I denne samling af artikler fra en canadisk konference udgivet i 2016 findes denne artikel, der sætter fokus på 3 metodiske tilgange, som kommende lærere har brug for at blive trænet i gennem uddannelsen for at kunne støtte alle elever i et skolesystem som det canadiske med fokus på inklusion.
Læs artiklen “Curriculum planning: The need for sensory regulation methods in teacher education programs.” In M. Hirshkorn & J. Mueller (Eds.), “What should Canada's teachers know? Teacher Capacities: Knowledge, beliefs and skills”
Download hele bogen som pdf på linket What_Should_Canada's_Teachers_Know_Teacher_Capacities_Knowledge_Beliefs_and_Skills
Læs artiklen som kapitel 21 på side 566-582
Her er nogle citater fra artiklen:
“… self-regulation is more important than IQ when it comes to predicting a child’s ability to do well is school (p. 7). Thus, it is essential that teachers adopt these methods to develop self-regulation literacy in their students.”
“Cris Rowan, a Canadian occupational therapist who works closely with educators, has created the Zone’in (Rowan, 2016) approach that is very simple and effective. Zone’in is derived from sensory integration theory and is designed to improve students’ learning by “maximizing their attention and focus on tasks in the classroom setting” (Rowan, 2016, para. 2). Teachers educate students on how to take care of their own sensory needs. In terms of focus and attention, the students self-assess their current physical and mental state using a scale of 1–10. They are then tasked with taking the appropriate steps to bring their energy state to 5 (the optimal zone for learning). The results are increased attention, focus, and calm within the classroom. Behaviour management and hyperactivity issues are basically eliminated with this approach. Rowan’s classroom practices are supported by Beil and Peske (2009), Shanker (2013), and Koomar at al. (2004). A sensory smart classroom (Sparker & Sparks-Keeney, 2011) combined with UDL and differentiated instructional methods is an excellent way for generalist teachers to meet students’ diverse needs. The topic of sensory regulation is in constant discussion amongst educators regarding its efficacy.” Page 578
Universal design for learning (UDL) :
“One way that general education teachers can meet the needs of all students, identified or not, is through the use of universal design for learning (UDL) and differentiated instruction (DI). The basis of UDL is to reduce barriers to learning that may occur when a learner interacts with the curriculum (Rose & Meyer, 2002).The three ways that the curriculum can be adjusted are in representation (how material is presented), action and expression (how learning is represented), and engagement (making the learning meaningful) (National Center for Universal Design for Learning, 2016). A foundational assumption of UDL is that difficulties in learning occur not because of deficits within the learner, but because of problems within the curriculum delivery. It is therefore, incumbent upon the educator to make pedagogical adjustments so that all lessons are “accessible” to all students. We extend this somewhat to include the classroom environment, as well.” Page 576-77
Differentiated Instruction (DI)
“DI is another way of conceptualizing changes in instruction to meet student diversity. “Differentiated Instruction means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction” (Tomlinson, 2016, para. 1). At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. DI means making changes to the processes, products, content, and environment to better match student learning preferences and abilities (Tomlinson, 1999, 2000). Although curricular goals may be similar between all students, it is necessary to utilize varied methodologies in a classroom to suit the individual needs of all children—that is to say, learning must be differentiated to be effective. “Differentiated instruction maximizes learning by considering students’ individual and cultural learning styles, recognizing some students will require adjusted expectations, and offering different ways for students to explore curriculum and demonstrate learning” (Alberta Education, 2005, p. 1).” Page 577
From “Conclusion”
“Sensory processing theory and practices are being implemented with a greater frequency by occupational therapists, behaviour consultants, speech and language pathologists, and educators. These methods are receiving more attention as identified and unidentified individuals demonstrate positive outcomes. Teachers (and students) in the general education classroom can benefit from using sensory methods as part of their daily routine, as long as teachers are given the preparatory knowledge and skills in pre-service teacher education programs (Koomar et al., 2004; Pollock, 2009). We suggest that this information could be incorporated into conceptual frameworks of UDL and DI, which are typical topics in courses which address student diversity and inclusion.” Page 582
Uddybning
Se referencer og links s. 583-587, som både indeholder uddybninger og kritiske vurderinger af “sensory integration theory”
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Dette blogindlæg supplerer afsnittet ”Første uddybning: kampen om pædagogikken”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
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