Modul 3. Opis ključnih načel

Uvod

V tem modulu bomo obravnavali na dokazih temelječa ključna načela za poučevanje pismenosti učencev z različnimi invalidnostmi. Sprva bo modul raziskal pomen vzpostavitve takšnih ključnih načel pri poučevanju, čemur bo sledila razprava o pristopu multisenzoričnega strukturiranega jezika.

Poleg tega bo modul obravnaval pomen aktivne vključenosti učencev v proces poučevanja ter različne aplikacije in orodja IKT, ki jih je mogoče uporabiti v procesu. Zadnji del tega modula obravnava načine za ustvarjanje pozitivnega učnega okolja in s tem povezane kompetence, ki bi jih morali pridobiti učitelji za spodbujanje učinkovitega učenja svojih učencev.

Izobraževalni cilji

Po zaključku tega modula bo udeleženec:

seznanjen z multisenzoričnem strukturiranim jezikovnim pristopom in uporabo teh tehnik, ki temeljijo na invalidnosti učencev
prepoznal pomen aktivnega vključevanja učencev v učni proces.
spoznal različne tehnike podporne tehnologije, ki jih je sposoben uporabljati v razredu.
identificiral načine za vzpostavitev pozitivnega učnega okolja
pridobil veščine in kompetence, ki bodo prispevale k učenju in vključenosti.

Trajanje

Približen čas, potreben za prehod skozi modul, je tri ure, pri čemer ni vključen čas, porabljen za raziskovanje dodatnih predlaganih virov in prilog.

Zahteve

Za izvedbo tega modula ni posebnih zahtev. Edina potrebna stvar je računalnik z internetno povezavo.

Predlagani viri

Viri za multisenzorno strukturiran jezik

Morin, A. (2022) 8 multisensory techniques for teaching and reading. Source https://www.understood.org/articles/en/8-multisensory-techniques-for-teaching-reading
Räty, M. (2014) “The multisensory space: a new learning environment”. Source https://www.theseus.fi/handle/10024/153641

Viri za vključevanje učencev

Gonzalez, F.G. (2017) The Impacts of Active Learning on Learning Disabled Students. Source: https://peer.asee.org/the-impacts-of-active-learning-on-learning-disabled-students.pdf
Learner Involvement Strategy (2013) Source https://www.gbmc.ac.uk/media/pdf/pdf-learner-involvement-strategy2013-1-423.pdf

Viri za podporne tehnologije

AssistivetechRSL (2013) What is Assistive Technology (A.T.) Source https://www.youtube.com/watch?v=SIm2MuJUCTE&ab_channel=assistivetechRSL
Center on Technology and Disability (2017) Resources on AT for Families. Source https://www.youtube.com/watch?v=jbfa04rZJK4&ab_channel=CenteronTechnologyandDisability%28CTD%29
Pacercenter (2010) Understanding Assistive Technology: simply Said. Source https://www.youtube.com/watch?v=DB9pKkZoJDc&ab_channel=pacercenter
WHO (2016) Priority Assistive Products List. Source: https://www.who.int/publications/i/item/priority-assistive-products-list
WHO (2021) Assistive product specifications and how to use them. Source: https://www.who.int/publications/i/item/9789240020283
WHO (2022) Assistive technology. Source https://www.who.int/health-topics/assistive-technology#tab=tab_1

Viri o pozitivnem učnem okolju

Erwin, J. C. (2016) 10 Ways Teachers Can Create a Positive Learning Environment. Source: https://freespiritpublishingblog.com/2016/11/29/ten-ways-teachers-can-create-a-positive-learning-environment/

Viri o učiteljevih kompetencah

Picard (2015) Teaching Students with Disabilities. Source https://cft.vanderbilt.edu/guides-sub-pages/disabilities/

