Dimensions of Learning 4- To reflect on the case study regarding the assessment being explained using differentiation

strategies and preparing the students for the summative assessment the use of backwards design was put into place.
Reflect back to our original question- How can we ensure success for specific groups of students through assessment
practices- Students with specific learning disabilities- Intellectual impairment
Question
1-What event
or idea do I
want to
explain?

Research
The importance of investigation to allow students to explore the entire
possibilities of any given topic. Successfully inclusion for all students takes
time to plan and follow the Backwards design process to ensure success for
all students. The case study proves that all children can succeed with
mainstream assessment that is modified to suit their individual learning
needs. According to Marzano and Pickering, 2010, this type of investigation
requires the students and etchers to dig deeper into the story or in this case
assessment to discover the contradictions, inconstancies and other
indicators. As teachers it is our role to source the students knowledge and
plan around these issues to complete the task at hand.
According to Snowman, Dobozy, Scevak, Bryer, Bartlett and Beihler,
2009, Queensland Government schools alone 48% of students have a form
of Intellectual impairment. It can include oral language, reading, written
language and mathematics.

2- What
do people
already
know?

The definition of Intellectual impairment has been explained in the first

web page.
As teachers it is difficult to tailor the individual needs of all students.
Know that observation and assessment is a tool teachers need to utilize
to what they understand.
Time is precious in a special education unit.
Teacher aide time should be utilized well and careful planning for
activities that require two adults needs to be planned for during this time.

Strategies
Before engaging the students explore what they
know about the topic. Find the misconceptions or
confusions first. This strategy allows the class and
the teacher to understand where the lesson leads
you next.
As a teacher you need to ask open-ended
questions and wait for students to process the
information fist.
Can you begin to follow the C2C or different
lessons or do we need to go back a little further to
explore real life scenarios first.
Walk them through the steps of the investigation
process. Use PECS cards or a different visual tool
if needed.
Create a poster of the steps we will be taking.

Through observation and grouping of similar

needs it is essential to challenge the students
thoughts and ideas and always take the lesson
a step further.

A solid relationship needs to be formed with the

teacher team and the teacher aides to ensure
success for all students. By working well together,
sharing the observations, and taking the time to
discuss the students needs is extremely

What
confusions
do people
have about
the idea or
event?

People seem to be confused about how to successfully integrate students

important.
Some strategies you may find useful as cited in

into the classroom and prepare similar assessment pieces to ensure student

Snowman teal, 2009, include:

success. As mentioned in the first page students can be

Using backwards design as the framework for

lesson plans.
When students seem to be getting frustrated and
are close to their limit, try changing the pace,
relaxation or physical real ease may be
required.
Do everything possible to encourage a
positive self esteem by showing you have
positive feelings for students with additional
needs e.g. Im so glad you are here today.,
repeat a question in a different way and allow
time for a response.
Present learning task that have smaller
achievable parts.
Provide immediate feedback, starring
with positive comments.

successfully integrated into mainstream school and achieve using the same
assessment with slight modifications to teaching strategies.

What
suggestions
do I have for
clearing up
the
confusions?

I suggest you take time to volunteer in a special education classroom. By doing

this you will gain hands on experience. This is the only way student teachers
can truly learn how to successfully integrate students into mainstream
classrooms. Intellectual impairment is about finding a way to ensure students
understand the content. Teachers need to have patience and be able to think
outside the box. As stated by Black and William, 1998, teaching and learning
must be interactive as students needs vary from one to another. Therefore as a
teacher incorporating the strategy of multi modal learning is a fantastic place to
begin using ands on, visual aides for example images, short clips

Hands on special education classroom experience

for all Teachers.
Multi modal learning.
Hands on experiences
Open ended questioning
Conduct tasks in a sequential manner.
Review and repeat the information before
moving on.
Use concrete learning tools.
Provide visual and auditory cues.

How can I
The key questions we asked to the teachers before commencing the unit.
defend my
According to the Queensland Curriculum Assessment Authority (QSAA),
suggestions?
2014, Inclusive strategies enable a learner with a disability to achieve by
making reasonable adjustments. Under the disability act 1992, as sited in the
QSAA a teacher is required to make adjustments to ensure all students can
demonstrate their skills, knowledge and competencies.
The advertising unit that was used as the foundation of the unit plan was a
C2C model. It embedded the requirements and knowledge to understand
what an advertisement was made up of. The lessons included real life
experiences of items that were familiar to the students, toys, fast food etc. All
of which interested and engaged the students once they had learnt all there
was to know about advertising. The teachers discussed the lesson plans for
technology and ensured the students had the prior knowledge to be able
to succeed.

This was a remarkable experience for

the students to feel they knew more
than the mainstream students and was
a delight to observe.

Strategies that can turn dreams into reality are:

Timing: the amount of time allocated to complete
the task.
Scheduling: when the assessment occurs.
Setting: where it is completed.
Presentation: how it appears or is
communicated.
Response: how a student responds to the
assessment.
When developing inclusive strategies:
Expect: all students will be able to demonstrate
what they can do.
Provide: multiple opportunities.
Plan: for early adjustments
Select and adjust: assessment that is appropriate
to the students needs.
Involve: the student in the choice of strategy.
All of these factors need to be taken into
consternation when planning assessment for
the cohort of students