Week 2 Reflections
Angelika Stylianodou & Elena Nardi (2019), Tactile construction of mathematical meaning: Benefits for visually impaired and sighted pupils
Summary
The research aims to respect students' learning diversities and create a tolerant and comprehensive learning environment. The researcher designed a small experiment based on Vygotskii’s theory of mediation (1993) involving the creation of Shape X(a circle minus a circular segment). The observation focused on how tactile teaching strategies ensure all students have equal learning opportunities and engage in the class. The study also explores how visually impaired (VI) students and sighted students construct math meanings through the process.
The conclusion indicates that VI students and sighted students have different cognition in understanding the shape. However, through the teacher’s attuning, the consequence is that both VI students and sighted students obtain positive influences, highlighting the VI student’s discovery and even making him an essential part of the class.
Stop
This research is meaningful to me because, in my six years of experience as an elementary school teacher, I had never seriously considered the learning differences between sight and touch. Most of the time, I pursued efficient and convenient teaching methods but overlooked the fact that kids at the Concrete Operations Stage need learning experiences from different senses, not to mention implementing differentiated instruction for various students.
In my perspective, some students with special needs, such as Luke, may benefit more from special education tailored to their requirements than remaining in a general class. However, this approach contradicts the fundamental educational principle of 'integrating special-needs students back into society.' This situation prompts me to reconsider: if faced with such a scenario, what teaching strategies can I employ to ensure the engagement of all students in the class and prevent anyone from feeling isolated?
Question
The research begins by addressing the challenges faced by VI students in course design. I am curious if there are alternative teaching strategies tailored to address diverse special needs, such as hearing impairments.
Hi Hsuan-Yu,
ReplyDeleteThanks for sharing your thoughts on the idea of inclusive education and the learning difference between sight and touch. Same as you, I haven't put the sensory experience into my consideration of the design of teaching, I would usually prefer textbook suggested method or activities that are manageable. It is interesting to recognise different sensory experience can lead to different outcomes. In response to your second stop, I can think of a middle ground to 'integrate special-needs students back to the society' as well as addressing their needs. We may let all students get access to the learning materials, regardless of whom it is designed for. Whenever who needs to use that pile of learning materials to cater their special needs, they are free to get it. For instance, if a student needs to have dictionary with her during the test, rather than just giving the dictionary to her, it may be possible to tell the whole class that dictionaries are opened for anyone who need to use it. In such way, it may be a possible way to cater the learning diversity and integrate students with special needs into the society.
Thanks, Hsuan-yu and Natalie!
ReplyDeleteHsuan-yu, well done so far, but you should make sure to find 2-3 stops in each week's article to talk about (not just one). I would also like to have you catch up with the Week 1 reading, viewing, activities and blog posts. Thanks!