Viri

Abba, U. M. and Rashid, A. M. (2019) ‘Teachers' Competency Requirement for Implementation of Inclusive Education in Nigeria’, Universal Journal of Educational Research, 8(3C), pp.60-69
AITSL (2020) Inclusive education: Teaching students with disability. Retrieved from: https://www.aitsl.edu.au/research/spotlights/inclusive-education-teaching-students-with-disability
Bataineh, O., Dababneh, K. and Baniabdelrahman, A. (2008) ‘Competencies of Learning difficulties for General Education Teachers in Regular Classrooms in Jordan’, University of Sharjah Journal of Humanities & Social Sciences, 7(1), pp. 27-45
Ciccarone, S. (2019) The Effects of Multisensory Learning on Second Language Acquisition for Students with Learning difficulties. Retrieved from: https://mdsoar.org/bitstream/handle/11603/13842/CICCARONESELMA_paper.pdf?sequence=1&isAllowed=y
Eredics, N. (2017) 8 Tips for Introducing a Student with Disabilities to a General Education Classroom. Retrieved from: https://www.friendshipcircle.org/blog/2017/09/28/8-tips-introducing-student-disabilities-general-education-classroom/
European Commission (2022) European accessibility act. Retrieved from: https://ec.europa.eu/social/main.jsp?catId=1202
García-Carrión, R., Roldán, S. M., Campos, E. R. (2018) Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Retrieved from: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01744/full
IMSLE (2019) What is Multisensory Structured Language (MSL)? Retrieved from: https://www.multisensoryeducation.net.au/?page=what-is-msl
Institute of Multi-Sensory Education (2022) Multi-Sensory Instruction in the Classroom: 5 Activities to Use. Retrieved from: https://journal.imse.com/multi-sensory-instruction-in-the-classroom/
Korkmaz, S. C. and Karatepe, C. (2018) ‘The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills’, Novitas-ROYAL (Research on Youth and Language), 12(2), pp. 80-95.
Maza, L. (2021) Examples of Assistive Technology in the Classroom. Retrieved from: https://enablingdevices.com/blog/assistive-technology-in-the-classroom/
Mehta, A. and Panju, N. (2018) ‘Teaching Competencies in Inclusive Classroom’, IMPACT: International Journal of Research in Humanities, Arts and Literature, 6(8), pp. 131-136.
Myréen, S. (2017) ‘Evaluating the Role of Multisensory Elements in Foreign Language Acquisition’, International Journal of Educational and Pedagogical Sciences, 11(2), pp. 423-426.
NCSE (not dated)) Assistive Technology. Retrieved from: https://www.sess.ie/resources/assistive-technology-overview
NCSE (not dated) AT – Possibilities and Limitations. Retrieved from: https://www.sess.ie/resources/possibilities-and-limitations
NSW (2022) Assistive Technology. Retrieved from: https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/resources/assistive-technology#:~:text=Some%20examples%20of%20assistive%20technology,of%20content%20on%20a%20screen
Papazafiri, M. and Argyropoulos, V. (2018) ‘ASSISTIVE TECHNOLOGY AND SPECIAL EDUCATION TEACHERS: THE CASE OF STUDENTS WITH MULTIPLE DISABILITIES AND VISION IMPAIRMENT’, 10th International Conference on Education and New Learning Technologies.
Räty, M. (2014) The multisensory space: a new learning environment. Retrieved from: https://www.theseus.fi/handle/10024/153641
School Education Gateaway (2016) 1. Teacher skills and competences. Retrieved from: https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/subarea.cfm?sa=10
Schukraft, S. (2020) Multi-Sensory Learning: Types of Instruction and Materials. Retrieved from: https://journal.imse.com/multi-sensory-learning-types-of-instruction-and-materials/
The Wing Institute (2022) Teacher Competences. Retrieved from: https://www.winginstitute.org/quality-teachers-compentencies
University of Washington (2022) What is assistive technology? Retrieved from: https://www.washington.edu/accesscomputing/what-assistive-technology
Waterford (2019) Why Multisensory Learning is an Effective Strategy for Teaching Students How to Read. Retrieved from: https://www.waterford.org/education/why-multisensory-learning-is-an-effective-strategy-for-teaching-students-how-to-read/
WHO (2022) Assistive Technology. Retrieved from: https://www.who.int/news-room/fact-sheets/detail/assistive-technology