Soan, S. (ed.) (2021) Why Do Teachers Need to Know about Diverse Learning Needs? London: Bloomsbury.

2021 ◽  
Vol 48 (2) ◽  
pp. 272-273
Author(s):  
Julie Wharton
Keyword(s):  
Learning Needs ◽  
Diverse Learning

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

Web-Based Synchronized Multimedia Lecturing

2008 ◽  
pp. 1-1
Author(s):  
Kuo-Yu Liu ◽  
Herng-Yow Chen
Keyword(s):  
Online Courses ◽  
Random Access ◽  
Learning Needs ◽  
Web Based ◽  
New Era ◽  
Web Technologies ◽  
Knowledge Domains ◽  
Diverse Learning ◽  
Language Courses ◽  
Multimedia Technologies

Over the last decade, the emerging Web technologies have opened a new era for distance education, where online courses can be created and accessed in a very easy way not previously available. Many online courses based on HTML pages thus are now available in cyberspace for synchronous or asynchronous distance learning (Anderson, Beavers, VanDeGrift, & Videon, 2003; Gregory, 1999; Muller & Ottmann, 2000; Shi et al., 2003; Siddiqui & Zubairi, 2000). However, without the support of multimedia, the static HTML pages can only serve as different kinds of simple “dumb” lecture notes on a network. Thus most students may lose interest quickly and eventually give up self-learning (Zimmer, 2003). Furthermore, this kind of unguided, static HTML pages are clearly insufficient for diverse learning needs and for different knowledge domains. With the dramatic development of multimedia technologies, we can integrate various media and provide students with vivid multimedia lectures on the Web. For example, the presentation techniques of online language courses should stress the importance of multimedia (e.g., voice and video) and document interaction flexibility (e.g., random access and repeated play of a specific speech segment) much more than other courses do (Brett, 1998; McLoughlin, Hutchinson, & Koplin, 2002).

Responding to the Needs of Prisoners with Learning Difficulties in Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 113-121
Author(s):  
Jason Skues ◽  
Jeffrey Pfeifer ◽  
Alfie Oliva ◽  
Lisa Wise
Keyword(s):  
Vocational Training ◽  
Training Programs ◽  
Learning Difficulties ◽  
Psychological Outcomes ◽  
Learning Needs ◽  
The People ◽  
Diverse Learning ◽  
Practical Implications ◽  
Specific Learning

Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.

Understanding B.F. Skinner: Building Emotional Competence in Students with Diverse Learning Needs

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Tachelle Banks ◽  
Marty Sapp ◽  
Festus E. Obiakor
Keyword(s):  
Emotional Competence ◽  
Intervention Strategies ◽  
Children And Youth ◽  
Learning Theories ◽  
After School ◽  
Learning Needs ◽  
Historical Overview ◽  
Social Thinking ◽  
Diverse Learning ◽  
Behavior Strategies

AbstractNot all children and youth will respond the same way to scripted interventions. Children and youth require intervention strategies that are designed to meet their wide-ranging needs in order to be successful during and after school years. Yet, educators and counselors apply behavior strategies to promote prosocial behavior without exploring whether, and to what extent, social thinking caused the behavior itself. This article provides a historical overview on behavior- and emotion-based principles and discusses implications for using strategies that are based on developmental and learning theories that recognize human variance and facilitate emotional competence.

scholarly journals Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Yingling Lou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Paradigm Shift ◽  
English Language ◽  
Vocabulary Development ◽  
Disciplinary Literacy ◽  
Learning Needs ◽  
Literacy Teachers ◽  
Ell Students ◽  
Diverse Learning

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje’s (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students’ learning in vocabulary development and reading. La recherche récente en matière de littératie dans toutes les disciplines appelle à un changement de paradigme chez les enseignants des différentes matières du secondaire pour se percevoir non plus comme des transmetteurs de contenu de la discipline mais comme des enseignants de littératie de la discipline qui servent de modèles et motivent les élèves à lire, écrire, se renseigner et à se comporter comme des experts à l’intérieur de chaque discipline. Comment les enseignants de contenu incorporent-ils la littératie dans leur discipline et restent-ils à l’écoute des besoins d’apprentissage uniques et variés des adolescents qui apprennent l’anglais (AALS) et qui sont intégrés dans les classes ordinaires? En s’appuyant sur le cadre 4E de Moje (2015) et sur une pédagogie translangagière, cet article présente une série de pratiques d’enseignement visant à soutenir les enseignants de contenu dans l’intégration de la littératie dans toutes les disciplines de façon à enrichir l’apprentissage des adolescents ASL en matière de développement du vocabulaire et de lecture.

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