Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Abstract

Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.

The Level of Special Education Teachers' Technological Pedagogy and Content Knowledge, Teaching Style, Self-efficacy and Competency

“…When a teacher has high self-efficacy then the teacher can perform whatever task he or she is assigned successfully. Teacher with high self-efficacy is able to diversify teaching styles according to the abilities of students [6]. Findings on the self-efficacy of teachers who teach special needs students are at high level.…”

Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review

“…Evidence-based outcomes in this field are also problematic, as reasonable adjustments are measured as discrete adjustments. One example of a reasonable adjustment that provides empirical evidence is to differentiate teaching practice (Du Plessis & Ewing, 2017). Other examples of a direct application of reasonable adjustments include assessment adjustments, such as extra time, and physical adjustments, such as the addition of ramps.…”

Teaching Vocational Skills to Students with Low Functioning Disabilities

“…According to Kama (2020) stated that the VS curriculum is very important in determining the career velocity of SENs after finishing school according to their level of ability and abilities. In Australia, SENs need different support and coordination according to their level of ability in order to get quality education (Du Plessis and Ewing, 2017). The definition of low functioning disabilities student (SLFD) means SENs that have a combination of cognitive disabilities and one or more disabilities involving language and communication, socioemotional, behavioural and psychomotor (MOEM, 2016).…”