco!passes as well/ Consultati$e therapy and colla"oration fro! therapists

and teachers occur fre8uently/ Ene=to=one teachins with teachers and parents

o"ser$ation are also e$ident in school sessions as well/

Trainins in special education and e!powerin condence in teachin students

with disa"ilities ha$e a fa$oura"le i!pact towards teachers* attitude towards

inclusion (4eo, 5eihart, Tan, Chon + 6uan, -..)/ Trainins that the school

i!ple!ents "y <CTC for teachers e!ployed in the school will "enet in this area of

inclusion, as !any teachers will ain knowlede and assurance in this eld/

Teachers can also de$elop a positi$e attitude in teachin students with disa"ilities

that !ay lead to a reater positi$e response towards inclusion/



%n

alytical

Practitioner

lei"leClassroo!s

Students !o$e throuhat dierent rates

Create riorous learninopportunities

Understand children's cultures, needs andinterests

De$elop a rowth !indset

%ccept that hu!an dierences are nor!al and desira"le

Ether than lookin at the school*s ser$ice !odel as a whole, o"ser$in how

teachers teach in the classroo! in order for learnin to "e "enecial for all/

To!linson and a$ious (-.) "elie$e that in order to i$e students e8ual access to

ecellence, se$en related principles should "e applied/

Figure . Principles on ho! teachers can teach for e"cellence in the classroom.

ro! these se$en principles and relatin to how teachers can use these principles

in the classroo! for their students, there !ay "e so!e areas of i!pro$e!ent/

irstly, due to Sinapore*s !ultiracial society, acceptin students of dierent races

and cultures are relati$ely present/ Teachers in <ain"ow Centre are a"le to plan

dierent racial cele"rations as a class and i!ple!ent dierent lessons "ased on

dierent cultures, for ea!ple, create a Chinese lantern durin art and craft for

lunar 5ew 4ear/ <eardin the second principle, !ore teachers should de$elop a

rowth !indset in a way where teachers should create learnin eperiences that

reinforce eort rather than success/ &n the classroo!, teachers are !ore concerned

a"out the product rather than the process/ or ea!ple, if a child was to create anart and craft piece, in order for the product to look aesthetically pleasin, teachers

will pro$ide hih le$els of physical pro!pt in order for success in the acti$ity/

Creatin a "ase for learnin opportunities related to students* interests !iht also

"e another area that teachers in <ain"ow Centre can i!pro$e on/ ro!

o"ser$ations in the classroo!s, teachers tend to select tasks and acti$ities that are

create on a eneral "asis/ or ea!ple, a task used for . student will "e si!ilar for

the rest of hisFher class!ates/

To!linson and a$ious (-.) added that teachers who take into consideration that

students co!e into the classroo! with dierent le$els of knowlede and !o$e

throuh the curriculu! at dierent rates/ Therefore, docu!entation of proress is



i!portant/ &n <ain"ow Centre, it is e$ident that teachers take students* proress

$ery seriously/ Docu!entation of students* oals is tracked e$eryday/ Pictures,

$ideos and daily co!!unication with parents are also e$ident in the school/ %

weekly co!!unication "ook is written to update parents on their proress as well/

E$erall, there are denitely so!e areas of i!pro$e!ent for the teachers and the

school syste! in <ain"ow Centre/ 6owe$er, proress in this industry and school are

e$ident/





Ene area that & considered was chanin the learnin en$iron!ent in order to suit

students* needs/ This would include addin dierent areas in the classroo! where

students could enae in s!all roup work "ut also arranin the students seatin

catered to their learnin needs/ %ccordin to Price and 5elson (-.L), physical

inclusion is the rst step towards social and acade!ic inclusion/

E$erall, dierentiatin in the classroo! has "een a fulllin eperience/ Throuh

!any challenes and successes, & ha$e denitely ained !ore condence in

applyin dierentiation for !y students in !y classroo!/

Bender, #/ 5/ (-.)/ Uni$ersal desin and dierentiated instructional !odels/ &n #/ 5/

Bender (3d/), Dierentiating

students !ith learning disa#ilities$ ne! #est practices for general and special educators

(pp/ :=:>)/ CalifM

Thousand Eaks/

Kin, /, Strac"an, D/, Tucker, 9/, Duwyn, B/, Desserud, S/ + Shilinton, 9/ (--G)/ The

application of a

transdisciplinary !odel for early inter$ention ser$ices/ %nfants and &oung children'

22(A), pp/ .. N A/

Price, K/ 9/ + 5elson, K/ / (-.L)/ Critical !anae!ent skills for structurin the

en$iron!ent/ &n K/ 9/ Price + K/ /

Karna (3d/), Planning eective instruction$ diversit& responsive methods and

management (pp/ .AG=.:)/ Bel!ont,

C%M #adsworth F Cenae earnin/

<ain"ow Centre/ (-.:)/ (#out rain#o! centre Singapore. <etrie$ed fro!

httpMFFrain"owcentre/or/sFinde

/phpOid.AQ/I0L76hrif;

Sousa, D/ %/ + To!linson, C/ %/ (-..)/ Dierentiation and the #rain$ ho! neuroscience

supports the learner)friendl&

classroom. Bloo!intonM Solution Tree Press/

Reerences



To!linson, C/ %/ + a$ious, 3/ / (-.)/ Teach up for ecellence/ *ducational +eadership'

,-(@)' ?=AA/

To!linson, C/ %/ (-.L)/ The underpinnins of dierentiation/ &n C/ %/ To!linson, (3d/), he

dierentiated classroom$

responding to the needs of all learners (pp/ .L=?)/ %leandria, IiriniaM %SCD

To!linson, C/ %/ (--@)/ Considerin e$idence of learnin in di$erse classroo!s/ &n C/ %/

To!linson + / 9cTihe

(3d/), %ntegrating dierentiated instruction and understanding #& design$ connecting

content and kids (pp/ :G=?)/

6eatherton, IictoriaM 6awker Brownlow 3ducation

#iins, / P/ + 9cTihe, / (--:)/ Craftin understandins/ &n / P/ #iins/ + / 9cTihe/

(3d/), Understanding #&

design (.@=.L:)/ %leandria, I%M %ssociation for super$ision and curriculu!

de$elop!ent/

4eo, / S/, 5eihart, 9/, Tan, 6/ 5/, Chon, #/ 6/, + 6uan, IS/ (-..)/ %n inclusion initiati$e

in Sinapore for

preschool children with special needs/ (sia Paci/c 0ournal of *ducation, 31(), pp/ .LA=.:?/

Documents

Khoo 2139664 Assignment 2