Understanding Theories and Frameworks for Teaching Disabled Learners

MEETING THE NEEDS OF DISABLED LEARNERS
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1.0 Task A: Literature Review
The importance of research and development in the learning and teaching of disabled young people and adults has garnered significant attention in recent years. This literature review will explore various theories and frameworks related to this topic, focusing on learning theories, the social model of disability, attitudes to disability, inclusive learning, communication, and language development.
Learning theories have significant implications for the learning and teaching practice of disabled learners. Two theories that have been widely discussed in this context are Bandura's social cognitive theory and Vygotsky's sociocultural theory. Bandura's social cognitive theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others (Bandura 2011). For disabled learners, providing them with positive role models and reinforcing their learning through social interactions can be particularly beneficial. Teachers can use this approach by modeling the desired behaviors and attitudes for disabled learners and providing them with opportunities to observe and interact with others who exhibit these traits (Rose and Meyer 2012). Similarly, Vygotsky's sociocultural theory asserts that learning is a social process, with individuals learning from their interactions with others and their environment (Vygotsky 2012). For disabled learners, this perspective highlights the significance of creating an inclusive learning environment, as well as the role of teachers and peers in scaffolding their learning (Daniels 2014). In such a way, learning theories can be used to help disabled learners achieve their full potential and thrive in their learning journey.
The social model of disability has played a crucial role in shaping inclusive learning opportunities for disabled young people and adults (Oliver 2013). This model posits that disability is not an inherent trait of an individual, but rather a result of the social, physical, and attitudinal barriers they face (Barnes 2012). Thus, the model challenges the traditional medical model, which views disability as a personal tragedy or deficit of the individual. Instead, the social model posits that disability is a result of social, physical, and attitudinal barriers that prevent individuals from participating fully in society. This shift in perspective has led to a greater emphasis on removing barriers and creating accessible learning environments, as well as fostering positive attitudes toward disability.
Notably, attitudes towards disability, including social, cultural, and faith-based influences, have a significant impact on learning opportunities for disabled individuals. Watson (2011) observes that attitudes influence both the expectations placed on disabled learners and the support they receive from teachers, peers, and the wider community. Research has shown that promoting positive attitudes and challenging stereotypes can lead to improved outcomes for disabled learners. Forlin, (2010) found that when teachers have high expectations of their disabled students and provide them with appropriate support, these students are more likely to achieve academic success (Forlin 2010). On the other hand, negative attitudes and stereotypes can create barriers for disabled learners, limiting their opportunities and hindering their progress.
The concept of inclusive learning has emerged as a key aspect of education for disabled learners. Inclusive learning is defined as a process that enables all learners to participate fully in the educational experience, regardless of their abilities or disabilities (Ainscow 2020). This approach emphasizes the importance of adapting teaching methods and curricula to meet the diverse needs of learners, as well as fostering a sense of belonging and community within educational settings (Booth and Ainscow 2016). Communication and language development plays a crucial role in inclusive practice for disabled learners (Cawthon and Cole 2010). Effective communication strategies, such as the use of augmentative and alternative communication (AAC) devices, can empower disabled individuals to express themselves and actively participate in their learning (Light and McNaughton 2012). Additionally, fostering the development of language skills can lead to improved academic and social outcomes for disabled learners (Erickson and Geist 2016). Overall, inclusive learning is critical for disabled learners’ educational outcomes.
Despite the benefits of inclusive learning, implementing a whole-organizational approach can be challenging. Inclusive learning often requires additional funding for specialized equipment, assistive technology, and support staff to assist disabled learners. This can be particularly difficult for schools and institutions that operate on tight budgets (Horne and Timmons 2009). Also, many educators may not have experience working with disabled learners or may not have received training on how to adapt their teaching practices to meet the diverse learning needs of disabled learners. Further, resistance to change is also a common challenge. Inclusive learning requires a shift in mindset and a willingness to adapt existing practices to better meet the needs of disabled learners, which can be difficult for some educators and staff who may feel that their existing practices are effective (Horne and Timmons 2009). Successful implementation of inclusive learning requires a commitment to ongoing professional development, the collaboration between educators and support staff, and a strong focus on individualized support for disabled learners (Loreman 2014). Despite the challenges, implementing a whole-organizational approach to inclusive learning is crucial to ensuring that disabled learners have equal access to learning opportunities.
In conclusion, research in the development of learning and teaching opportunities for disabled young people and adults is essential for creating inclusive and effective educational environments. The integration of learning theories, such as Bandura's social cognitive theory and Vygotsky's sociocultural theory, into teaching practices can enhance learning experiences for disabled learners. The promotion of inclusive learning, despite the challenges associated with implementing a whole-organizational approach, is essential for ensuring that all learners can participate fully in their education. Attention to communication and language development strategies, such as AAC and targeted language instruction, can further support inclusive practices for the disabled. By prioritizing research and development in the learning and teaching of disabled young people and adults, educators and policymakers can work towards building more inclusive education systems that meet the diverse needs of all learners.
2.0 Task B: Report
Educators must consistently consider the influence of national, regional, and local education policies on the provision of education for disabled learners. The policies have a significant impact on the curriculum, the promotion of the rights and well-being of disabled learners, and the support provided by organizations and networks. In this essay, I will analyze the influence of these policies and regulatory frameworks on the education of disabled learners in the UK.
An example that demonstrates the influence of UK policy on the provision of education for disabled learners is the government's inclusion agenda. The inclusion agenda dictates that all learners, regardless of their background or needs, should access high-quality education. The agenda is supported by legislation such as the Equality Act 2010. The Equality Act of 2010 seeks to eliminate discrimination and promote equality in a range of areas, including education by dictating several provisions that inform how disabled learners should be treated in the classroom environment (Castro and Palikara 2016). The Act dictates that education institutions should make reasonable adjustments to ensure that disabled learners are not put at a disadvantage, actively promote equality and diversity, and provide auxiliary aids and services to ensure that disabled learners have equal access to education. consequently, the inclusion agenda has a significant influence on curricular development as an institution must audit the curriculum to ensure that it is in line with the inclusion agenda.
In addition to the Equality Act 2010, several other policies and regulations influence teaching disabled learners in the UK. The Special Educational Needs and Disability (SEND) Code of Practice is a national framework that provides guidance on the id...