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The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
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Pedagogy and Diverse Needs
Susan McKenney
Curriculum Design & Educational Innovation
11 apr 2023Pedagogy and Diverse Needs 2
About today’s session
Positioning the talk
Key concepts
Themes and issues
Thinking about diverse needs
Planning for diverse needs
Teaching for diverse needs
11 apr 2023Pedagogy and Diverse Needs 3
Positioning the talk
Susan McKenney
Pre-school teacher
Junior secondary remedial teacher
Educational designer
Consultant
Researcher
Themes
Curriculum theory, development & implementation
Teacher professional development
Educational technologies
Special needs
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Some thoughts on technology, tools & research
Roots in dissertation
work
Refined through the
years
Still evolving
11 apr 2023Pedagogy and Diverse Needs 5
THESESaccompanying the dissertation
Computer-based support for science education
materials developers in Africa: exploring potentials
Susan McKenney12 October 2001
1. Designers of educational innovations involving new technologies risk failure if they ignore or
downplay the need for trade-off decisions between state-of-the-art possibilities and state-of-practice realities.
2. The coupling of generic design principles with specific, expandable sets of examples offers a powerful combination for culturally and topically portable performance support systems.
3. Development research yields greater mutual benefit to researchers and others participating in the study when both parties collaboratively (re)analyze the relevance and authenticity of their innovations.
4. Those who would promote ICT infrastructure injections in southern Africa without providing for the lengthy process of building local know-how to deploy those facilities underestimate the severity and depth of the digital divide.
5. Poor tools impede and good tools facilitate, but quality creation depends primarily on the expertise of the craftsman.
6. Participatory design is not an approach, but an attitude.
7. It is not without irony that voice recognition software offers an effective route to coping with the physical injuries arising from (over) use of the computer.
8. Perhaps the Dutch are so warm and tolerant in a reactionary protest to their chilly and dampening climate.
9. A journey progresses in the mind, long after the traveler has returned home.
11 apr 2023Pedagogy and Diverse Needs 6
Positioning the talk
Aims of today’s session
Zoom out and see technologies and pedagogies in a broader
framework
Think individually and collectively about what inclusion and diversity
mean
Recognizing that, as Nicoletta says, ‘technology is but a pen’ and it is
what you do with it that matters:
Focus on ‘what you do with it’ and the factors that influence those
choices (not only on what to do, but also how to do it)
With the ultimate aim of facilitating implementation-oriented design
Key concepts
11 apr 2023Pedagogy and Diverse Needs 8
Key concepts1994 Unesco Salamanca Statement
Every child has a basic right to education
Every child has unique characteristics, interests, abilities and learning needs
Education services should take into account these diverse characteristics
and needs
Those with special educational needs must have access to regular schools
Regular schools with an inclusive ethos are the most effective way to
combat discriminatory attitudes, create welcoming and inclusive
communities and achieve education for all
Such schools provide effective education to the majority of children, improve
efficiency and cost effectiveness
11 apr 2023Pedagogy and Diverse Needs 9
Key conceptsShared understanding & common language needed to:
Ensure that every learner succeeds: set high expectations
Build on what learners already know by carefully structuring and
pacing teaching so children see what is to be learned, how & why
Make subject-area content real and vivid
Stimulate learning through enjoyable and challenging techniques
Develop learning skills, thinking skills & personal qualities
Use assessment to plan learning and to make children partners in
their own learning
11 apr 2023Pedagogy and Diverse Needs 10
Key conceptsPersonalized learning
All learners, whatever their starting point, should be able to realize their potential
Interlinked pre-requisites to facilitate personalized learning include understanding of:
How children and young people learn (pedagogies)
What children learn (content)
When and how to monitor and diagnose learning progress and needs (formative and summative assessment)
11 apr 2023Pedagogy and Diverse Needs 11
Key conceptsDiversity and inclusion
Inclusion is the
Presence,
Participation, and
Achievement of
Children with diverse needs
Inclusive pedagogy means matching teaching approaches to learning needs,
e.g.
