Collage of Education

SESSION PLAN TEMPLATE

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Content Knowledge

            The identified area of general curriculum is special education with the prioritization being multi-subject and Mathematics Subtest. Within the general curriculum, the individuals with exceptionalities will be accommodated within the school by an integration of special classes that involves the utilization of the AAC technologized devices. The students will be given a special attention with most of their assignments articulated as homework because their attention to the learning activities require special activities that encompass a channeled way of learning incorporated with a concrete couching (Buell, Hallam and Gamel-Mccormick). Of course, their course will involve a promising introduction to the devices that they will utilize during the learning process. After a proper understanding of the use of the alternative communication devices, the exceptional students will be then formatted to the actual course that they will be undertaking using the communication aided devices. All aspects of the course, from the teaching to the submission of the exams will be achieved using the chosen appropriate alternative communication devices (Cale, Casey and Harris). This means that their educational system will be a bit different and prolonged than the other ordinary students within the school fraternity.

              The effective skills that are required by the individuals with exceptionalities will be basic computer knowledge. The social skills will be the ability of the student to facilitate communication using the technologized aided devices, which entirely depend on the basic computer knowledge (Downey). The required life skills with the exceptional students is the competency in enhancing appreciative relationship with the learning environment. However, the instructional content, resources, and learning strategies will be factored with regard to the cultural, logistic, and gender consideration among the individuals with exceptionalities. The instructional content of the learning process will be achieved with regard to the linguistic misunderstanding of the exceptional students. In this process, the distribution of resources will be done based on the requirements that fill the cultural requirement of the group of students with more needs. Of course, the achievement of such effort can only be factored with a well integrated strategy (Buell, Hallam and Gamel-Mccormick). The strategy will ensure the utilization of the most appropriate technology that incorporates the conditions of the exceptional students such as the AAC device with digitalized speech output. The incorporation and the implementation of the AAC device with digitalized speech output will be achieved through recorded information concerning the study discipline. The information will be the notes in a recorded audio, with which the students will be in a position to use while undertaking the course units. 

References

Buell, M. J, et al. “A survey of general and special education teachers’ perceptions and inservice needs concerning inclusion.” International journal of disability, development and education, 46(2) (1999): 143-156.

Cale, L, A Casey and J Harris. An advocacy paper for physical education and school sport. 2016.

Downey. Integrating AAC into the Classroom: Low Tech Strategies. The ASHA Leader , 2004.

Topic Four

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A1:  The three assistive technology devices that I would recommend to teachers who have students with special communication needs are the  AAC with digital speeches output, AAC with synthesized speech output that works through message formulation by spelling and physical contact direction select technique, and AAC with synthesized speech output that perCan you make it happen,HR Management,,

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