Question one: How do you think these changes have affected the learning process and progress of young students with disabilities?
Inclusivity and involvement in the general performance of things of students with disability is an equality approach that helps with mentally empowering them to believe in themselves. The process of growth must first be addressed mentally before it can be physically realized. This new approach confers these young students with the mental fortitude to challenge those spheres of excellence that were previously thought unattainable for them. More importantly, it helps the educators identify those individual needs that need first be addressed, in a progressive approach that ensures wholesome development of these students. The primary purpose of these learning processes is to ensure a form of independence that allows the student to live as normal as any child should be (Kang et al. 2015).
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Question two: Why do you think direct instruction has been so widely used in ECSE programs?
In using direct instruction to teach children with disability, the teacher is able to teach specific skill or concept and receive immediate feedback as to their success or failure of. ECSE is a progressive teaching module that helps the students learn skills and utilize them to better themselves. In using direct instruction, the teacher is able to gauge the development of their students and readjust accordingly and timely. Direct instruction also brings the teacher and the student into a direct engagement that allows the student to improve both their cognitive and physical abilities through a systemic program of corrective instructional teaching (Rose, 2012).
Question three: What do you think would be perfect instructional “formula” to use with young students with disabilities?
The best instructional ‘formula’ to use with students with a disability involves a combination of direct instruction, learning strategy instruction, and simultaneous structured multi-sensory approach. The combination helps the student learn fast while enjoying the learning process, which is vital if they are to integrate it into their lives (Learning Disability Association, 2013).
References
Kang, E. Y., Mckenna, J. W., Arden, S., & Ciullo, S. (2015). Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature. Learning Disabilities Research & Practice , 31 (1), 22–33. doi: 10.1111/ldrp.12091
Learning Disability Association. (2013, November 20). Successful Strategies for Teaching Students with Learning Disabilities. Retrieved from https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/.
Rose, A. (2012). What is Effective Instruction?: Are Some Approaches Better Than others? Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson , 3 (5), 7–14. doi: 10.4135/9781452218977.n2