Ensuring that difficulties in one area do not hold the learner back in another
Using access strategies (sign, tactile print, wide range of examples and
opportunities to understand and practice)
11 apr 2023Pedagogy and Diverse Needs 12
Key conceptsLet’s talk: What do you think?
What does inclusion mean to you?
What challenges do different learners pose for education?
How could you make your teaching more inclusive?
Issues & themes
11 apr 2023Pedagogy and Diverse Needs 14
Issues & themesWhat’s your attitude?
Positive attitudes linked to inclusive practice and familiarity
Sense of social justice
Personal interest
First reflective, then inclusive
Discourse of inclusion vs. discourse of deviance
Beliefs and practice are closely linked
If this is all true, what can be the influence of training and literature?
11 apr 2023Pedagogy and Diverse Needs 15
Issues and themesEducation’s historical ties with emancipation
Education for the masses
Schooling as essential for progressive society
Education as essential to a knowledge economy
Education for citizenship-building
Education cultivates the rationalities that underpin groups and
disciplines (marginalized or not)
11 apr 2023Pedagogy and Diverse Needs 16
Issues & themesWhose transformation?
Integration: learner is made ready to enter the (unchanged) mainstream
school
Inclusion: the school must change to meet the diverse needs of its learners
Transformation at al levels (macro, meso, micro; maybe even supra & nano)
Transformation toward inclusion is fostered by
Practical guidance
Deep reflection
“No professional development without personal development” (O’Hanlon, 2003)
Valuing different voices (including those of teachers)
Vision about justice and participation
11 apr 2023Pedagogy and Diverse Needs 17
Issues & themesIn a diverse learning community…
Learners challenge educators to be more creative in their teaching
All kinds of learners learn about and support each other
Inclusive refers to more than simply placement
The meanings and ambitions of education go beyond academic
achievement alone
Curricula are revised to include diversity (cultural, social, intellectual, etc)
Group work is enhanced through the sharing of different skills
Also known as: “distributed intelligence” (Goodley, 2009)
11 apr 2023Pedagogy and Diverse Needs 18
Issues & themesPersonalization…for everyone?
“While Julie is appreciative of the diversity and individuality of her
students … she frequently talks about them collectively. She
constantly refers to what ‘everybody’ must have the opportunity to do,
learn and experience … She makes her choices based on what weill
make for better learning for everybody and not just better for ;some
people.” (Hart, 2003, p. 226)
Note the tension between providing for everyone and meeting
individual’s needs
11 apr 2023Pedagogy and Diverse Needs 19
Issues & themesLet’s talk: What do you think?
Can we support a “definition of curriculum which is at once common (for all) and accommodating of human differences”? (Skidmore, 2004)
If everyone participates, everyone is involved, everyone is treated as worthwhile, and everyone has learning potential, then how do we work to personalize and differentiate?
Doesn’t personalization translate into practices which are inequitable?
Thinking about diverse needs
11 apr 2023Pedagogy and Diverse Needs 21
Thinking about diverse needs Overview
Diversity can relate to all kinds of aspects, including:
Gender, class, race, sexuality, culture, religion, intellect, physical
abilities, etc.
Most aspects relate to one or more of these three sectors
Educational sector
Social sector
Medical sector
11 apr 2023Pedagogy and Diverse Needs 22
Thinking about diverse needs Most teachers familiar with own sector supports, e.g.
Remedial teaching
Occupational therapy
Physical therapy
Personal assistant
Special needs coordinator
Can you name some others…?
11 apr 2023Pedagogy and Diverse Needs 23
Thinking about diverse needs What educational professionals often do not see
Medical
Regular evaluations, tests, assessments
Medications, treatments, side effects
Interfacing with multiple players: neurologist, pediatric specialist,
physical therapist, etc.
Social
Depression/stress/physical exhaustion of parents
Full calendars with appointments poorly aligned with ‘extra’ work
Linguistic, cultural, or economic backgrounds may be at odds with
the mainstream
11 apr 2023Pedagogy and Diverse Needs 24
Thinking about diverse needs Let’s talk: What do you encounter?
What kinds of diverse needs are present in your classrooms?
What do you know about those children and families, outside of school?
