Introduction
In defining special educational needs, we shall look at varying concepts that refer to language learning and which are embodied in special learning disabilities. This is because learning disabilities vary among individuals depending on the severity of the problem, and therefore, it is important to seek a definition in the context of special needs.
Standing (1973) points out that, a special educational need is a neurological disorder affecting one or more of the basic psychological processes that help one to grasp the meaning of things. In addition, a person with learning disabilities is likely to also have a disability in speaking, reading, writing, spelling and doing mathematical calculations.
Therefore, Learning disabilities should not be mistaken for mental retardation, or emotional disturbance. Thus it should be known that learning disabilities cannot be cured according to Doris and Huggins (1973).
Materials and resources for instruction
Appropriate educational resources for a diverse student population.
Eisner (2006) points out that the best pedagogical practices involve the improvisation within limiting factors that arise in the educational sector.
Therefore, the Association for Supervision and Curriculum Development (ASCD) defines diversity in education as recognizing various needs which range from their ethnic, language, gender and social cultural and economic background. Among schools, transformation diversity involves an attempt to address the above concerns to assist students succeed by promoting the acceptance and their understanding in those factors.
Generally, the students of third grade who are about 8 to 9 years old are usually of average or above average intelligence. Nevertheless, in observation, there is a gap among the potential of every individual student and his or her actual success. Comparisons done among students of the same age, display different and observable strengths and weaknesses.
As Turnbull ,Bartlett and Stevens (2002) write, “If you were to observe twenty students with learning disabilities, you would find twenty different ways the condition manifests itself“. These words show that people have distinct levels of difficulties. I will identify appropriate resources used in the education of a diverse student population, thereby looking at multimedia files as resources for teaching.
Multimedia as a resource for teaching
Throughout the twentieth century, motion pictures have been the communication medium through which much of art, information and entertainment have been transmitted. Thus multimedia has revolutionized the way in which we view pictures.
It has determined the extent to which communication abilities have further expanded. This has brought a new level of critical awareness in education offered by virtual reality systems in enhancing new interactions of sight and sounds (Cotton and Oliver, 1993).
In acknowledging visual capabilities of multimedia, education is perceived to show more success through the various ways of using software programs and media files to transmit information. However, this is made possible when choosing how to view and interact with media content and provides exciting new possibilities in education.
Using visual learning aids for students will bring much more benefits especially when it comes to enhancing their skills. This method makes teaching students with disabilities easier to speak and interact more often enhancing self learning environment both at home or in school. This was proved in experiments done in the 70s when it was concluded that the brain has an extraordinary capacity to imprint and recall (Standing, 1973).
Therefore, it is to be confirmed that the capacity of the recognition memory for pictures is limitless and has a long term effect on the learning of people with disabilities. In addition, use of excellent print, visual aids, graphics, and images provide a better environment for memory for creative power of the students thus enhancing their learning.
However, care needs to be taken when using visuals for learning as visuals can create misrepresentation of information thus become a distraction to learning. This will mean that their age and culture mix has to be objectively fitted in the educational materials. Therefore, scarcity of literature on educational use of video can be mitigated by applying these advancements with good preparation and program development (Borich, 2007).
The matrix providing an evaluation of the effectiveness of multimedia files
Mutli-media – Math Media Software
In this type of resource material math problems are used to trigger the students to think the problems through. This helps the child in class to participate by working out the problems. In addition very simple math problems are constructed and given to the students to solve.
Textbook—Houghton Mifflin Math: Level 3 / 3rd Grade By: Houghton Mifflin.
The math book explains how to do fractions step by step illustrating how to do fractions as well. Students with difficulty in literacy need to develop reading habits which result in quicker success in gaining skills. This enhances combination of perceptual and communication capabilities.
Video- Fractions Video
The video teaches team techniques in learning where children with special needs are at home giving individual instruction as they work as a team. In this problem teaching technique is highlighted for developmental of children with cognitive and learning disabilities. The video enhances modeling therapy which is an effective skill attainment.
Visuals – Unifix Cubes
This visual helps student with special needs in perceiving through tangible resources to aid them stay focused and task oriented. The program also helps the students to understand and know their behavior whenever it is difficult to solve a problem. This then allows a more improved communication with those that have delayed speech.
Audio- Ma How Do I Work Fractions
This program aids students who have speech language problems. The audio recording narrates helpful suggestions in reading instructions. These recordings are aimed at making personal connections between the mentor and the students.
