Education Support- dyslexia

Depression is a mental illness that affects how one feels, acts, or even thinks, whereas dyslexia is a learning disability that causes issues with reading fluently, writing words correctly, and learning a second language. Depression, on the other hand, causes a person to lose interest in activities they formerly enjoyed. A kid with depression may lose interest in school activities, but a student with dyslexia may be a sluggish reader but has strong reasoning skills, making them good creative thinkers.

A student with dyslexia may experience difficulties with their spelling, writing, word recognition, and word pronunciation. This learning disability hinders brilliant students to become unsuccessful (Chaffin et al 84). Depression reduces student’s concentration in class, and they even lose interest in class work. Depression can result in a student missing all class sessions or attending a few.

Classroom teachers that have students with dyslexia should work closely with their outside academic therapists. Teachers should give them extra time in completing tasks, give them assignments that are modified for example with pictures, record tests for them, and even allow them to listen to audiobooks. Students with depression can be monitored closely by their teacher. A routine should be made that will enable the student to interact more socially like in games. The students learning maybe impacted in this way.

TASK 2

The environmental factors of Hearing and smell can impact the student in the classroom. Background noise should be limited in classes for example echo and outside noise. Clear air ventilation should be placed in classrooms. Strong perfumes and food can distract a student (Letarte et al 253).

Response to authority figures and styles of interaction are culturally influenced factors. There are those cultures that one can interact freely with different sex and there is no problem, and there are those cultures that prohibit that kind of interaction. Students respond to authority figures differently because there are those that allow eye contact and those that do not. These factors influence students differently.

Positive/negative impacts of these factors

A student can get maximum attention if there is no noise and smell

Distraction due to sound and smell

Total respect to those in authority

Barriers to communication

Poor social interaction

In a classroom, teachers should educate students on how to avoid these negative impacts. For example, students should not be allowed to use perfumes with a strong smell. Food should not be allowed in classes. In a class setting, teachers should come up with group discussions that mix different students from different cultures and encourage them to contribute to discussions that will help them to interact freely.

PART B-CHCEDS021

TASK 1

Theory 1

Theory 2

Similarities/Differences

Learning theory

Behaviorism

Social Learning

Ages/stages this theory refers to

Young children

Young children and adult learners.

Both focus on young children, however, social learning favours adults.

Process of learning

Conditioning

Observational

Theory one involves a response to stimulus while theory two involves observation.

Role of the learner

Active listener, receiver of information and works for rewards.

The learner pays attention, thinker, explainer, knowledge constructor between others and self, and active social participator.

In both theories, the learner has to pay attention. But in behaviourism leaner works for rewards and in social learning, the learner has to be a social participator.

Role of the teacher

Motivates learners, facilitate learning by providing materials and prompting a correct response.

To reward.

In behaviourism, the teacher gives learning facilities while in social learning the teacher work is to reward.

In both they motivate learners.

Role of the environment

The environment reinforces the behaviour.

It is the main influencer of behaviour.

In both, the environment has an impact on behaviour.

Practical application to your work within the classroom

As a class representative, students fear appearing on the list of noise makes because they know the repercussions.

Every student that emerges top in class is rewarded, so I work hard for it.

Task 2

Learning is always a slow process that takes time for one to master a given concept. The Kolb’s model of experimental learning presents four stages that are useful in describing or guiding people through the learning process. The main steps employed in the concept start with concrete experimentation, reflection, the abstract conceptualization and the active experiment (Bodenmann et al 411).

Considering the learning process for riding a bike, there are four stages employed that need to be supported by suitable strategies that enhance learning. The first step of concrete experimentation entails the actual attempts to ride a bike that will help understand the actual underlying strengths and weaknesses of the child. The second stage which reflection covers is giving a child room to think about how to ride a bike, which may also cover researching the same. The third step is to allow the children to share out their experiences in writing a bike. The last step covers riding a bike in a new way that integrates the new knowledge that experience gained from the previous stages.

`

Principle

Strategy 1

Strategy 2

Strategy 3

Equity and Diversity

To understand, value and also respect each child’s abilities, culture and their interests

Recognize that all the children need support regardless of their characteristics

Support all the children depending on their abilities

Integrated Teaching and Learning approaches

Identify the gifts and talents of the children and design way through which they can be applied

Support and apply play-based learning

Engage in conversations with the children to stimulate them towards improving their talents and abilities.

Partnership with other professionals

Work in hand with other specialists who can help the children id different ways to ensure their well-being.

Seek information from other professionals that can be applied in classroom

Take the children out to meet the experts who can help them.

PART C- CHCEDS032

TASK 1

Support organizations or resources that would benefit a teacher teaching children with ADHD include Attention Deficit Disorder Association (ADDA), Assistive technology and stationaries.

ADDA is an organization that provides information, resources and networking to people with ADHD. The resources provided are for helping people with ADHD be understood by other people and have better lives. It is a worldwide organization, and it has its websites. Use of assistive technology, for example, can be a resource that makes instructions more visual to students and even allow them to participate actively (Nowak and Heinrichs 114). Stationaries are resources that should be provided by schools for example coloured pens can be used by the teacher to highlight key points so that it catches their attention fast. Another stationery can be charted with pictures because they are engaging.

TASK 2

Theory 1

Theory 2

Similarities/Differences

Development theory

Cognitive Developmental Theory.

Social Learning Theory.

Stages of development

Sensorimotor stage.

Preoperational stage.

Concrete Operational stage.

Formal operational stage.

Observational learning.

Mediational process.

Critical evaluation.

Cognitive theory has four stages, SLT theory has three phases.

Cognitive is more about using the mind while SLT is more about interaction.

Practical application to your work within the classroom

Punishment for failing a test will make a student have that fear of failing an exam hence working hard.

Rewarding a well-behaved student in the class will provoke the others to act well.

Works Cited

Bodenmann Guy, Cina Annette, Ledermann T. & Sanders, M. The efficacy of Positive Parenting Program (Triple P) in improving parenting and child behaviour, A comparison with two other treatment conditions. Behaviour Research & Therapy, 2008, pp. 411-427.

Chaffin Mark, Funderburk Beverly, Bard David, Valle Anne & Gurwitch Robin. A combined motivation and Parent-Child Interaction Therapy package reduce child welfare recidivism in a randomized dismantling field trial. Journal of Consulting and Clinical Psychology, 2011, pp. 84-95.

Letarte Marie, Normandeau Sylvie & Allard Julie. The effectiveness of a parent training program “Incredible Years” in a child protection service. Child Abuse & Neglect, 2010, pp. 253-261.

Nowak Cordova & Heinrichs Neine. A comprehensive meta-analysis of the Triple P-Positive Parenting Program using a hierarchical linear modelling, Effectiveness and moderating variables. Clinical Child & Family Psychology, 2008, pp. 114-144.