Education Essay Example

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    1
  • Words:
    473

Institute

Robinson and Dally, 2005).The heterogeneity of Australian society, the diversity of school enrolments and the cost and inadequate evidence of the effectiveness of separate services makes it difficult to separately educate students with learning difficulties. Students with learning difficulties should be included in the educational mainstream. Learning difficulties mostly arise from deficiencies in the approach schools are presently organized. Students with learning difficulties have been found to have low self-esteem (

Early intervention for students with literacy and numeracy difficulties is paramount. Direct systematic instruction in phonics in the early years of schooling is a critical base for teaching children to read. Teachers should adopt an integrated strategy to reading that clearly teaches phonemic knowledge, phonics, confidence, vocabulary awareness and comprehension to enhance students learning performance (Loreman, Deppeler, & Harvey, 2005). This should be combined with effective support from the child’s home for success to be realized. Teachers should be able to draw on those practices most appropriate to the learning needs and abilities of the student.

Teachers should use teaching approaches that have empirical support. While teaching, teachers should focus on the student and not on their disabilities. Teachers should recognize that they could only be effective if they focus on understanding how each student’s learning can be improved and to discover what issues are influencing their learning, as well as disability-related issues. Parents and students are a fine source of this information and hence the schools’ policies should promote high-quality communication between teachers, students, parents, the school community and the larger society to improve learning performance (Robinson, & Carrington, 2002).

Teachers should embrace a planning instruction framework that focuses on the differentiation of curriculum content, classroom processes as well as teaching techniques and students groupings, learning products and results and the learning environment. They should use peer tutoring, co-operative learning and strategies that involve collaboration. Teachers should be inclined towards professional development activities that are practical and entails sharing ideas and networking. Teachers should use mandated assessments and state testing regimes on students to promote effective numeracy learning for students with learning difficulties. It should be the culture of teacher to support the belief that all students can learn mathematics and to orient the curriculum to value literacy and numeracy as important features of all students’ daily learning and not just as gateways to further education (Foreman, 2005).

References

(pp. 3-34). South bank, VIC: Thomson.Inclusion in actionForeman, F., 2005, Disability and inclusion. In P. Foreman (Ed.),

. Crows Nest NSW: Allen & Unwin. Inclusive education: A practical guide to supporting diversity in the classroomLoreman, T., Deppeler, J., & Harvey, D., 2005,

, pp 246-301. Thomson Learning: Victoria.Inclusion in ActionRobinson, G. and Dally, K. (2005). Understanding literacy and numeracy. In P. Foreman (Ed),

, 16(4&5), 239-247The International Journal of Educational ManagementRobinson, R., & Carrington, S. (2002). Professional development for inclusive schooling.