What do you wonder about those children and families, outside of school?
Shall we take a break? When we get back, let’s think about what all of this means in the classrooms
Planning for diverse needs
11 apr 2023Pedagogy and Diverse Needs 27
PlanningSome starting points
Strategies for reaching diverse needs attuned to many types
Socio-economic (poverty, language, violence, etc.)
Physical (gross, fine motor, illness prone, etc.)
Mental (retardation, perception disorders, learning disabilities, etc.)
Emotional (Autism spectrum, depressive, OCD, etc.)
Where feasible, consider the whole child
Potential remedial overload
Balance
Family abilities
11 apr 2023Pedagogy and Diverse Needs 28
PlanningDiagnostics
Very difficult for most teachers
Most mainstream teachers are not given much training for working with special needs children
The range of special needs can be extremely broad
Getting help for careful assessment is often useful
Abilities may be masked by handicaps
Conventional measures may not work
11 apr 2023Pedagogy and Diverse Needs 29
PlanningSelecting and adjusting curricula
Alternate delivery modes may be needed
Adjustments might be needed in what children are asked to do/produce
Decisions should be linked to curricular goals
11 apr 2023Pedagogy and Diverse Needs 30
Planning Let’s talk: What do you encounter?
It can be easy to over-estimate the abilities of a classroom aid – British example
What supports are available to help you plan?
What supports do you need?
Evidence base for practiceBased on EPPI centre systematic reviews of research literature
11 apr 2023Pedagogy and Diverse Needs 32
Evidence base for practiceNo recipes for success
Shortage of evidence about teaching approaches which effectively meet
the needs of diverse learners
“Generic approaches to special needs teaching does not reflect the
unique demands of the subject-specific content, and are generally not
recognized as advancing the learning of all students” (Palincsar, et al,
2001)
Complexities in diverse mainstream classrooms require teachers to:
Understand their own role
Learn to adapt their curricula and teaching
Be willing and able to encourage participation of all through flexible
grouping and roles
11 apr 2023Pedagogy and Diverse Needs 33
Evidence base for practicePeer group interaction conditions
Student as learner – active in knowledge construction
Academic and social considerations
Organizational and organized support
Holistic views of basic skills; skills development made socially
meaningful
Shared philosophy among teacher team
11 apr 2023Pedagogy and Diverse Needs 34
Evidence base for practiceInteraction and…
The mediating role of the teacher - positive attitude improving quality
of interaction and pupils’ self-concept
Cognitive level and engagement - higher among teachers who saw
themselves as responsible for all learners
The learner’s voice – helping pupils to identify their thoughts and
document them
Knowledge as contextually-grounded - learning for everyday use
Classroom management - Less successful efforts were focused more
on procedures, behaviors and general classroom management
11 apr 2023Pedagogy and Diverse Needs 35
Evidence base for practiceWhole-class, subject-based approaches
Pedagogic community – support is essential
Social engagement – interaction for academic and social inclusion
Modality of activities – visual, verbal, kinesthetic
Scaffolding – understanding the needs of the learner and the
development of their understanding
Authentic tasks – contextualized in real-life or learner-relevant inquiry
11 apr 2023Pedagogy and Diverse Needs 36
Evidence base for practiceLet’s talk: What do you think of this advice to teachers?
(1/2) On outlook: Recognize your central responsibility for all pupils Engage with a teacher community on how children learn See other adults (in the community) as teachers and
learners Develop a shared philosophy around respecting
everyone and all their learning Recognize that social interaction is a means through
which learner knowledge is developed
11 apr 2023Pedagogy and Diverse Needs 37
Evidence base for practiceLet’s talk: What do you think of this advice to teachers?
(2/2) On practice: Understand the aims of curricular programs and associated
characteristics, skills and knowledge Plan to scaffold a subject’s cognitive and social content Carefully plan group work, indicating roles for learners Explore pupil understanding and encourage questioning Work on basic skills in a holistic way – embedded in classroom
activity and subject knowledge Utilize pupils as a resource for learning Use activities which pupils find meaningful Use a range of different modalities
THANK YOU!!!