Enhancing Teaching Methodologies for Students with Intellectual Disability: Approaches and Preliminary Progress

Daniel Östlund, Anna-Lena Andersson, Nina Klang

Forskningsoutput: KonferensbidragSammanfattning (abstract)Peer review

Sammanfattning

Traditionally, caregiving was prominent in educating students with ID, but recent shifts prioritize their development and learning, evident in upcoming ID curricula revisions. Drawing from Ball et al. (2012) four aspects—situated context, professional culture, material context, and external context—that can be interconnected to varying degrees, influencing educational processes. The program involves seven municipalities and two universities and are geared toward enhancing teaching methodologies for students with ID through adapted syllabi aligned with local conditions, striving to advance overall and syllabus-specific goals in education. The focus is to enhance didactic awareness and evaluating teaching to promote student progression. The participants and researchers engage in cooperation fostering a wider repertoire of methods adaptable to diverse student needs.

Various methodologies, including mapping, research circles and logbooks are employed to gather comprehensive data. The participants from the seven municipalities consist of principals, special educators, teachers, and paraprofessionals. Approximately 150 participants serve as local process leaders guiding the work in 42 local development groups.

Preliminary Findings: Data collection primarily involved participants' logbooks. Initial results exhibit promising advancements toward short- and long-term goals in diverse domains: Communication: Heightened independent engagement across various subjects. Adapted Learning Environment: Creation of accessible learning settings. Use of AAC: Progress in supporting expressive communication. Goal Attainment: Facilitation of skills acquisition across different subjects and contexts.

Preliminary conclusions: The initial mapping of municipal needs has been pivotal in tailoring the program's direction. This approach holds promise for furthering the program's objectives by enhancing teaching methodologies across local contexts until its culmination in 2025. The ongoing cooperation between participants and researchers underscores the commitment to not just producing research outcomes but also fostering a dynamic environment that actively shapes teaching practices.

Reference:
Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy - policy enactments in secondary school. Routledge.
OriginalspråkEngelska
StatusPublicerad - 2024-aug.-07
EvenemangIASSIDD 2024: World Congress - Chicago, Chicago, USA
Varaktighet: 2024-aug.-042024-aug.-08
Konferensnummer: 17
https://iassidd2024.org/

Konferens

KonferensIASSIDD 2024
Land/TerritoriumUSA
OrtChicago
Period24-08-0424-08-08
Internetadress

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