Eceye207_Exceptional_Learners_Essay

This paper on the inclusion of exceptional learners intends to look at strategies that support strength based approaches to encourage their abilities. Examination of these teaching strategies will assist in understanding the effectiveness of our approaches. By focusing on the socio-cultural and emergent approach, strategies used by educators to improve pedagogies for teaching, are improved. Strategies of peer support, child-based interest and preferences support emergent curriculum. Reggio Emilio and Montessori (cited in Hallahan, Kauffman and Pullen 2012, p. ) share the same principals that follow this curriculum; when education is child centered, active and interactive. Building valued relations with family and using praise and the environment to support interactions are socio-cultural based approaches. Which correlate with views of learning and development, by Vygotsky and Bronfenbrenner (in Berk 2013, p. 27) and the National Quality Standards ( as well as the Early Years Learning Framework (Department of Education, Employment and Workplace Relations). When the focus is on social interactions and scaffolding from relevant sources through engagements, this creates significant meaning in the child’s live. In a socio-cultural approach to inclusion; building value-based relationships with families encourages sharing of information allowing for approaches based on in-depth understanding and knowledge of the child (Turnbull et al. 2009, p. 19; Victoria Government 2011, p.7). Working with families, educators need more than a ‘passive-friendly’ relationship. Teachers need an empathetic, honest, respectful and valued understanding with parents that create an extension of their home experience (Howard et al. 2010, p. 29; NQS area6). Each child being distinctive and individual will have their own unique culture inherent to their lifestyle (Berk 2013, p. 17). This being where educator’s gather relevant information regarding cultural and personal inflictions, mannerisms and characteristics specific to the family that may influence educator’s perceptions regarding the child’s developmental outcomes. This scaffolding within a social framework, is also promoted by Bronfenbrenner’s Ecological Systems Theory (in Berk p.27; Kearns 2010, p. 7; Arthur et al. 2007, p. 77). Basing planned experiences on something that is socially inherent to the child and relevant to their understanding (Sandall, et al. 2012, p.54; DEEWR), enables educators to cater more specifically to children’s needs. Also following emergent and multi….. curriculums (Arthur et al. p. ) when incorporating culture values and families beliefs in teaching practices. Roggoff’s (Kearns 2010, p.66) apprenticeship theory for learning follows principals outlined by schools such as Reggio Emilio and Montesorri ( , when acknowledging how culture, learning and development are inseparable in supporting how children learn. Consideration for unique features including culture and beliefs, inherent to the child, support inclusion, when supporting families creates outcomes that are more measureable and positive. In addition to valued relations with families, another strategy for inclusion is peer support: it is enjoyable help from a source that’s almost on the same level of development as the receiver (Berk p. 608). Having a classmate beside the child with exceptional abilities can be exciting. It is a simpler form of socializing without the hard work of befriending another child (Klein, et al. 2001, p. 9). Making the imparted information easier to absorb. This imparts new knowledge through modeling by the other child or assistance, as the other child is more familiar with the task (Sandall et al. p. 79). Peer support works both ways ( Berk p. 612). It provides invaluable scaffolding for children with exceptional needs and it generates knowledge about their abilities to the other child. Creating awareness that is necessary to promote inclusiveness (NQS 5.2, 5.2.1). The assistance and encouragement of each other is relative to Vygotsky’s Zone of Proximal Development (cited in Arthur et al. p. 92) and Bruner’s scaffolding (cited in Howard, et al. p. 122). Vygotsky (in Kearns p.35) attains that higher levels of development such as memory, logic, attentiveness etcetera, derive from interpersonal interactions. Support provided by peers delivers this socialisation. Promoting inclusion when peers/classmates identify the exceptional learner as one of them (Berk p. 612). The exceptional learner is included socially, promoting integration through contextual awareness. Social inclusion may also be promoted when encouraging children’s preference: “involving observing, recognising and incorporating their alternative selection “ (Sandall p. 60). Events such as group-time, or even assisting with serving at mealtime, may divert their attention from the main focus of the activity but nevertheless incorporate their participation. Continuing the learning aspect, retaining their cooperation while encouraging a disposition for learning (EYLF 4.1). This constructivist