Special Needs for Students With Autism
Added on 2021-04-24
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Differentiation in special education school:Analyzing the level of implementation and factorsthat influence practice- A case study of MettaSchool Singapore
TABLE OF CONTENTSCHAPTER 1: INTRODUCTION..............................................................................................11.1 Overview..........................................................................................................................11.2 Statement of the problem.................................................................................................21.3 Significance of the study..................................................................................................31.4 Research aim and objectives............................................................................................41.5 Research question.............................................................................................................41.6 Structure of the dissertation.............................................................................................4CHAPTER 2 LITERATURE REVIEW....................................................................................72.1 To understand the concept of special needs for students with Autism............................72.2 Extensive utilization of differentiated practices for students with Autism......................92.3 Implementation instruments adopted by the teachers for students with autism.............112.4 Investigating the effectiveness of the techniques on the overall development..............142.5 Factors that influence the practices of differentiated instruction in the special school.16CHAPTER 3: RESEARCH METHODOLOGY.....................................................................193.1 Introduction....................................................................................................................193.2 Type of investigation......................................................................................................193.3 Research design..............................................................................................................193.4 Research philosophy......................................................................................................203.5 Research approach.........................................................................................................213.6 Sampling........................................................................................................................223.7 Data collection...............................................................................................................233.8 Data analysis..................................................................................................................233.9 Ethical consideration......................................................................................................24REFERENCES...........................................................................................................................2
CHAPTER 1: INTRODUCTION1.1 Overview In the schools, classrooms are filled with diverse students who differ culturally,linguistically and even in the cognitive aptitudes as well as knowledge. For enhancing thestudents learning, many of the schools have adopted the differentiated instructions. It isdefined as the approach which used for making the students learn which have differingabilities. In the present era, society has been changing and is becoming comfortable with thechildren who are different from others (Kauffman, Hallahan, Pullen & Badar, 2018). Now,the capability of the individual is judged by the ability which they perceive. Due to thisreason, special schools have been designed for the children in addressing their differences.Metta School is one among the Singapore which has been providing the services to thespecial students. It was established in 2001 by the Metta Welfare Association by the supportof the Ministry of Education and National Council of Social Service (History andbackground Metta School, 2018). These schools aim to increase the capabilities of students tobe self-sufficient and help them achieve success which is usable in case of typical classroomstudies. The common special needs students include learning disability such as Dyslexia,emotional and behavior disorders, developmental disabilities, etc. The only differential trait in general and special education is that unique and differenttypes of methods that are adapted for teaching the students. On the other hand, in generalknowledge, a standard curriculum is used which includes a public education environment sothat they all can get access to it (Barton & Tomlinson, 2012). According to the statistics data,it has been further revealed that there are around 93 million of children under the age of 14 or5.1% of the world’s population are living with the moderate or the severe disability.Generally, in low-income countries, they do not get proper facilities like schools and eventhey are not vigilant about the practices such as special schools. Because of this reason, manyof the children are not able to get a proper education because of their different needs. As inthe case of Singapore, special education is governed by the Singapore Ministry of Education.According to the law of the nation, the special need students are given the options to selectthe general education or special education. But most of the students get into the specialschools. With this, different countries have diverse laws for the special school.1
In general, it can be further stated that the school has become more concerned aboutthe education of the special schools and due to this reason, they are adopting the newtechniques. Even the implementation in the process is adequate in many of the cases. But attimes they are not able to cope up with this process (Ledford & Gast, 2018). Majority of themindicated that the main challenges which occur in the classroom are regarding technology inthe education system. Sometimes the teachers are not able to adequately address the studentswith the disability. This makes the implementation weak and majorly the students have tosuffer from the flaws. On the other hand, Metta School, the differentiated practices are notaccording to their needs and requirements (Horner et al., 2005). As an individual with thehearing problem and the student with dyslexia requires different types of methods and theirneed as well as the capacity for grasping the content is also different in the case. Due to lackof inefficient way adopted by the school, the implementation problem comes into the focus.1.2 Statement of the problem Supporting the children with special abilities is not sufficient if proper strategies arenot implemented for meeting the needs of the students. The main problem which is witnessedin the Metta School is regarding the implementation of the instruments which will help thestudents for making them capable (Walsh, 