¶ … activity of learning is central in the life of humans, and forms the core of education, in spite of most learning taking place outside school (Shuell, 2013). Psychologists and philosophers have been striving for ages to comprehend how learning takes place, its nature, and how people can influence each other's learning by means of teaching and other similar activities (Shuell, 2013).
Learning Theories and Special Education
There are numerous propounded theories regarding how individuals learn, employed at schools by teachers for enriching their pupils' learning experience (LTSE, 2011). Teachers can apply an appropriate theory and help their pupils retain necessary information. This is applicable to how special education (SPED) can work with learning theories (LTSE, 2011).
SPED teachers should make the most of these theories in their classrooms; the best theories to aid special education are: Cognitive Load Theory, Gestalt, Component Display Theory, Sign Learning Theory, Connection Theory, L. Atincronbsch and R. Snow, and Gagne's Conditions of Learning (LTSE, 2011).
SPED teachers can adopt Gestalt theory, which integrates grouping; however, they must bear in mind that some connections might be required for their pupils in application as well as verbally, as SPED students might be unable to form connections without support (LTSE, 2011). The Sign Learning and Cognitive Load theories encompass simplification of learning for fully aiding children with learning. Connection theory, based on cause-effect correlation of stimulus and response, is also effective in SPED children's learning. Gagne's learning theory and the component Display Theory both include various practical and verbal features that aid learning, and have similar structures beneficial in the process of learning (LTSE, 2011).
Special educators can consider all of the above theories for their classrooms, and select one or more approaches that will best suit their pupils; this may appear to be in contradiction with regular classroom principles. Children with special needs learn differently, and traditional teachers might not be alert to the needs of this minority student group while teaching (LTSE, 2011).
The National Board for Professional Teaching Standards (NBPTS) urges teachers to uncover their own conviction in the above theories, as it provides a setting for self-awareness (LTSE, 2011). A setting that enables teachers to reflect upon their job, practices and techniques to reach SPED pupils will facilitate improvement...
Teaching Strategy for Special Ed Special Education Standard Direct instruction is the most widely-used teaching strategy, although it has become controversial in recent years. Critics argue that it limits the creativity of good teachers and provides a crutch for poor ones (What is direct instruction? 2011). It is a teacher-centered approach that relies on structured lesson plans, offering little or no variation and no opportunity for discussion or active participation. The effectiveness
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But sometimes, depending on how severe a child is affected with autism, the decision to place such a child in a residential environment, such as a specialized care facility, must be made. Yet for those children who are only slightly or moderately afflicted with autism, the classroom, under the guidance of a trained professional and with the assistance of parents, appears to be the best environment for instruction and
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Specifically, the parents want their son's teachers to help him not only learn, but to be able to receive instruction from others. So far, they are fairly pleased with the progress that they have seen their son make in the classroom, but wish the teachers could develop more large-group activities and take the time to really make sure their son was a full participant, which they feel would help
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