I am a trainer  i.e. up grader  of specific  technical skills and that differs from educating. However if I am to train disabled audience it will be interesting  experience not only for me but also for the trainees. interaction and team work are my secret tools in addition to cooperative learning of know how.

 I think it is much easier for the trainer to do his job than the educator, (inclusively)

 regards  

Choosing and utilizing AT for children in a class requires consideration and assessment as a team process and should include family members and people with specific knowledge such as a physical or occupational therapist for motor issues or a speech-language pathologist for communication issues. The following web-based resources offer in-depth information for teachers and families that can assist in the clarification, evaluation, and implementation of assistive technology

http://rec.ohiorc.org/InclusiveClassroom/PlanningOptions.aspx?section=3&tab=2

The better operator between two is "and" rather than "or". One need to look at the face of the student to understand student intake of data which is pushed by teachers.

The two are important

the learning environment in promoting inclusive education

Dr. Debra, drawing attention by showing full faces vs. promoting inclusive education may not contradict each other as far as promotional objective is concerned. The first one would most likely be using emotional appeal, whereas the second one would mostly likely be employing rational appeal (with some degree of moral appeal as well). Having said that, I would slightly incline towards the second approach mostly from a developing country's perspective, since institutional strengths need to be spread across the platform for all concerned.

Perhaps we need both, facing the disable will help in one way where as learning environment can help both teacher as well as learner. In all disabilities  showing your full face is necessary as in case of physical disability, but arranging learning environment will help in all types of disabilities.

I think it is an interesting challenging question. But I do not have high experience in this issue, because I am a young lecturer. Thank you for sharing your question. Surely I will learn a lot form pursuing the responds of sophisticated RG members.

Regards,

Mehdi

Better to focus on demonstration of functional abilities & social interaction of the learners with special needs

Dear Debra,

Thank you for your question. It would be great if you kindly illustrate on what do you mean when you say "on the faces of students with disabilities?" Would it be its literal meaning or the 'nature' of the student with disabilities? 

I do look forward to your reply.

Regards,

Anshu Saha

Anshu:

Yes, I do mean literally i.e., an actual face shot of the student showing their eyes, so that the readers can see they are "almond shaped" that suggests Down Syndrome.

Debra

Looking at students' faces provides the teachers with some important information about these children. It shows whether children are concentrating and whether they are interested in the subject matter or not. It also shows whether students understand what the teacher is saying. Looking at the students' faces can be an important part of the teaching and learning process.

Dear Debra

We usually believe in the statement "Reality Shocks", and i the promotional campaigns such statement is real and effective. However, you did mention that the promotion you used has a focused message. Education is a must even inclusive.

Face expressions are mirrors of reality being it understanding, happiness, getting the message, discomfort, etc... so, good as well as ugly realities. The expression of "I did not get it" is real on the faces of students irrespective of the case, as educators we hold the responsibility to remove that question-mark feature, and continue with our teaching objectives.

G'day Debra, good question.

I think both are complementary in developing and refining pedagogical knowledge and practice.  Pedagogy is considered an art, science or strategies of teaching based on professional knowledge and reflective practice. I worked in the disability support sector for a number of years and the key tenets were person-centredness, social role valorisation theory and community participation.  Yes it meant acquiring knowledge on disability and impairment types, and how to better communicate with people; and exploring how the physical or social environment could be altered or dismantled to foster social inclusion and a non-disabling society.  It wasn't easy (still isn't) however it is a step towards a more inclusive and accepting society that values and appreciates the contributions people with disabilities can make.

Cheers, Nite   

Dear Debra,

Thank you for your reply.

I am afraid, I haven't explored "inclusive education" studies to a large extent. Nevertheless, I would love to share my thoughts.

According to me, we should focus on the faces of students with disabilities to primarily get an understanding of how well the teaching methodologies are being absorbed by the learner. However, one should also be aware of how comfortable the learner is when the facilitator focuses on the face as this could affect desired result.

Also, being aware of the learning environment assists in improved learning for learners with disability. For instance, learning in classrooms comprising of only disabled learners will have different effect when compared to a mixed learning environment. I see that you have mentioned "assistive technology tools" for creating an inclusive environment. I do agree with using assistive technology tools, however, factors, such as, how user-friendly is the technology in facilitating inclusive education, needs to be considered. Also, how well do students cope with that technology?

The above mentioned are my thoughts on the question that you posed. I do hope it can be of some help. Have a great day!

Kind regards,

Anshu Saha

To give an effective response to the reality of people with disabilities must know how to approach them to favor a positive attitude. Know and understand their feelings and how to work together to learn together is the key to the "full inclusion"

Best reguards