'Innovative programs in special education Essay\r'

'Special procreation de patchments have introduced a variety of groundbreaking weapons platforms for nipperren with sensory(a) impairment (deafness, hard of audition, and blindness). at that base has been a good deal of winner in exonerateding access to rule-g everyplacened school projects to young people with sensory impairments and in educating their peers ab pop out the special concerns for chel atomic number 18n who argon deaf and/or blind. on that point is a substantial body of evidence that innovational political platforms for breeding practice session and spell out skills to children with disabilities should be two multi-sensory and phonetic and that this type of instruct fag end bring in intimately children in any class at most points.\r\nThese ar usu tot on the whole in every(prenominal)yy chopines that argon super bodily structured. They crowd out be seen as grassroots tout ensemble(prenominal)y free-standing and ignore form a r solelyy element of the overall strategy for tenet children with disabilities. There atomic number 18 numerous much(prenominal) architectural plans, often they have a just about variant conpennyre, with diametrical types of stuffs and strategies tho they all embroil multi-sensory element and metacognitive flavors. The range of put acrossive weapons platforms for children with disabilities is impressive, and this execute give provide most of the various types of political platforms and strategies that can be employ in special education.\r\nMost mod curriculums incorporated many or all of the following principles and arisees: multi-sensory; over- acquire and automaticity; passing structured and unremarkably phonically based; accompanying and cumulative. Multi-sensory method actings utilize all available senses simultaneously. This can be summed up in the phrase ‘hear it, assure it, see it and write it’. These methods have been routine for legion(pre dicate) years and have been boost refined by Hornsby and Shear (1980) in phonic structured programs that incorporate multi-sensory techniques.\r\nOver- information is deemed all- con sequent(a) for children with dyslectic difficulties. The short- and long-term remembrance difficulties go by dint of by dyslexic children mean that knock overable keep and repetition is desireed. The structured approaches patent in programs of work for children with disabilities earthyly provide a linear progression, and then alter the fixer to complete and master a particular skill in the yarn or instruction process sooner advancing to a subsequent skill. This implies that scholarship occurs in a linear tuitional manner.\r\nAlthough thither is evidence from accomplishment possible action to suggest this may be the case, there is still some doubt in the case of narration that mastery of the member subskills results in skilled study. In tuition, a number of cognitive skills s uch as memory and optical, auditory and oral skills interact. This fundamental interaction is the light upon feature; so, it is important that the skills be taught together and purposefully with the practice of variant as the focus. Sequential approaches are comm unless give up for children with dyslexia beca drug ab put on it may be necessary for them to master subskills before moving to to a wideer extent than advanced materials.\r\nHence a sequential and cumulative approach may non only provide a structure to their learning but serve to gather learning to a greater extent significant and good as surface. Programs based on the Orton-Gillingham approach have become a exchange focus for multi-sensory tenet (Hulme & adenosine monophosphate; Joshi 1998). The programs asseverate a structured, phonic-based approach that incorporates the total deli genuinely experience and foc personas on the earn unspoileds and the portmanteau devise of these sounds into syllabl es and terminology. The approach rests heavily on the interaction of visual, auditory and kinaesthetic perspectives of language.\r\nOrton-Gillingham lessons always incorporate plank drills, recite and practice and usually include activities such as: green hazard drills, word lists and phrases, oral reading endurance, spell of phonetic and non-phonetic wrangling, hand scripted material, and composition. Once the child has get the hang the earn name and sound, the program so advances to introduction of blending the garner and sounds. This begins with aboveboard three- garner words and the child repeats the sounds until the word is utter without pauses amongst the constituent sounds.\r\nThe visual-kinesthetic and auditory-kinesthetic associations are create by the educatee tracing, saying, copying and writing each word. Reading of text begins afterward the pupil has mastered the consonant-vowel-consonant words to a higher automatic level (i. e. , when the pupil can recognize and use these words). The sign reading material is taken from the program and contains words the pupil has learnt from the instructor’s manual. The program gives considerable attention to the learning of dictionary skills as well as tuition of written language from pictographs to ideographs and at last to the alphabet.\r\nThe program does appear to be more suited to a one-to-one situation, and it would be difficult to integrate the program at heart the school curriculum. As in many of the program derived from the Orton-Gillingham approach, the key principles of over-learning, automaticity and multi-sensory approaches are very apparent. In the USA, Morgan Dynamic Phonics have produced a series of phonic programs that focus on user-friendly approaches utilize the principles of Orton-Gillingham, which includes the use of climate and interaction (Hulme & Joshi 1998).\r\nThe following programs are based on the Orton-Gillingham method: important to Omega, T he Bangor Dyslexia Teaching System, The hickey Multisensory talking to Course, Dyslexia: A Teaching Handbook, Units of Sound. Letterland, shooted by Lyn Wendon, harps of many different elements. The materials are extremely helpful for educational activity reading, spelling and writing, and for growing and sustaining motivation. The programs are internationally renowned, as well over 50 per cent of all radical schools in England and Ireland rely on this program (Gersten, Schiller & Vaughn 2000).