Visual Impaired Class Curriculum Development and Classroom Management … Term Paper
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Classroom Management and Curriculum Development in Visual Impaired Class
Classroom Management & Curriculum Development in Visual Impaired Class
Education is aimed at the maximization of lifelong success. Visually impaired students are characterized by unique learning requirements, which have to be dealt with for them to have access to mainstream curriculum and develop into independent, productive individuals. New data reveals that only about 28% of visually-impaired high-school graduates are, as of now, employed. Therefore, educational professionals are faced with the tremendous challenge of delivering education that will increase successful outcomes in this vulnerable group, post-school. Making suitable decisions with regard to formulating and implementing services and programs for visually-impaired students necessitates a clear grasp of their distinctive learning requirements and interventions required for developing successful transition objectives for adulthood independence. School district administrators need to be knowledgeable with regard to specialized resources, staff, educational settings, and equipment for ensuring proper planning of an exclusive curriculum for this special student group.
How Classroom Management can Partner to make Visual Impaired Class Successful in Terms of Curriculum Development
Special needs/disabilities crop up due to interaction of individual pupils' characteristics and different features of their school and home environments. A good teacher examines the schoolroom setting in connection with pupils' social and academic requirements and adapts instructional elements for guaranteeing their schoolroom success. Thus, though educators specialized in taking care of visually-impaired pupils' needs are crucial and offer them with key support and instructional systems, it is, eventually, regular teachers who are the primary instructors for many disabled and special needs pupils, and will have to collaborate with specialized instructors for meeting this student group's needs (Cambra & Silvestre, 2013). Therefore, it is critical for them to become familiar with making adaptations in the classroom, to enable such students to have equal access to general curriculum.
As schoolroom environments greatly impact what pupils learn, determining and examining classroom requirements will enable educators to predict or explain potential issues that may be experienced by any given student. Subsequently, by altering the environment, educators can resolve or decrease these learning difficulties' impact. Commonly occurring classroom demands are with regard to classroom grouping and organization, and instructional techniques and matter. Classroom organization denotes how an instructor lays down and preserves order within his/her classroom. It entails several factors: Physical organization (e.g., the application of lighting, floor and wall space), Classroom atmosphere (i.e., students' attitudes towards differences among themselves), Classroom schedules (for non-academic as well as academic activities), and Behavior management (i.e., classroom monitoring and rules, including time assigned for non-instructional and instructional activities). Strategies for classroom organization can genuinely benefit visually-impaired pupils (Cambra & Silvestre, 2013).
Educators employ various classroom grouping layouts. At times, they may teach the entire class together (for instance, lecturing in social studies or another content area) and at other times, they may employ one-to-one or small-group instruction techniques. For instance, they might instruct a small batch of pupils, from a class, with identical instructional requirements (like a cluster of pupils who need extra assistance with multiplication facts or a student requiring extra aid in an English language assignment). Students may also be grouped on basis of different abilities and interests, for fostering peer tutoring or joint problem-solving. Different students show different responses to such classroom groupings (Hung, 2009). An adaptation is required in grouping for visually-impaired children to succeed; a visually-impaired child may fare better in small groups wherein fellow learners read out assignments for the disabled child to ensure he/she gets to participate in the activity (Hung, 2009).
Instructional techniques represent ways by which educators teach skills or content to the visually-impaired and assess whether or not learning has taken place -- these mark the crux of the teaching process and are central to accommodating special needs students. Educators employ various approaches for teaching skills and content. At times, they directly impart skills, while at other times, pupils are urged to learn by themselves with the teacher only playing the facilitator's part. Instructional techniques also include student practices occurring within (separate seatwork activities) and outside (homework) the classroom. Furthermore, student assessment or ascertaining how far pupils have mastered instructional matter or educational skills is a key element of instructional techniques. Grades are often utilized for communicating student assessment. This strategy isn't suitable for assessment of all student groups. For instance, for a fifth grader with mild intellectual disability, who is only just learning to identify his name, a better tool of assessment would be a narrative report. When assessing disabled students, instructors need to concentrate on measuring their knowledge and not their disability level (Hung, 2009).
How to Improve Curriculum Development and Classroom Management
Curriculum development and classroom management begins several months before teacher-student interaction in the classroom setting. Competent teachers wind up every academic year, troubleshooting the previous year's classroom management techniques. A few tips to aid teachers in making classroom management somewhat less complicated and fulfilling the aim of keeping each child on task, learning, safe, and engaged are cited below (Joseph, 2014).
Cultivating good rapport with visually-impaired pupils must commence from the first meeting. Regardless of how difficult they may be, teachers must accept the task of trying to get to know them better. All children deserve to be loved. The visually impaired already suffer enough in the social sphere, and teachers must be extra cautious with them as they might be one among the very few individuals who cares for the child, in his/her view. A teacher's attitude can impact the child's life choices at best, or at the very least ensure he/she doesn't disrupt the class. Several teachers are skilled at forging natural bonds with their students. They relish their presence, lend an attentive ear to what students have to say and offer appropriate responses, show genuine interest in everything their students have to say, and ask pertinent questions regarding it. They pay attention to every child's name, remember it, and greet pupils individually at the classroom door. In case of disputes, they attempt to impart fair judgment and steer clear of favoritism. The task of teaching is a rather active job, particularly in higher grades, when teachers can find hardly any time (not even two minutes, averagely, per child in a single period) for forging a bond (Joseph, 2014).
Developing a positive learning atmosphere is one among the key things a teacher can do for proactive classroom management. Educators must be familiar with their pupils' emotional, intellectual, social and physical requirements and must set up procedures and rules for meeting them. Students must be viewed as individuals with something unique to offer. Seating arrangements must be strategically done on basis of skill level of individual students, or in a way that facilitates sharing or team work. Additionally, they must plan for movement patterns within the schoolroom and make pupils practice until they attain mastery over it. Timed and organized student movement can breathe life into lessons, while at the same time retaining control and improving focus. Nothing can be found that is as cohesive and impressive as a group of students moving into specified groups in half a minute for any given activity. This also imparts greater variety to lessons; for example, a fifteen-minute lesson may be taught to pupils in their seats, followed by moving them to another setting for teaching another, but connected lesson of 20-minutes' duration (Joseph, 2014).
Student expectation establishment forms another central component of instituting a positive classroom atmosphere. Teachers should ensure all students are welcomed into groups and get to take part in group activities. Further, effective time management must be practiced and teaching must commence from the very first school day.
How to Make Sure that Curriculum Development and Classroom Management is Embraced/Happen in Visual Impaired Classes
Procedures and structures are key classroom management elements. Teachers should think through what must be done in all periods of a school day, and align it with whatever best suits their respective teaching style, age group of students and their personalities, as well as special challenges, which may present a distraction. Planning should commence immediately after a teacher sees his/her classroom. Each class must be envisioned and teachers must think about what they will do, as well as how they may conveniently achieve it. The opening week of each academic year must involve getting students on board via a walkthrough on rules of the classroom, together with content. For instance, students may be instructed with regard to how they must enter, how to procure required supplies, when and what warm-up exercises need to be done (typically at the start of the day), how assignments must be passed out or handed in, group work rules, how they must move in between classroom activities, and classroom exit rules. Lastly, teachers should ensure they cover what they expect of students, including classroom behavior and how those who misbehave will be dealt with (Joseph, 2014).
Students must be taught skills for ensuring their academic success. Typically, teachers devote more attention to teaching content and fail… [END OF PREVIEW]
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