Therefore Ma working fractions becomes an easy cost effective method of promoting literature and graphs in strengthening important family connections. Ripple enhances listening skills of students when it is integrated in the process of learning. The students demonstrate positive attitudes in learning and are thus encouraged to approach learning with ease.
Key:
X=appropriate for use in the classroom
O=not appropriate for use in the classroom
The rationale for appropriateness of the resources in classroom
In looking at the appropriateness of the resources mentioned in the matrix the following paragraphs highlight the resources as used in the classroom.
Early childhood
Borich (2007) notes that, multimedia learning process enhances a child’s thinking and stimulates his or her expression to improve language skills. Therefore, strengthening children’s capacities is important towards the attainment of early childhood education. Math Media Software in the classroom helps the students to become more active and participative.
Since the essence of learning using the various resources engaging students in video makes them more creative thuds develops them to use their inner strength (Mifflin, 2006). The textbooks are appropriate in that they allow the students to read whenever they want and choose what they feel that that particular time.
In using audio the students enhance their senses as they concentrate more by listening and enhancing their cognitive aspects. In using unifix cube the children become more practical in solving problems by relating the items to their solutions. These methods help students to learn various ways for learning new skills for their growth and development.
The visually impaired
Visual disabilities persons have been marginalized in the domain of such that they are a curse (Rukuni, 2000).
Therefore, in the society, as we know students with learning disabilities are visual learners therefore their mentors simply use unifix too show them how to do a problem and through sound they hear the concepts by listening and following along through the visual used. The textbooks and the other resources wouldn’t be appropriate since they do not impact more on these groups.
The gifted and talented
These students can be made to use their capabilities by triggering their inner creativity through the use of all the resources mentioned since they have a capability than most of the other disability groups.
In fact, all the resources mentioned above create a conducive environment promoting growth to explore blockages and unrecognized talent within them. With the use of video the students learning is enhanced and encourages interest.
The behaviorally challenged
In the past, behaviorally challenged persons were neglected and were deemed to lack societal norms. The behaviorally challenged exhibit certain habits of needing attention. Using various multimedia tools like visuals, unifix cubes, textbooks and math software make the children benefit more in classroom.
The mentioned resources in the matrix are vital in enhancing these groups as they will become productive and their development will be enhanced through using all the resources available for their behavior change.
The English language learner
Multimedia enhances listening skills when incorporated in the process of teaching and learning. The math software enhances self learning in that the students use it in the classroom with little supervision from the mentors.
The visuals bring a picture of the reality of their learning and reduce distraction as it keeps them focused. With the textbooks the students can follow systematically what they are being taught and thereby bring an order in their learning (Mayer, 2011). The video will emphasize more on the learner’s behavior as they also listen to the words use and the grammar it highlights
The hearing impaired
The Hearing impairment is usually helped by using resources that are visual and involve touch (Erin, 2008). Therefore the visual and video as resources will be very beneficial to them.
The textbook will also be appropriate since the students can follow by using the illustrations as shown thus with training, the students develop their mental capacity to learn. In using audio it is not appropriate in class unless the students are provided for with hearing aids. However, these technological equipments for the hearing impaired are expensive and require programming to train patient’s effectiveness in learning.
References
Borich, G. (2007). Effective teaching methods: Research-based practice. Upper Saddle River, NJ: Pearson.
Cotton, J., & Oliver, P. (1993). Understanding hypermedia: From multimedia to virtual reality. London: Phaidon Press.
Doris, R. E., & Huggins, W. H. (1973). Iconic Memory in Children: Child Development Vol. 44, No. 2. London: Blackwell Publishing.
Eisner, E. (2006). The satisfaction of teaching: Educational Leadership, New York: Pearsons.
Erin, J. (2008). Adventures in Tutoring & Special Education Providing stories, ideas, and strategies for helping students with disabilities.-Unifix cubes Spanish Fork, UT.
Mayer, J. (2011). Boardmaker Pre-Made Activities UK. Web.
Mayer, J. (2011). fraction matching UK. Web.
Mifflin, H. (2006).Mathematics: Level 3, Student Edition. London: Houghton Mifflin Co.
Rukuni, L. (2000). The Individualized Education Program: A retrospective critique. Journal of Special Education.
Standing, D. (1973). Scene Memory Is More Detailed Than You Think: The Role of Categories in Visual Long-Term Memory. Harvard: Harvard University.
Turnbull, D. M., Bartlett, K. & Stevens, D. L. (2002). School wide Application of Positive Behavior Support in an Urban High School. A Case Study Journal of Positive Behavior Interventions.