\r\nLetterland encompasses a number of teaching elements based on recognized and essential components of the teaching of reading. The major elements are: language, with an dialect on listening, speaking and communicating; phonic skills; whole word recognition skills; strong belief awareness; comprehension; reading and spelling connections; and preliminary skills in creative writing. The materials contain of teachers’ guides, wall-charts, code cards, flashcards, wordbooks, cas determinedtes and song- books, photocopiable material, workbooks, games and resources, software, videos, and materials specifically designed for use at home.\r\nThe program may besides be seen as a blockading approach, since it is appropriate for early intervention and may besides facilitate the reinforcement of important developmental concepts in learning, such as object constancy. The Letterland system essentially grew out of close observations of failing readers, and the materials reinforce the magnificence of a reading-for- heart orientation to print (Gersten, Schiller & Vaughn 2000). Letterland focuses on garner and sounds, and by using pictograms encourages children to appreciate letter stages and sounds, thereby reinforcing both shape and sound of garner and words.\r\n compound within this, however, are the programs and exercises on whole-word recognition, reading for meaning, spelling and creative writing. recite is non presented as a series of rules, but in stead through a accounting approach, focusing on the Letterland characters. Progress through the Letterland program is by a series of steps. These steps can provide the teacher with choice and flexibility, and the program can be implemented to the whole class, in shrimpy themes or individualistly. There are a number of aspects about Letterland that make it effectual for some children with specific learning difficulties.\r\nThese include the use of pictograms†which can be specially beneficial to the learner with difficulties in phonologic awareness and auditory skills. The use of the myth approach to reading and spelling that encourages the touch of information using long-term memory is particularly beneficial to dyslexic children whose short memory is generally weak. The range of activities incorporating different approaches allows the learner to develop imagination and creativity in the use of letters and words.\r\nformer(a) usable aspects include the focus on t he condition aspects of reading and the use of syntactic and semantic cues. alpha to Omega is a phonetic, linguistic approach to the teaching of reading and can be use as a program or as resource material. It is highly structured and follows a logical pattern of steps that make headway the acquisition of phonological and language skills. There is an violence on learning the 44 phonemes from which all English words are composed. These consist of the 17 vowel sounds and the 27 consonant sounds.\r\nThere is overly an emphasis on the acquisition of language structure, focusing on content words (nouns, verbs, adjectives) and impermanent words (prepositions and participles). There is, therefore, an emphasis on using words in the context of a sentence. The program provides a highly structured format for the teaching of sentences and for well-formed structure. There are also three accompanying and very useful bodily process packs designed for different stages. These packs provide ap propriate back-up exercises to reinforce the teaching program.\r\nThere is also an extremely useful program of learning gamesâ€before Alphaâ€that can be used with children under five. These games are in a series of structured stages, are multi-sensory and aim to foster language development and different pre-reading skills such as visual and auditory perception and discrimination, fine-motor lock, spatial coitusships and noesis of color, number and directions (Gersten, Schiller & Vaughn 2000). The Hickey Multisensory Language Course recognizes the enormousness of the need to learn sequentially the letters of the alphabet.\r\nThe third fluctuation of The Hickey Multisensory Language Coursewas now incorporates aspects of the discipline Literacy strategy and the requirements of the Literacy Hour. The dyslexic child, however, bequeath usually have some obstruction in learning and remembering the names and rank of the alphabetical letters as well as understanding that the letters maintain spoken language sounds that make up words. The program is based on multi-sensory principles and the alphabet is introduced using wooden or plastic letters; the child can look at the letter, pick it up, feel it with eyes open or closed and say its sound.\r\nTherefore, the visual, auditory and tactile-kinesthetic channels of learning are all being utilized with a common goal. These programs expect games and the use of dictionaries to help the child become long-familiar with the station of the letters and the direction to go (e. g. , he necessitate to know that T comes before ‘K’), the letters in the first half(a) of the alphabet and those letters in the flash half. The alphabet can be push divided into sections, so making it easier for the child to remember the section of the alphabet in which a letter appears, for example: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z.\r\nThe Hickey language tier includes: activities related to cat egorization and matching the ceiling, unhorse case, printed and written forms of the letters; practicing sequencing skills with cut-out letters and shapes; and practicing positioning of each letter in the alphabet in relation to the former(a)(a) letters (this involves finding absentminded letters and going backwards and beforehand in the alphabet). The course also indicates the sizeableness of recognizing where the tension falls in a word, since this clearly affects the spelling and rhythm.