Disability Rights Movement Special Education

SPECIAL EDUCATION

Special Education: Disability Rights Movement

PowerPoint Presentation

Slide 1: Introduction

· A strong introduction to the definition of dyslexia and its neurological functioning

· Ways to detect it and found with other disorders

· Gives a clear overview to the reader as the impact could be larger if not prevented accurately among children

The given paper discusses dyslexia in depth since it gives neurological functioning of the brain as well as the incidence of the disorder. Not only has it mentioned that Dyslexia is common, but it also cited it occurs in unique ways which sometimes become hard to detect. It occurs with other disorders, causing reading, writing, and learning difficulties.

The introduction is strong and gives the reader an idea of the topic. The details and prevalence of the disease give the reader an overview of why the disease should be taken seriously. As it mainly targets children, the severity and the attempt to curb the negative impact on the upbringing of children could be determined with a strong introduction of the paper.

Slide 2: Insufficient Teacher Training

· Inadequate training of teachers

· Teacher identification problems for students suffering from dyslexia

· Teachers are leaders and problem-solvers for students with this difficulty

The paper also discusses a program for helping students having dyslexia. Teachers have not been trained for this purpose, which further aggravates the problem for students. Their academic performance is negatively affected as they do not fully comprehend their problem. Teachers are the leaders in the classroom whom students look up to (Nadelson et al., 2020). If the teachers do not have a plan for addressing the issue, then it is not favorable for dyslexia students.

Slide 3: Importance of Teacher Training

· Importance of teacher training

· Educational proficiency skills are needed with an accurate classroom strategy for managing dyslexia students

· Teachers must be able to understand that dyslexia is not only about neurological disturbance but an entire disrupted process of visual cognitive coding

Next, the paper discusses the importance of teacher training in this regard. This is why inclusive classrooms started becoming popular after 1970, in which dyslexia students (special education pupils) are also included (Mills & Clarke, 2017, p. 78). Teachers must be trained in certain strategies for managing high-incident disabilities with educational proficiency, knowledge, and skills. The teachers must be equipped with the knowledge to understand that it is the neurological disturbance that causes problems in reading, writing, and learning in students; it disrupts their sequencing and appropriate visual cognitive coding essential for interpreting academic texts and processing them (Mills & Clarke, 2017, p. 78).

Slide 4: Mind Mapping Technique

· Mind mapping technique

· Definition of concepts maps

· Better recalling and recapitulation for dyslexia students

The paper elucidated ‘mind mapping’ techniques to help manage this problem in the classroom. Mind mapping is also referred to as the ‘concept map’ technique, which the research has corroborated to be effective (Vlachos & Zamfirov, 2017). Concept maps chiefly comprise logically organized information, especially in visual form. Science teachers of secondary education students with dyslexia revealed that recapitulation and recalling science topics, including complex subjects- Chemistry and Physics- have become convenient with this method (Vlachos & Zamfirov, 2017).

Slide 5: Orton-Gillingham Method

· Orton-Gillingham method for better literacy

· Paper incorporated this technique, showing knowledge of the effective strategies that could be used to help teachers manage dyslexia students

· Evidence showed that spelling, fluency, and phonological awareness had been found to improve with this method

Another powerful method that the paper sheds light upon is Orton-Gillingham’s literary approach to teaching dyslexia students. The method is productive since it has produced better reading capabilities for such students (Stevens et al., 2021). It means that the paper has researched effective strategies for helping the teacher reduce the difficulties of special education students and enhance their foundational skills. This method has proven phonological awareness, reading fluency, and improved spelling outcomes in the research.

Slide 6: Using Accredited Programs

· Only teacher training would not be sufficient

· Program accreditation is necessary for validating the effectiveness of the maximum number of students

· No discrimination in providing equity education must be taken into consideration whatever the program is selected

An important aspect that the paper highlights is that whatever program is used in the classroom for the facilitation of dyslexia students, only teacher training would not suffice. It should be noted that the selected program must be accredited so that the maximum number of students could benefit from its authenticity. Every child is unique, and the severity of dyslexia would differ for each of them as there are certain types of dyslexia. The certified programs must be used to ensure that every child is benefitted equally and no discrimination is made for reliable and equitable instruction (Leseyane et al., 2018).

Slide 7: Technological Assistance for Teaching Dyslexia Students

· Technological assistance: effective or not?

· Rather than giving laptops and iPads to dyslexia students, actual reading and writing must be encouraged along with technology

· Careful contemplation is required for introducing practical hands-on skills combined with technological interventions for both minor and major dyslexia learners

Technological interventions have produced positive results for dyslexia students; however, it has been suggested that they add to the confidence of these students (Chai & Chen, 2017). They might not be equally helpful to all students with major or minor dyslexia. It is said so because reading and writing would remain a challenge. Reading actual hard copy books in the classroom and writing with hands rather than typing on a laptop, iPad or computer are two different strategies. They must be contemplated before introducing a carefully outlined intervention by the teachers within the classroom. Eventually, it would directly affect the educational outcomes of special needs students and their future.

Slide 8: Useful Mobile Apps

· Display-friendly mobile app conducive to reading enhancement for dyslexia students

· Words and colors do not mix or appear less striking, helping special students to identify words and read better

· Fun learning and better m-learning experience showed positive academic results

Technological learning, especially with mobile apps, is effective for normal students and those struggling with dyslexia. Firstly, since mobile apps incorporate special color combinations for the display, that would not hinder reading capabilities and word formation distractions for the special students. When words and colors appear too striking for them, dyslexia is intensified. Considering this, mobile apps are display-friendly and more engaging than normal classroom activities, enabling an m-learning experience (Aldousari, 2021). Recognizing letters with pictorial representations of items makes an overall reading practice more fun, leading to improved learning.

Slide 9: Legal and Ethical Considerations

· Legal and ethical considerations should be taken into account when dealing with special needs learners, in light of the Constitution, to avoid discrimination

· Lawyers and evidence-based practices and methods in the classroom for better ethicality

· Use of technological interventions with ethical consideration of privacy and data protection of disabled students

Legal and ethical implications have been covered in the paper quite thoroughly, which is a crucial element while teaching special students, providing strength to the paper’s assessment. Discrimination is not allowed even in the Constitution based on disability; lawyers must be consulted before opting for software, technological teaching service, or intervention approaches. Another method could be using evidence-based practices to teach the best approaches before handling sensitive issues of teaching dyslexia students, especially with technology. Technology has its ethical consideration, like privacy and data protection of the user, particularly in the educational context (Hoel & Chen, 2018). The issue could worsen for catering to dyslexia students with third-party security and copyrights (Burns et al., 2008).

Slide 10: Writer’s Viewpoints Add to the Paper’s Strength

· Adding viewpoints to the paper is a forte

· Previous research added to the strength of the paper as insights from early scholars provided powerful, reliable evidence

· Thought-provoking opinions reflected by the writer for future orientations within an inclusive classroom of special needs students

The paper reflects upon the writer’s thoughts, which is an added pro. It adds to the opinionated review of the learning gained from the previous research. After gaining extensive knowledge from scholars in this field, it teaches what the writer thinks. The studies included in the paper touch on the concerns of those researchers who have worked closely with the care providers and teachers or have interacted with dyslexia students themselves. Gaining intuition from such studies has been thought-provoking for the writer. The cognitive progression from the paper discussed prospects and how the learned information would impact the generations and their inclusive classroom experience.

Slide 11: Shortfall

· A shortfall of the paper under discussion

· Teacher training for classroom management

· Better inclusion for dyslexia students and improved outcomes