ESM780 - Term 1: Curriculum, Pedagogy and Assessment Report

This report examines instructional approaches for children with special education needs, focusing on co-teaching between general education teachers and special education teachers to foster inclusive training. It explores the needs of learners with developmental disorders, considering how learners can meet their needs, how teachers can address these needs, the impact of different developments, and the value of integrating strategies to meet individual interests. The report discusses available courses, pedagogical approaches, and resources for special education students, including the importance of consistency, interactive whiteboards, themed lessons, and varied resources. It also delves into childhood pedagogy, emphasizing the role of adult-child interactions, play-based learning, and the use of professional resources. The report addresses the challenges of special needs schools and programs, including integration deficiencies, stigma, and the need for individualized education programs. It highlights the importance of teacher attitudes and the impact of inclusive schooling on students, families, and the wider community.

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CURRICULUM PEDAGOGY AND ASSESSMENT
Name of Student
Institution Affiliation

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There are different instructional approaches for children with special education
requirements. Nevertheless, co-teaching between teachers and general professors is the
subject of this statement. Co-teaching is seen as a way of encouraging inclusive training. The
key purpose of the research is to lead towards a greater understanding of how teachers should
function together to improve success for all students in the sense of general education.
When a learner has a developmental disorder or inability that includes a special
education treatment, he/she needs to be provided with special education requirements
(Sockalingam et al., 2017). We ought to consider the challenges both encounter to help the
learner and satisfy his needs.
In this document, we identify different needs and consider:
1. How learners will consider their needs and satisfy them.
2. How tutors can consider the desires of learners.
3. The number of developments that may impact the individual, and the advantages
and disadvantages associated with these developments.
4. The value of integrating strategies and practices that meet the interests of particular
users.
Although learners will still be advised about how best they should satisfy their needs,
it is unfair to presume that they have all the choices.
Available courses
Each of the learners, but particularly disabled persons are supported by certain general
advice. Those are:
 A simple summary of the lesson

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 Plain, Unequivocal language.
 Knowledge in various ways
 Recurrence
 Modification of the signpost to:
 Habits
 Functions in class or community
 Current or supplemental material
 New language or concepts.
 Knowledge Skill
To provide a significant context to teaching, learning and evaluation, a well designed
virtual learning experience can be built. It helps students to view, repeat and select learning
sessions materials and tools.
Interactive whiteboards allow students to respond to lessons that are meaningful and
genuine. Learners may evaluate the sessions or seminars they have completed and teachers
may check the session or improve their personnel to maintain consistency (Jarosz, 2019).
Allowing students to revisit the material of the whiteboard will help them to appreciate the
lesson goals which might not have been obvious during the live session.
Turning classes:

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Each instructor will switch the lessons within the various classes or centers and
incorporate new content into one category on every given day, while just testing those that do
more individual tasks. For such a course, the teacher's assistant may often be of use.
Attempting themed lessons:
The subject's advice lies in the idea that a particular issue is linked to many regions. In
special education classes, this form of teaching has proved to be very successful. A "plot"
maybe something about a real occurrence, improving the opportunity to grasp, composes a
topic or a historical case (Florian, 2017). E.g., all other topics can be associated with a
historical case. The subject will be on things that will attract the attention of the students and
hold them interested.
Providing varying types of resources and materials:
Since there may be multiple rates of expertise in the classroom, it must be ensured that
specific standards of textbooks and other resources for each subject are available. With
several rates at hand, any student may learn at the correct stage. This decreases stress and
maximizes the student's trust to push forward (Rintakorpi, 2016). As we can see, certain
changes will successfully enhance educating special education students. Regardless of the
extent of their conditions, courses should be tailored around the degree of functionality of
people.
Childhood Pedagogy
Children Pedagogy involves the "expression" or teaching activity. It is a "gathering of
education approaches, techniques that enable the learning to be performed in a certain social
and material background and that provide incentives for the acquisition of knowledge, skills,
attitudes and supplies. This applies to the collaborative phase and the learning experience
between the instructor and the learner. This addresses the "how" of the relationship between

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adults and children when acknowledging that at this point children develop and evolve not
only through what is to be taught but that how it is encouraged is often of special
significance.
International research considers the consistency and extent of early encounters and
relationships in both the home community and the ECEC setting as deciding the children's
abilities.
ECEC( Early Childhood Care and Education) children's interactions are characterized
by service consistency and method efficiency. The consistency of the method applies to the
essence of the pedagogical encounters between ECEC workers and children and their
experiences with the community. Such relationships and perspectives have been seen as one
of the most significant influences as an impact of early education treatment on the growth
and wellbeing of children.
Firstly, evidence indicates that the consistency of adult-child engagement plays a
crucial role in promoting early learning. Adults become sincerely involved in what the kid
does through meaningful experiences (Brennan, 2018). Adults listen, extend their thought and
experience (i.e. grouting) and introduce constructive cooperative learning strategies, where
children co-construct interpretations and understanding of truth with compassionate adults.
Children have been shown to make further cognitive gains in societies where they
have maintained cooperative learning. Scaffolding-oriented learning settings, in which the
teacher simply seeks to assist the infant in activities that are well outside the child's potential
now, produced far stronger positive outcomes on the growth of learners concerning children
in more educators and infant centers.
Additionally, playing-based learning is a very successful means of improving the
social and academic performance of youngsters (Conner et al., 2018). By forms of playing

