Using Spatial Constructivist Thinking Theory to Enhance Classroom Instruction for Students with Special Needs

2012 ◽  
pp. 66-81 ◽  
Author(s):  
Prince Hycy Bull
Keyword(s):  
Special Needs ◽  
21St Century ◽  
Spatial Representation ◽  
Students With Special Needs ◽  
Verbal Representation ◽  
Symbolic Representations ◽  
21St Century Classroom ◽  
Multiple Intelligences Theory ◽  
Verbal Knowledge ◽  
Prior Experiences

Spatial constructivist thinking theory is an alternative method of presenting digital materials to enhance the learning process of special needs students in a 21st Century classroom. Spatial constructivist thinking is the integration of pictures, animations, videos, color schemes, abstract plans, applets, graphics, and formatted texts in a presentation to represent text and verbal concepts. Concepts can be simple or complex, literary or symbolic representations of the concepts. This representation addresses Bloom’s revised taxonomy to challenge students’ thinking to create knowledge. Spatial constructivist thinking also posits that spatial representation is influenced by ones visual and verbal knowledge, and prior experiences. Spatial constructivist thinking is also influenced by the multiple intelligences theory. Presentations done by an instructor or knowledgeable peer using spatial constructivist thinking theory reflect the best spatial representation of the presenter’s visual and verbal repertoire for concepts presented. For each spatial representation there is a corresponding verbal representation.

SCHOOLCHILDREN WITH SPECIAL NEEDS IN THE ASPECT OF THE PEDAGOGICAL PARADIGM CHANGES

2016 ◽  
pp. 51
Author(s):  
Mārite Rozenfelde
Keyword(s):  
Special Needs ◽  
21St Century ◽  
Paradigm Shift ◽  
Students With Special Needs ◽  
Social Paradigm

The reasons of the pedagogical paradigm shift in general are discussed in the paper; the distinctive attitudes, leading approaches and the 20th and the 21st century paradigms on the education of the schoolchildren with special needs are reviewed; comparison of the medical and social paradigm on the education of the students with special needs is carried out.

scholarly journals Twenty-First Century Skill Building for Homeschooled Students With Special Needs

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jami M Tipton
Keyword(s):  
Language Arts ◽  
Special Needs ◽  
21St Century ◽  
21St Century Skills ◽  
Problem Based Learning ◽  
First Century ◽  
Students With Special Needs ◽  
Homeschooled Students ◽  
Twenty First Century ◽  
Skill Building

Although problem-based learning (PBL) is not new, the ways in which homeschool teachers use attributes of PBL with their students with special needs is unknown. Posts were collected from 20 homeschool teachers’ blogs. After I coded 87 blog posts, results showed that homeschool teachers provided a variety of opportunities for their students to practice 21st-century skills. Specifically, they developed lessons that encouraged students to share what they learned and developed cross-disciplinary content, most often with language arts. Results may provide insights for homeschool teachers interested in more purposefully implementing PBL experiences with the purpose of teaching 21st-century skills.

Interventions for Students With Special Needs in Taiwan: A Quantitative Synthesis of Single-Subject Researches

2010 ◽  
Author(s):  
Hsinyi Chen ◽  
Li-Yu Hung ◽  
Yu-Huei Huang ◽  
Hsiu-Fen Chen ◽  
Su-Jan Wong ◽  
...  
Keyword(s):  
Special Needs ◽  
Single Subject ◽  
Students With Special Needs ◽  
Quantitative Synthesis

BIMBINGAN PRAKTIK SALAT UNTUK SISWA BERKEBUTUHAN KHUSUS DI SMP

2018 ◽  
Vol 19 (1) ◽  
pp. 33-59
Author(s):  
Sulfiyah Sulfiyah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Junior High ◽  
Field Research ◽  
Boarding School ◽  
Students With Special Needs ◽  
Important Thing ◽  
National Education ◽  
National Education System ◽  
Qualitative Descriptive

Abstract: One of national education aim is to developing student’s potentials in order to become a faithful man. It is based on Republic of Indonesia’s Law Number 20 of 2003 on National Education System, Chapter II Article 3. Islamic Religious Education is one of education that done to create a faithful man. Prayer is one of Islamic Religious Education’s matter should be learned by all Moslem’s students, include students with special needs. Research of prayer practice guidance is an important thing to be done. The important thing should be researched is about prayer practice that taught in the inclusion school. Inclusion school have regular (common) students and special needs students. How the teacher can teach prayer practice for students with special needs in the inclusion school. Once of inclusion school is Junior High Boarding School Putra Harapan. The goal of this research is to explore and to describe about how teacher guides prayer practice for students with special needs in Junior High Boarding School Putra Harapan Purwokerto Banyumas. This research belongs to field research on qualitative descriptive form. The methods of collecting data used by the author are interview, observation and documentation. Meanwhile to analyze of data, it’s done by collecting data, reducing, presenting and verifying data to be valid and reliable report. The findings of this research show that guidance of prayer practice for students with special needs in Junior High Boarding School Putra Harapan done through some ways namely dividing students into two class that regular and inclusion class, establishing guidance of prayer practice program, using musyafahah and demonstration methods. Key words: guidance, prayer practice, students with special needs.

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