Principles And Practice Of Structural Equation Modeling

Discuss About The Principles And Practice Of Structural Equation Modeling.

Special needs in the case study

Inclusive practices refer to a great approach that teachers usually use in their mode of teaching by considering the whole diverse population in a school. These practices are useful in the aiding of students to have an easy time in the assessing the content taught in the school curriculum. The student is also able to participate in the learning activities fully and thus illustrate their skills and capabilities at the appropriate assessment (Gordon, Meyer & Rose, 2016). Good instructions and full expectations make the children who are in school with disabilities to effectively learn various academic skills.  However, the inclusive education enables everyone in the classroom to benefit as they learn at own speed and method in the environment that allows them to nurture themselves both in the classroom and outside the classroom.

Inclusive education practices thus refer to the activities that encompass the instance of students in the school is accepted as a whole regardless of their current conditions of special needs. However, the type of exceptional education involves students who need adjustment of services to meet their needs be it physically, psychology or spiritually (Udvari-Solner, & Thousand, 2018). Teachers should be adequately trained to disable the student with all the needs of the students with the best way possible in the classroom. These inclusive practices involve additional activities which enhance the methodologies of the teaching practice. The paper illustrates the instructional methods which aid in the inclusion of students with special needs.

The special needs evident with the student in the case study, Ava is highly reflective of the requirements by the student. The student in the case majorly suffers sensory, learning disabilities and physical defect of the student and all the conditions which make the student learn indifferently from the fellow peers (Houseal, Abd?El?Khalick & Destefano, 2014).

From the case study 6. Ava is a ten-year-old child who has difficulties both in hearing and learning Ava has got hearing impairment which hinders swift learning in school. Levels of anxiety usually thrive in her and have problems in managing her emotions. The anxiety levels make it difficult for Ava to maintain positive relationships with her fellow peers. Learning in the classroom has been difficult for Ava as abiding by the given instructions and ensuring that the pending task is completed is difficult. This is also attributed sto the weak muscle tone (Clark, Dyson & Millward, 2018).

From the case study, Ava’s particular areas of finding help are all the factors and elements which will better her hearing impairment. This skills needed entails numeracy, the language perception of Ava and the literacy levels of education in Ava. She should be taught the academic abilities through the direction of useful instructions and higher expectations. Ava needs to be guided through direct instruction due to her hearing impairment (Armstrong, Armstrong & Barton, 2016). Due to her anxiety levels in the classroom which make it hard for Ava to be in a positive relationship with her colleagues, she needs to be taught one concept at a time in the school. Ava has problems in relating with her peers; she needs to be taught on the fundamental reasons behind collaborating with her classrooms in the learning outcomes.

Inclusive teaching practices

The inclusion of children in classrooms with disabilities varies among the various individuals. It majorly involves the schools in the neighborhood where the children with disabilities usually interact and have positive relationships with fellow children in the community and those living at a proximity to the children with the limitations. Teamwork of the teachers is also crucial towards the collaboratively making enhanced decisions concerning the effective programs for the needs of the children with disabilities (Phillips, 2016).

 The teacher should provide learning opportunities for students with disabilities such as Ava who have the hearing impairment to do their classroom tasks in groups. This corporative strategy is efficient towards ensuring inclusiveness in the classroom. For this strategy to be successful, the task given to the student must first be authentic and useful for the students to work on while in the groups. The objective should be to ensure small group learning. The installation of cooperative traits to the students is critical. This is necessary for ensuring that the task given to the group is done by the students depending on one another to complete the work assigned to them (McLeskey, Rosenberg & Westling, 2017). The students in the teamwork should thus be held accountable on an individual basis regarding the task.

Teaching learning strategies all together with the content requirement in the classroom. This entails strategy instruction which may be referred to the direction in which the student as in the case study, Ava is taught on how to learn and perform in the school. The teacher should ensure the student with disabilities is incapacitated by the provision of the learning strategies which aid the student in learning in the classroom and performing both in the class and outside the school (Kline, 2015).  Learning strategies encompass text reading, the organization of learning materials in the required order, information memorization, participation of the school tests I the curriculum and note taking. These learning strategies management enable the student with disabilities to easily approach the problematic tasks effectively; the students are also guided on the thoughts on the particular functions and actions to take in the tests. The learning strategies are also crucial in ensuring that the students complete the tasks assigned to them on a timely basis and completed fully (An & Meaney, 2015).