\r\nRhyming games can be developed to encourage the use of accent by placing it on different letters of the alphabet. This helps to train children’s hearing to recognize when a letter has an accent or is stressed in a word. The course includes reading and spelling packs that focus on securing a relationship amidst sounds and symbols. This process begins with single letters and progresses to consonant blends, vowel continuations and then to complex letter groupings.\r\nThe reading pa cks consist of a set of cards; on one side, the lower case letter is displayed in open with an upper case (capital) letter shown in the bottom right-hand corner in order to establish the link between the two letters. The reverse side of the card indicates a keyword that contains the sound of the letter with the demonstrable sound combination in brackets. sort of than providing a visual image of the keyword, a space is left for the child to retrace the image. This helps to make the image more meaningful to the child and also utilizes and reinforces visual and kinesthetic skills.\r\nThe spelling pack is standardized in structure to the reading pack. On the calculate of the card the sound made by the letter is displayed in brackets, while the back contains both the sound and the actual letter (s). Sounds for which there is a choice of spellings will in time show all the possible ways in which the sound can be made. Cue words are also given on the back as a prompt, in case the chil d forgets one of the choices. Spelling is seen as being of prime importance by the authors of the program since they view it as an ‘all round perceptual experience’.\r\nThis process involves over-learning and multi-sensory strategies. The Bangor Dyslexia Teaching Systemis a structured, sequential teaching program developed for teachers and actors line and language therapists involved in tining(a) children with dyslexia. A useful aspect of this program is the division between primary coil and tributary pupils. Although it is acknowledged that some secondary pupils are still ‘beginning’ readers and need to go through the same initial stages of acquiring literacy as ‘beginning readers’ in the primary school, the program makes some special supplying and adaptations for secondary students.\r\nThis helps to make the secondary material more age appropriate. The basic school of thought of the program is non unlike that of some other structured, phonic programs. It focuses on phonological difficulties and the problems dyslexic children have in mastering the alphabetic code. The program starts to provide children with some competence, at the earliest stage possible, in recognizing and categorizing saving sounds. It is not possible for children to benefit from ‘ crest down’ language experience approaches to reading if they have not mastered the basic principles of literacy.\r\nSome of these principles, which the program for primary elderly children focuses on, include: the teaching of basic letter sounds and the structure of words, long vowels, common word patterns, irregular words, alphabet and dictionary skills, well-formed rules and silent letters. The program shares the same principles as that utilized by other similar programs for dyslexic children. It is highly structured and the teacher has to proceed systematically through the program. The aspect of over-learning is acknowledged to be important, and therefore decree of material already learnt occupies an important place in the implementation of the program.\r\nOne of the difficulties intrinsic in following the principle of over-learning is the aspect of boredom, which may result from repetitive revision of material already learnt. This program acknowledges that infernal region and suggests ways of overcoming it through the use of games and other adapted materials. The multi-sensory teaching element is also crucial in this program. Some of the exercises attempt to engage all the available senses simultaneously, thus acknowledging the accepted view that dyslexic children benefit from multi-sensory learning.\r\nThe program also utilizes the particular benefits of mnemonics for dyslexic children as well as the supposition of reading and spelling as an co-ordinated activity. Some emphasis is also place on encouraging dyslexic children to use oral language to plan their work. It is matt-up that such verbalizations help childre n clarify their thoughts and intend before embarking on a course of action. The secondary component of the program provides useful advice on dealing with the problem of teaching basic literacy to older students.\r\nSome crusade is made to checker that the student is familiar with polysyllabic words in order that the potential for creative writing is not unduly restricted. At the secondary stage the aspect of reading for meaning is of great importance in order to ensure sustained motivation. The Bangor Dyslexia Teaching System acknowledges this and suggests a range of techniques that can help to support the student through the decoding difficulty in order that maximum meaning and pleasure can be derived from the text.\r\nsuch(prenominal) suggestions include: supplying difficult words; introducing the story and the book’s reason and characters; pointing out clues such as capital letters and titles; encouraging fluency by reading from one full soften to the next; omitting w ords that are difficult, thus encouraging the use of context to harbor meaning; practice; and reading rhymes and limericks that aid sound and syllable awareness. The key principles found in the majority of individualized programs for dyslexic children-multi-sensory techniques, automaticity and over-learning-are all found in the Alphabetic Phonics program.\r\nAdditionally, the program recognizes the importance of discovery learning. Opportunities for discovery learning are found throughout this highly structured program. The program, which stems from the Orton-Gillingham multi-sensory approach, was developed in Dallas, TX, by Aylett Cox. Alphabetic Phonics provides training in the development of automaticity through the use of flash cards and over-learning through repetitive practice in reading and spelling until 95 per cent mastery is achieved. The program also incorporates opportunities to develop creativity in expression and in the sequencing of ideas.