ICT as a Tool for Supporting Inclusive Learning Opportunities

2016 ◽  
pp. 159-180 ◽  
Author(s):  
Marcella Turner-Cmuchal ◽  
Stuart Aitken
Keyword(s):  
Learning Opportunities ◽  
Inclusive Learning

Inclusive Learning for the Rural Healthcare Professional

2016 ◽  
pp. 94-113
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

scholarly journals Lesson Study: A Proposed Intervention for Professional Development of Diversity, Equity, and Inclusion Instruction in a Multicultural Classroom

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Michael L Hixon
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
The United States ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
Multicultural Classroom ◽  
Development Intervention ◽  
Inclusive Learning ◽  
K 12 ◽  
Equity And Inclusion

This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful social change.

Inclusive Learning for the Rural Healthcare Professional

2020 ◽  
pp. 1100-1120
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

Creating inclusive learning opportunities

2007 ◽  
Vol 11 (2) ◽  
pp. 14-18
Author(s):  
Yanina Dutton
Keyword(s):  
Learning Opportunities ◽  
Inclusive Learning

Supporting All Students: Productive Mathematical Discourse in Online Environments

2021 ◽  
pp. 105345122110018
Author(s):  
Kristin E. Harbour ◽  
André R. Denham
Keyword(s):  
Learning Disabilities ◽  
Learning Opportunities ◽  
Mathematical Discourse ◽  
Asynchronous Learning ◽  
Thought Processes ◽  
Students With Learning Disabilities ◽  
Online Learning Environments ◽  
Face To Face ◽  
Inclusive Learning ◽  
Face To Face Instruction

Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities. Mathematical discourse allows students to share their ideas, justify their thinking, critique the reasoning of others, and refine their thought processes. While one might typically envision mathematical discourse happening during face-to-face instruction, meaningful discourse can also occur in online learning environments. This article presents a blended format of both synchronous and asynchronous learning opportunities, coupled with Smith and Stein’s (2018) “5 Practices” for productive mathematical discourse to support teachers in designing and facilitating lessons in which all students are actively engaged in the learning processes both for themselves and their classmates.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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