Teaching students is an important aspect and the tutors must ensure that they deal with the different and special characteristics of the learners they have to handle every day. This ensures that every student enjoys the learning environment despite his or her special capabilities, features, and needs. The seven principles are a guideline to the teachers on what they should do to make sure that children have the best learning experience (Grossman & McDonald, 2008). Hence, for the purpose of the paper, it will consider examples and provide the perspective of a parent of a student as they employ the principles to their children as they provide them with the knowledge they require to go through the different phases in life. According to Rieckmann (2012), the principles include providing participation, valuing diversity, ensure that there are local decisions and the adjustments, implement the frameworks for the resource allocation, match the pedagogy with the needs of the students, deliver the programs in a responsive way, and allowing the access and collaboration for better outcomes. They are discussed below:
Provision of accessibility and participation: the parent ensures that the special childrens meeds are accommodated in the house (Hinkel, 2011). For instance, as they buy the feeding tables for the other children, they must prepare a special one that will allow the child feed comfortably. They can make adjustments and customize it to fit their needs. The children have the chance to say what they want if they are in a position to talk which allows them the chance to express their needs and dislikes. The children and the parents maintain a healthy relationship amongst them.
Valuing diversity: the parent ensures that the child gets proper education despite the special needs. When it comes to family meetings, they can allow the child narrate how their day was despite the inability to communicate in a language they can all comprehend (Jordan, Schwartz, & McGhie-Richmond, 2009). The parents recognize that each child is unique and there is no need to compare them, which might affect their self-esteem. They teach the other siblings to appreciate each other with all the shortcomings that each of them possesses.
Adjustments and local decisions: the family decisions should centre on the needs of each family member (Garrison & Vaughan, 2008). Each has an equal chance with the others. Hence, for instance, adjusting the playground within the home is important to accommodate the child with special needs. It also ensures that the other children play with the special child as they play games that the child can play comfortably (Forlin et al., 2009). It gives them the chance to bond and relate with each other as siblings and as a family in the long-term.
Implement the framework for allocating resources: based on the needs of each child in school, the parent will ensure that they purchase different things their children need so that they can have a smooth learning environment (Rieckmann, 2012). They ensure that they divide the money to meet the social, physical, and psychological needs despite the limited resources they have as a family. For instance, during the holidays, the parent ensures that they buy all the children presents with respect to what they like or enjoy doing.
Matching the pedagogy with student needs: the parent ensures that they have no favourite when bringing up the children. They show them the same kind of affection and this type of system allows the children enjoy the attention they get at a time. it also ensures that the individual needs are met (Florian, 2008). Communication is open as the parent adjusts as the children grows up so that they can understand them if they need to express any type of change they need.
Delivery of responsive programs and services: the parent realizes that the children will have diverse needs at each stage in their lives with the special children needing more attention (Burgstahler, 2015). Hence, being flexible allows the parents to adjust and respond accordingly. It ensures that the children feels appreciated and they learn to appreciate that they need a little assistance from the parents to move on with their lives.
Collaboration for better outcomes: the parent is aware that they cannot handle the needs of the children on their own. They need help from different ends and from the people that interact with their children in and out of their experience (Sife, Lwoga, & Sanga, 2007). Hence, to facilitate this, the parents ensure that they model partnerships with other people like the teachers, caregivers, and siblings. All considerations are done with the needs of the children at the centre.
The seven principles are applicable in the lives of the children at every stage of their lives. The teachers adjust them to fit the various needs of the students and ensure that each learner understands the different lessons taught in class every day (Brockbank & McGill, 2007). Parents are the first contact with the children and they apply this knowledge to give the children the confidence they need to deal with the different stages in their lives.
Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education. McGraw-Hill Education (UK).
Burgstahler, S. E. (2015). Universal design in higher education: From principles to practice. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing preservice teachers attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205.
Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning (Vol. 2). Routledge.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and teacher education, 25(4), 535-542.
Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?. Futures, 44(2), 127-135.
Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers. International journal of special education, 21(2), 80-93.
Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International journal of education and development using ICT, 3(2).
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