approach builds on Piaget’s (Arthur et al. p )Socio-conventional Knowledge theory, where information is gained through “direct social transmission” (Kearns p. 28). Working with others socially encourages inclusion through interaction, while promoting their independence; which builds self concept, self esteem, self help skills and self reliance, which promotes individual problem solving. Rogoff’s (cited in Kearns p.66) Apprenticeship model of learning’ supports this practice of embracing children’s preferences, cultures, abilities and participation for a social process in learning. The environment becomes the second educator when altered to meet the child’s needs (Sandall, Schwartz, p. 62). Rearrange seating so that there is someone known within the ‘learner with exceptional abilities’, immediate contact (Latimer, Probizanski etal. p.60). Picture cards within reach for the child may assist in them communicating their need (Armstrong 2013). Alternatively having a favored buddy seated either side of the student in a smaller, select sized group can enhance the child’s ability to refrain from leaving or disrupting grouptime. The simple process of modeling preferred behaviours when complying to impress a friend creates a shared environment, conducive to socialization, sense of self and engagement as per legislation for endorsing our pedagogy (EYLF 2.1. p.26; NQS 3.2; Latimer, Probizanski etal. p. 62) and promotes inclusion. Alternatively other areas with quiet activities could be set-up in preparation should the child need to leave grouptime. This means the student could leave when needed, to their choice of either of the quiet activities especially set up for them, without disrupting grouptime for the remaining children. Change in the environment allows the child to retain focus via alternate means. The child’s facilities are still engaged albeit other measures. Learning is continuous when catering to the child’s other abilities instead. Gardner theorises all children have multiple intelligences (Armstrong 2012 p.9; Robertson 2013, p. 17). Our role is to identify and acknowledge these. When we utilize other means in the environment we acknowledge and enhance these abilities. Making provision for the child in this manner refrains from the disruption of the other children’s learning and reduces the need for calling attention to the child, so encouraging their self esteem and autonomy. This encourages Erikson’s psychosocial development of which independence is important, for exceptional learners to enhance their initiative and an intrinsic urge for learning (Kearns p. 53). “Kind words can be short and easy to speak but their echoes are truly endless.” (Good Reads). The value of praise to a child is often reinforced and should not be underestimated (Latimer, Probizanski etal.). Praise is acknowledgement of the child’s preferred behavior. It creates optimism and motivates repeating the desired performance (Armstrong 2013). Following the principals of Skinner’s ‘operant conditioning’ when we modify behaviours through rewards (Kearns p.57). As a strength-based approach for exceptional learners we compound this principal by writing up the child’s abilities and strengths. Displayed, they can be referred back to when the preferred performance becomes evident. Compounding of the child’s achievements through praising will induce positive performance while simultaneously educating other children of the exceptional child’s abilities. This generates awareness and through that comes acceptance and inclusion (Latimer, Probizanski etal.). When encouraging the exceptional learner to actively construct within a socio-cultural setting, we encourage learning to become an intrinsic development ( Bruner (Kearns p.55) and Piaget (Kearns p.28), theorise that learning happens through a constructivist model. The child is actively engaged in creating knowledge through interactions. Urie Bronfenbrenner’s Ecological Model enhances the meaning of these interactions through social context objectivity (Arthur, Beecher, etal. p.77). Inclusion is argued when social interactions such as peer support and scaffolding, culture through family input, alternative interactions to develop independence and rewards promoting positive behaviours enhance children’s continuity and enthusiasm for learning. Social inclusion and competence creates intrinsic aspiration for learning (Carlton, Winslow p.160). Creating an environment of inclusion when no one is left out. Word Count: 1463. Reference List: Armstrong, T 2012, ‘First, discover their strengths’ viewed 18 August 2013, < http://web.uvic.ca/~gtreloar/20%20Latest%20Research%20Articles/First,%20Discover%20Their%20Strengths.pdf> Armstrong, T 2013, ‘Neurodiversity in the classroom: strength-based strategies to help students with special needs succeed in school and life’, viewed 18 August 2013, Arthur, L, Beecher, B, Death, E, Docket, S & Farmer S, 2007, Programming and planning in early childhood settings, Cengage Learning, 4th Edi, North Shore, Australia. 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