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methods it has been noticed that it is mainly necessary for a child to grow, i.e., to know things
like puzzle or construction materials to an infant. Work demonstrates that unguided free play
is sometimes less effective than directed free play while promoting early learning.
Professional resources are utilized by professionals educating students of special
needs. These are adapted for children with specific needs for schooling, which are separate
from the tools utilized to teach the general program. For certain situations adjustment restricts
the ability for individuals who have specific needs to learn the material they need to train for
a tough task. This makes it challenging to grasp the substance of degrees, and puts learners
further back in the curriculum, as specific requirements arise.
Silences In The Curriculum:
Schools and services for special needs are a perfect alternative for many students.
They have customized preparation, professional assistance, and essential tools and services.
However, they may also contribute to loss of inclusion, adjustment to normal school issues
and derogatory stigmas (Alcock & Stobbs, 2019). This curriculum category has a big role to
play: special school, advanced class, integrated classroom, retreat class, usual aid classroom
or standard implicitly assisted classroom. That alternative has its advantages and drawbacks.
Different learners are appropriate for different programs and climates. Schools or
classrooms for specific needs are ideally equipped for students who require more support
(Page & Davis, 2016). In a partial withdrawal class, an integrated school or ordinary class
with resources or indirect support students who need less support and do not require as many
adaptations can be better off.
University assistance is required for students with special needs. That may be
achieved in a designated school or college with special needs, an important college, a
transition class, or a normal class with funding for services or indirect assistance.

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Full-time options:
Committed schools: These institutions are solely dedicated to students for special
needs. These are self-contained institutions with special disabilities with 100% of pupils
possessing one or more special needs.
Courses: Other schools provide only special needs curriculum programs that operate
alongside normal classrooms.
Part-time options:
Developed lessons: Certain classrooms provide classes with and without the
requirements of all pupils.
Remittance Classes: Many colleges provide removal or "pull-out," and frequently
remove pupils from their ordinary class to seek assistance for special needs.
Regular class and assistance for resources: pupils are supported either on their own
or in specific classes by special education personnel.
Teachers and personnel change their methods and adjust their teaching to suit specific
student needs. Standard course implicitly sponsored.
Common pros and cons of special needs schools and programs
Special education may bring several different advantages based on the level of school
or plan. While this list is not comprehensive, some of the most significant are mentioned
below.
Pros
Essential support: students provide the assistance they need to make the best of their
study. That may require modifications, improvements or treatments.

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Trained instructors: instructors had advanced education experience.
Distinguishable curriculum: learning is adapted to the particular interests of the
students.
Public programs and facilities: There could be specific facilities and resources
available. Academic and clinical counseling, tutoring services, language training, physical
and occupational therapies, and coping resources can be used ( Svetlana, 2016).
Match: Students study and interact with peers who often have difficulties. These will
involve literacy, growth, actions, and physical disabilities.
Cons
This is not to suggest these social conditions are not detracted from colleges and
services. Most of them even attacked them. Here we identify the key points of stress with
some forms of special needs services.
Integration deficiency: Students can understand and communicate exclusively with
peers with special needs. They are also not prone to a range of causes.
Stigma: The basic criteria of the mark can be stigmatic or negative. It may be
improved by becoming part of a special needs program.
Social interactions: Pupils with special needs can have issues with other children in
kindergarten or childcare. social relationships: This may impede their social growth.
Academics: Often special education requires lowered standards. This will contribute
to higher education issues.

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Modify to a normal school: Certain individuals consider the change from a school or
service of special needs to a standard school challenging (Genc & Kocdar, 2020). This may
be an intellectual, social and emotional shift.
Isolated special education services eliminate pupils who in the general education
curriculum had been classified as requiring specific academic needs. A customized
instructional or IEP curriculum which addresses clear academic and compartmental needs is
needed for students with disabilities to participate in such programs. Children with special
needs may provide training to develop their essential skills, including modifications,
adjustment, and individual classes.
Isolated instruction prohibits instructors from collaborating with peers attending
general education students (Dubiel, 2018). They cannot formulate instructional methods or
address how best to fulfill the students ' needs. This limits the level of education for all
students, particularly those with special needs for general curriculum learning and specific
approaches to preparation.
The lack of interest in such ventures may also be induced by the absence of or rather
limited resources, a shortage of expertise and, above all, attitude barriers. Attitude challenges
are the most daunting hurdles to conquer, and an instructor may bring about improvements
with flexibility and skill. The mindset differences are not just in school, but also at home and
relatives. A new research in rural Northern Ghana showed that parents consider children with
disabilities as having little to no opportunity to read (Page & Davis, 2016). For schools where
teachers and headteachers do not support inclusive schooling, such perceived issues serve as
an obstacle. Improvement and constructive behavior impacts not just the life of the autistic
person, but also the entire family and culture.

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References
Alcock, S., & Stobbs, N. (Eds.). (2019). Rethinking Play as Pedagogy. Routledge.
Brennan, W. K. (2018). Curricular needs of slow learners (Vol. 4). Routledge.
Conner, N. W., Dev, D., & Krause, K. (2018). Needs assessment for informing extension
professional development trainings on teaching adult learners.
Dubiel, J. (2018). Responsible early childhood pedagogy. Early Years Educator, 19(10), 6-6.
Florian, L. (2017). Teacher education for the changing demographics of schooling: Inclusive
education for each and every learner. In Teacher Education for the Changing
Demographics of Schooling (pp. 9-20). Springer, Cham.
Genc, H., & Kocdar, S. (2020). Supporting Learners with Special Needs in Open and
Distance Learning. In Managing and Designing Online Courses in Ubiquitous
Learning Environments (pp. 128-151). IGI Global.
Jarosz, A. (2019). The Methodology of the Longitudinal Action-Research Study Among
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Springer, Cham.
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Sockalingam, S., Soklaridis, S., Yufe, S., Rawkins, S., Harris, I., Tekian, A., ... & Wiljer, D.
(2017). Incorporating lifelong learning from residency to practice: a qualitative study

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Svetlana, B. (2016). Textbook evaluation as a means of discovering learners’ and teachers’
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