\r\nDISTAR (Direct Instruct ion System of Teaching arithmetical and Reading) was originally designed for socially disadvantaged children in the USA as part of the Project Follow Through organisation launched by the US government in 1968 (Hulme & Joshi 1998). The program is orientated to exertion in basic attainments and capers and skills to enhance effective learning. Some of the features of DISTAR include: the transfer of learning from specific examples to general concepts; continual, positive reinforcement to enhance motivation and success; and the supervise of progress through the use of measurement referenced assessment.\r\nIn addition to reading skills, the current DISTAR program covers language, spelling and arithmetic. military rating studies display impressive progress in attainments among students undertaking the DISTAR program †results that appear to put out through to secondary education. Some criticism, however, has been embossed that the teacher’s manual is to a fault pres criptive and places too much labor on teachers. The focus of the program on transferring skills from the specific to the underlying general task concepts is, indeed, commendable and can make the DISTAR materials a useful resource.\r\nThree recent studies train phonological awareness in children with reading disabilities using the Lindamood Auditory Discrimination in Depth program (ADD), a method that first encourages awareness of the articulation of speech sounds. Two studies used no control groups, but reported good progress for students who had made little progress with other programs. The third study used matched groups of children with unsafe reading disability at a private school.\r\nThe control group accepted the school’s well-reputed program, which included auditory training and strategies for encoding and decoding written symbols. The trained group spent 6 weeks learning ADD before conflux it with the regular program. All children improved good by the end of the year. The ADD group did not gain significantly more than controls on standardized tests of reading and spelling, although trends upgrade the ADD group. Compared to controls, ADD children did make significantly greater improvement in the phonetic quality of their errors in spelling and applesauce word reading.\r\nBesides being a well-structured phonemic-awareness program, the ADD approach holds theoretical interest group because of its strong emphasis on developing concrete articulative (speech-motor) representations to distinguish phonemic differences. The program includes associating articulatory labels, pictures, letters, and sounds, and using these articulatory concepts in phonological awareness work and manipulating letters and sounds in reading and spelling exercises. This work set forth some of the innovative programs that may be utilized in special education. The programs are logical and consist of small steps.\r\nThey also incorporate elements of all the modalitiesâ₠¬visual, auditory, kinesthetic and tactile. Teaching is not only about providing information, but about accessing useful and transferable skills as wellâ€for example, phonological awareness skills can be afterward transferred and utilized in writing skills. Essentially, the approaches involve thinking about thinking and the learners with disabilities consider how a particular response was arrived at. Children with disabilities is a whole-school concern, and not just the responsibility of individual teachers.\r\nInnovative programs require an established and get-at-able policy framework for consultancy, whole-school screening and observe of children’s progress. It is important to consider the principle for using particular programs and strategies. Within the areas described here of individualized learning, support approaches and strategies, back up learning and whole-school approaches, there are many effective means of dealing with disability. Therefore, the criteria f or selectionâ€the context, the assessment, the curriculum and the learnerâ€must be carefully considered.\r\nIt is important to link programs and strategies together because, while there are a considerable number of well-evaluated and effective commercially produced programs in special education, it is very seldom that the program can be used by untrained teachers. Even if a program has clear instructions, there is some skill attached to implementing such programs. Therefore, the teacher needs to be aware of strategies that can be used to reinforce the program and to evaluate the effectiveness of the learning that can take place through the use of the program.\r\nOne of the main challenges facing teachers is the need to find varied approaches to learning that will motivate children and will provide the key elements that the child requires as well. If the child does not respond to a structured program, the teaching program should then be reevaluated. This would help to decide wh ether it is the most appropriate program to use. It is also important to consider other factors as the child may not be responding because she or he may only need a chronic period to achieve the objective of the program. References Gersten, R. , Schiller, Vaughn, S. (2000).\r\n contemporaneous Special Education Research: Syntheses of the intimacy Base on Critical instructional Issues. Lawrence Erlbaum Associates: Mahwah, NJ. Hulme, C. , Joshi, M. (1998). Reading and Spelling: Development and Disorders. Lawrence Erlbaum Associates: Mahwah, NJ. Hornsby, Shear. (1980). Alpha to Omega. Heinemann Educational Books. capital of the United Kingdom. Lindamood, P. , Bell, N. , & Lindamood, P. (1997). Achieving competence in language and literacy by training in phonemic awareness, concept imagery and comparator function. In C. Hulme & M. Snowling (Eds. ), Dyslexia: Biology, cognition and intervention (pp. 212â€234). London: Whur.\r\n'