Use a variety of co-teaching methods. It is essential for the teachers who guide the students with disabilities to collaborate with fellow teachers by regular teaching. This s organized through planning for the co-teaching weekly and defining respective responsibilities in the co-teaching strategy. The partners should then work on the plan and haring the workload in the classroom (Skochelak & Stack, 2017). Co-teaching involves four instances: alternative teaching, station teaching, interactive teaching, and parallel teaching. Interactive education consists of the teacher exchanging the various responsibilities in the presentation and assessment of the instructions. Parallel teaching is the co-teaching means where the students are separated into the mixed-ability groups and the partners each the same content to one of the groups. Alternative education involves the situation whereas one teaches the material to a portion of the classroom, the other co-teaching partner monitors the rest of the students. Station teaching involves the small part of the students making rotations in different stations to acquire instructions (Wingate, 2015).

Co-teaching methods

Implement a universal design for learning. This is an approach that makes education available to a wide range of students regardless of their needs and strength. The experts in the universal design for learning argue that it is vital in enabling the students with special needs to learn many things thus express themselves in various ways. However, to assess the skills, the students are utilizing their strengths and practice effectively the sectors of need at the same time. The approach thus is useful in the planning and mapping in the curriculum in the classroom works (Kurth, Lyon & Shogren, 2015).

Support vital life skills. In support of student with special needs, it is necessary to always support all the life skills towards contributing to positivity to the lives of the students. These life skills are useful in making the student be a contributive individual to the society (Gordon, Meyer & Rose,  2016). This occurs through the teacher emphasizing and developing self-reflection to both long term and short term goals of the student’s curriculum in the school. The teacher is required to organize and plan on a specific day of the week where the students can re-organize their notebooks and binders and cleaning their backpacks.

This tool is useful in planning and monitoring the student through customizing the various learning opportunities towards the achievement of the student objectives in school. In the case study, the student Ava needs the individual learning plan framework to aid her in the personalization and proficiency to the student with her hearing impairment to achieve her short term and long term goals (Gordon, Meyer & Rose, 2016). The ILP framework is vital in ensuring that the student Ava is development in regards to setting her own goals to be it short term or long term and making wise decisions in line with skills which tend to support her learning in the future periods (Pearson, 2017). The individual learning process hence focuses on the responsibility and transparency of the student in the case study Ava in her learning through the incorporation of attitudes and perspectives of learning traits that lead into the achievement of both short term and long term goals of the student both in the classroom and outside the classroom.

Result Interpretation as in the Table

Advanced –Above the level of the students in the grade. This is above the expectations of the average student in grade.

Proficient – Is standard with the grade levels of the student in the school curriculum.

Universal design for learning

Partially Proficient – Striving towards the fulfillment of the expectations of the student in this level.

Novice – Not according to the level of expectations of students in the grade.

Conclusion

Inclusion refers to the situation of being incorporated into being a section of something. Inclusive education is key in ensuring that diversity in the student sis enhanced. The students can learn together under the same building and taught by the same teacher (Guardiola, Barratt & Omoruyi, 2016). These inclusion practices enable the student with disabilities to enhance their potential with the useful expectations for all the individuals. They are vital in enforcing the students to work on the personal objectives and goals while still participating in the classroom life with fellow peers. The students are also I a position to incorporate their parents into their educational activities.

References

An, J., & Meaney, K. S. (2015). Inclusion practices in elementary Physical Education: a social-cognitive perspective. International Journal of Disability, Development, and Education, 62(2), 143-157.

Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. Routledge.

Clark, C., Dyson, Accounting., & Millward, A. (2018). Towards inclusive schools?. Routledge.

Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal design for learning: Theory and practice. CAST Professional Publishing.

Guardiola, A., Barratt, M. S., & Omoruyi, E. A. (2016). Impact of individualized learning plans on United States senior medical students advanced clinical rotations. Journal of educational evaluation for health professions, 13.

Houseal, A. K., Abd?El?Khalick, F., & Destefano, L. (2014). Impact of a student–teacher–scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-115.

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.

Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40(4), 261-274.

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. Pearson.

Pearson. Green, L. (2017). Music, informal learning and the school: A new classroom pedagogy. Routledge.

Phillips, S. P. (2016). Understanding and use of online formative assessment data to create individualized learning plans (Doctoral dissertation, Capella University).

Skochelak, S. E., & Stack, S. J. (2017). Creating the medical schools of the future. Academic Medicine, 92(1), 16-19.

Udvari-Solner, A., & Thousand, J. (2018). Active Organisational Instructional and Curricular Practices in Inclusive Schools and Classrooms. In Towards inclusive schools? (pp. 147-163). Routledge.

Wingate, U. (2015). Academic literacy and student diversity: The case for inclusive practice. Multilingual Matters.