Title: PRACTICAL ACTIVITIES ALLOW STUDENTS WITH DISABILITIES TO DEVELOP AN UNDERSTANDING OF THEIR ENVIRONMENT AND THEMSELVES
Type of the resource: Article
Funded by: VISC (National Center for Education of the Republic of Latvia), European Social Fund. Project „Izglītojamo ar funkcionāliem traucējumiem atbalsta sistēmas izveide[Development of support system for student with functional disabilities]” (vienošanās Nr. 2010/0330/1DP/1.2.2.4.1/10/IPIA/VIAA/001)
Authors: Prudņikova, I.
Type of disability: ALL TYPES
Target education level:
Language(s):
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The research problem was to find answer to the question: how did the role of practical tasks and activities in the education of students with moderate/severe disabilities is an important one.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
The scientific paper is of theoretical and advisory nature, so there are risks associated with its use in practice.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
The aim of this paper is to analyse the literature, Latvian policies and national directions and evaluate personal experience in order to identify the role of practical tasks and activities in the education of students with moderate/severe disabilities is an important one.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
To gain knowledge, understanding of children with moderate and severe disabilities.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The methodological material includes recommendations that preschool teachers and teachers, support teams should use while working with children with behaviour problems.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
A review of current and past theories of cognitive development focusing on the role of experiential learning because for today’s students with disabilities there is a stronger emphasis on practical skills and motor skills development opportunities than on traditional learning approaches. Home Economics and Its Technologies is one of the subjects in today’s curriculum where time is allocated to activity-based learning and experiences.
Occupational therapy has a positive effect on the child’s psyche, helps to manage and organise the child’s impulses, renews and promotes appropriate work habits, helps organise his/her activities and reduces the child’s focus on his/her own shortcomings or disabilities.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Students have a right to have their own learning systems, where the school’s environment supports the students with disabilities to undertake purposeful learning tasks, ensuring that these are appropriate to their needs and which utilise sequential and multi-level activities and provide opportunities for learning through practice.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
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