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2.2 Learner Exceptionalities

This document discusses theories of education that can help teachers meet the needs of exceptional students, including Bandura's observational theory, Dewey's hands-on approach theory, and Piaget's behavioral theory. It also discusses how providing accommodations that support a student's physical, emotional, cognitive, and social growth can help increase their academic achievement. Examples of accommodations include extra time for assignments, social skill goals, and accessible materials. The document also explains different plans used for exceptional students, such as IEPs, IFSPs, and 504 plans, and stresses the importance of developmentally appropriate instruction and providing necessary materials and modifications.

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79 views6 pages

2.2 Learner Exceptionalities

This document discusses theories of education that can help teachers meet the needs of exceptional students, including Bandura's observational theory, Dewey's hands-on approach theory, and Piaget's behavioral theory. It also discusses how providing accommodations that support a student's physical, emotional, cognitive, and social growth can help increase their academic achievement. Examples of accommodations include extra time for assignments, social skill goals, and accessible materials. The document also explains different plans used for exceptional students, such as IEPs, IFSPs, and 504 plans, and stresses the importance of developmentally appropriate instruction and providing necessary materials and modifications.

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2.

2 Learner Exceptionalities
2.1.6 Compare theories and philosophies of education and training impacting
learners with exceptionalities

Educational theories are important considerations as a teacher plans for any student.

Students with exceptionalities such as those who have IEP’s, 504’s, or those who are gifted

require accommodations or modifications to the curriculum. Knowledge of Bandura’s

observational theory, Dewey’s hands-on approach theory, and Piaget’s behavioral theory can

help the teacher meet the needs of exceptional students.

Some of the theories we studied ( Pizza Project 2.2.1)..... include John Dewey’s theory on

a hands-on approach to learning and Jean Piaget’s behavioral theory. John Dewey’s theory

shows students should have the opportunity to adapt to the real world. For example, this theory

would benefit children with special needs because they are able to get hands on experience by

doing things like using a microwave, running the dishwasher, and going grocery shopping; all

basic tasks they will need to complete when they are older. Another example could come right

from teacher academy. We are using hands-on experience in the classroom to determine if and

what grade we want to teach. Piaget’s theory is that the brain develops in specific steps. This

helps cognitive thinking, where students do hands-on activities using the five senses. An

example of this is students with exceptionalities are often not as cognitively developed as other

students in their class, so this theory allows them to work hands-on at their level.

Academic achievement and a learner’s physical, emotional, and mental health work

together, so when one is being affected it is difficult for the learner to be successful in their

academics ( Special Needs Simulation Reflection 2.2.2). A physical disability that could affect a
learner’s academic achievement is being blind. When someone is blind they cannot pick up on

visual cues and therefore need lots of auditory explanation to fully understand the topic being

taught. An emotional example would be anxiety. Anxiety causes the child to get overwhelmed

easily and makes it difficult to complete a task so an accommodation a teacher could provide to

increase this child’s chance of academic achievement is providing extra time to complete

assignments so the learner doesn’t feel stressed. A mental example would be obsessive

compulsive disorder (OCD). Children with OCD would focus too much on their compulsions

and not as much on their school work. AN accommodation a teacher could make would be

providing a space where they can relax and deal with their compulsions.

It is important for an educator to be able to provide accommodations and modifications

that support a child’s social, emotional, cognitive, and physical growth (Notes from School

Intervention Specialist 2.2.3). To support a learner’s physical growth a teacher could provide

things such as a positive environment, encouragement, and service animals. Cognitively teachers

can provide adjusted work-time, literacy support, one-on-one work time, and shortened

assignments. For students with physical disabilities you can provide a physically accessible

environment, necessary materials, and extended work time. Lastly, for those who struggle

socially, you can provide “ safe zones” where they are able to decompress, you can put students

in groups based off of their strengths and weaknesses to build confidence, and you can establish

social behavior goals.

Students with exceptionalities can be provided with plans that give them modifications

and/ or accommodations to help them achieve success in school. The types of plans are

individualized education plans (IEPs), Individualized Family Service Plans (IFSPs), and 504
plans. An IEP provides a structured plan for students below the spectrum, which includes

individual goals. This individual plan allows for the student with special accommodations to be

cared for and allows the teacher and the student to work together to accomplish goals. An IFSPs

is a plan to obtain special services from birth to three years old which means this plan is what a

child receives before an IEP. An IFSP plan is to help infants reach their age appropriate

developmental level. A 504 plan provides only special accommodations to a wide variety of

students with exceptionalities. This allows students who need accommodations to be in the best

learning environment for them.

It is important for a teacher to be able to implement developmentally appropriate

instructional activities that support differentiated learning. For example, if a child is blind the

teacher needs to be able to provide activities that are more audible and probably work more in

groups so the child is able to hear other children say the content aloud. If a child has down

syndrome the teacher will want to do activities that have simple instructions that are easy for the

child to understand. For a child with dyslexia the teacher will want to provide more audiobooks

so that the child is able to listen to it and read along at the same time.

It is crucial for a teacher to be able to provide the necessary materials, accommodations,

and modifications for children with exceptionalities. A teacher’s job is being able to support a

learner’s difficulties to help them achieve academic success. Using 504 plans, IEPs, and IFSPs

allows for students to receive all of the support they need to thrive in a school setting. Teachers

need to be aware of any changes they need to make in the classroom and supply the students with

everything they need to achieve success.


Evidence 2.2.1-2.2.3:

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