Reflection on case study on teaching strategies assessment answers

Subject Name : Education

Reflection on case study on teaching strategies for students with Down syndrome
Mishal Mishal
A1701400
Alphacrucis College Paramatta and global online
EDU540 S1 18
Assignment Minor
Due date 8 April 2018
Submission date 7 April 2018
Final word count 315
Plagiarism Quiz Score ltinsert quiz scoregt
Plagiarism Quiz Completed ltinsert date of quiz completiongt
I hereby declare that the following work in this assessment is my own, except where indicated through due referencing. This assessment has not, in full or part, been submitted for another class or course at AC or any other institution.
SignedM.M.Date 7 April 2018

REFLECTION
Every individual has the right to an education. The concept of Universal Design means something that can be useful to all. It can be applied to learning by creating pedagogy that offers an opportunity for all students to reach the outcomes at the level commensurate with their ability. Universal Design for Learning explains that there are varied ways of providing knowledge to students and varied ways for students to demonstrate that knowledge which means varied ways to engage students.
In this case study, my aim was to create teaching approaches that make classroom environment best suited for the learning of Jim. Due to Down syndrome (DS), Jim had delayed speech, inability to comprehend facial expressions and abstract ideas, and difficulty in retention and application of information. He had physical limitation of kneecap instability. Nonetheless, he was enthusiastic to learn and has a good visual memory.
Keeping in mind the educational goals set by the Melbourne Declaration, I aimed to develop teaching strategies that provided Jim with high quality school education irrespective of his disability. I used UDL model to devise learning strategies for Jim. Use of variety of visual aids like colorful pop-up books, colorful charts on classroom walls, videos, cue cards, and models helped, use of mental imagery, scaffolding in form of textual analysis, and use of assisted technology for DS helped Jim to understand complex concepts, memorize knowledge for future use, and internalize information. Jims social functioning was augmented by sitting near to other students, group study, and peer tutoring.
Different types of assignments for assessment of Jims learning outcomes gave him the opportunity to demonstrate whatever he had learnt in a way best suited to his developmental ability. Collaborative learning approach for Jim that included inputs from music teachers, Jims parents, parents of other students, adapted physical activity coaches, and paraeducators ensured that he had same learning outcome as any other student.