2012). Besides this, several different methods andpractices are documented for the success of the students, but it described that educators areinconsistent of the use and ways and due to this reason, the quality of the education in manyof the countries are degrading. For this reason, many of the communities and the society aredemanding improvements in the performance and the teaching quality in Metta School(Ashman & Conway, 2017). For this, it is essential to carry out the analysis for determiningthe areas which require improvement in the process. This study will further help in analyzingthe level implementation that is carried out in the special school. Differentiation practices inthe special schools are focused more, and it is initiated that these practices are effective inimproving the academic level of the students. There are many differentiated techniques suchas assistive technology as by using the computers, screen readers, etc. this can help inimproving the knowledge and concept of the students (Mittler, 2012). But the main problemthat is arising in the implementation process is regarding the inefficient educational staff. Ithas been witnessed they are not able to teach the students because of the lack of training. Inthe case of the Metta School, there are proper infrastructures, but with lack of knowledge inexecuting the technique, adequate education is not provided to the special education. It isdifficult for teaching the special school teachers without the differentiation practices. 2
1.3 Significance of the studyThe study is significant because with this implementation process, the future anddevelopment of the special students are linked. Effective implementation has an enormousimpact on the overall development of the student. In case of ordinary students, they can dotheir job with least guidance, but in fact of special students, they are in need of proper supportto accomplish their task (Harry & Klingner, 2014). On the other hand, another importance ofthe study is to analyze the problem regarding the implementation process in Metta School. Itis essential to identify the area which needs maximum improvement to effectively utilize theresources which are adopted by the special education school (Feng & Sass, 2013). From theresearchers, it has been identified that differentiated instruction requires significant staffdevelopment, but even if the training is provided, they are not able to render the effectiveservices in front of the students. According to Crockett & Kauffman (2013),it described thatit is difficult for the teachers to change because of the inadequate time and the schedulewhich is provided to them. Due to this reason, they always focus on the more straightforwardways to make the students learn about the subject. The major difficulty for the differentiationlies in determining how to establish its use in the school (Huberman, Navo & Parrish, 2012).With the help of these aspects, a proper strategy can be made for effectively implementingthe differentiated services in the special school. This study will help in providing knowledgeby investigating the extent to which the differentiated instruction is executed in the MettaSchool by carrying out the sampling of the teachers who are teaching those students. Besides this, by gathering the information from the teachers of this school, it willfurther help in identifying the factors which influence the implementation process. Theresults of the study can guide the administrators as well as the trainers of educators to bemore successful in implementing professional development by the differentiated strategy inthe special students. It helps in clarifying the importance of the implementation process onthe development of the student. By carrying out the systematic study, it will assist inanalyzing the potential factors which can help in enhancing the process of differentiationinstruction for the students. Besides this, the techniques can be further studied by the teachersin effectively utilizing the implementation method in the teaching. Policymakers and even theschool administration can also use this information for carrying out active education practicein the special school. By emphasizing on these aspects, it can be mainly investigated that thestudy is essential for all the individuals who are associated with the special education system.3
1.4 Research aim and objectivesAimDifferentiation in special education school: Analyzing the level of implementation andfactors that influence practice-A case study of Metta School Singapore ObjectivesTo identify how extensively the Metta school utilizes the differentiated practicesTo understand the implementation instruments adopted by the teachers in satisfyingthe need of the special students To investigate the effectiveness of the techniques on the overall development of theMetta school.To identify the factors that influence the practices of differentiated instruction in thespecial school.To recommend ways and methods that can help in solving the problem arises at thetime of implementing instruction in special education school. 1.5 Research questionHow extensively does the Metta School utilize the differentiated practicesby theMetta School?What are the implementation instruments adopted by the teachers in satisfying theneed of the special students?How are the techniques effective in the overall development of Metta schools?What are the factors that influence the practices of differentiated instruction in thespecial school? What are the ways and methods that can help in solving the problem arises at the timeof implementing instruction in special education school?1.6 Structure of the dissertationThe structure of the dissertation has been explained as follows-Chapter-1: Introduction- This chapter provides an overview of the differentiation inthe special education school. It further highlights the problem which is occurring inthe implementation process of the differentiated services. By including the researchobjectives, it has provided a path to executive the study. 4
Chapter -2: Literature review- This constitutes the second chapter of the dissertation.The literature review is an in-depth investigation of the topic. By using the secondarydata, specific research will be carried out on the issue. Chapter-3: Research methodology- This is one of the most critical chapters whichwill focus on the development and description of the research framework. Here, thestudy is based on a mixed method including qualitative and quantitative approach andaccordingly description of selected methods and procedures have been provided.Chapter-4: Data analysis –This assist in analyzing the data which is collected fromthe teachers of Metta School. The received data are effectively presented with the helpof separate themes and relevant analytical tool.Chapter-5: Conclusion- Lastly, the discussion has been carried out and in the samemanner the conclusion is drawn from the collected information. This is also helpful inderiving the recommendation for enhancing learning among special students.5
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