Challenging Education's Inflexible Model

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

Neurobiological Insights into Twice Exceptionality: Circuits, Cells, and Molecules

Twice-exceptional learners face a unique set of challenges arising from the intersection of extraordinary talent and disability. Neurobiology research has the capacity to complement pedagogical research and provide support for twice-exceptional learners. Very few studies have attempted to specifically address the neurobiological underpinnings of twice-exceptionality. However, neurobiologists have built a broad base of knowledge in nervous system function spanning from the level of neural circuits to the molecular basis of behavior. It is known that distinct neural circuits mediate different neural functions, which suggests that 2e learning may result from enhancement in one circuit and disruption in another. Neural circuits are known to adapt and change in response to experience, a cellular process known as neuroplasticity. Plasticity is controlled by a bidirectional connection between the synapse, where neural signals are received, and the nucleus, where regulated gene expression can return to alter synaptic function. Complex molecular mechanisms compose this connection in distinct neural circuits, and genetic alterations in these mechanisms are associated with both memory enhancements and psychiatric disorder. Understanding the consequences of these changes at the molecular, cellular, and circuit levels will provide critical insights into the neurobiological bases of twice-exceptional learning.

GAME-BASED LEARNING SYSTEM: AN EXCEPTIONAL LEARNERS MOTIVATION FOR BETTER PERFORMANCE

Special education is a specialized area of education which uses unique instructional methods, materials, learning aids, and equipment to meet the educational needs of students with learning disabilities. Exceptional learner is an inclusive term that refers to students with learning and behavior problems, students with physical disabilities or sensory impairments, and students who are intellectually gifted or have a special talent. Computer games are increasingly part of the daily activities of students of all ages, and have been shown to support student motivation and learning however can be challenging to implement in the classroom. Gamification involves incorporating elements of computer games such as points, leaderboards, and badges into non-game contexts in order to take advantage of the motivation provided by a game environment. Based from literature analysis points, badges and achievements, leaderboards and levels are the most commonly implemented form of gamification. The study aims to determine to what extent gamification supports student achievement and motivation among exceptional learners. Incorporating gamification elements into exceptional learners’ environments can motivate students and support their achievement. Increased class attendance and participation, which is positively correlated with improved student performance, was seen as a result of gamification. The user acceptability test was used to determine the proficiency of the system to help the teachers in teaching exceptional learners in the approach of their learning. To test the acceptability of the developed system, the researchers floated an acceptability questionnaire to stakeholders where the target user enjoys exploring the content of the system. Based on their rating, the researchers motivated to enhance the functionality of the system. The target user strongly agrees with a ratio of 4.5 which mean that the system has the functionality needed in their school process

Artificial Intelligence Technology to Help Students With Disabilities

This chapter reviews current and future artificial intelligence (AI) to meet the needs of numerous students with special learning requirements. The current AI technology and AIEd Models are explored with the better diagnosis there is need to improvise the process of learning by interventions and making it efficient in a playful manner. The chapter caters to the various existing software's for the purpose and how they can be improvised in future. AI focuses on creating technology to perform functions like speech recognition, learning, and problem-solving. The technology has been widely spreading, and many AI tools have been developed to cater to the needs of exceptional learners within the classroom. The technology has developed interactive programs that help classroom teachers in differentiating instruction in the classroom. This chapter highlights the current analysis of the AI and AIEd models that have helped students with special learning needs. Furthermore, it also highlights the functioning of the AIEd model as well as how AI can help instructors and learners learn differently.