Teachers also create an inclusive classroom environment by using appropriate classroom strategies. One of the classroom strategies that teachers can use is to equip learners with skills that can help them, especially those with special needs to advocate for themselves (Bucholz & Sheffler, 2009). Jones (2006) and Bucholz and Sheffler (2009) identified five steps to empower learners and assist them become self-advocate, and the steps are:
1) Encourage disability awareness and self-discovery. Help learners identify their areas of strength and areas of need.
2) Teach learners about special education services. Help them understand what services are available to them based on the needs identified in their individualised educational programme (IEP). …show more content…
This model of teaching can be used with learners with and without special needs and has been used fruitfully with adults as well as with learners as young as five (Agran et al., 2000; Palmer & Wehmeyer, 2003). There are three stages in the Self-Determined Learning Model of Instruction; each stage provides a problem for the learner to solve. Learners solve these problems by responding to four questions for each stage. Stage one call for the learner to identify a goal. Learners accomplish this by listing things they want to study, identifying their prerequisite knowledge about the topic, identifying what needs to be done to learn the information they do not know at present, and identifying measures to help them acquire this new information. The second stage calls for the learner to create a plan in order to achieve their identified goal. During this stage, learners respond to questions that help them to identify what they can do to acquire the new information, problems the learner might face in trying to meet the goal, and ways to overcome those problems. The third and final stage requires learners to self-evaluate their advancement on meeting their goal and make adjustments to their plan as necessary to be fruitful. Learners do this by responding to four questions that require them to reflect on the actions they took, the problems they overcame, and the information they learned. Learners finish this stage by evaluating whether or not they learned what they wanted to learn when they originally established the goal (Palmer & Wehmeyer,
1) Encourage disability awareness and self-discovery. Help learners identify their areas of strength and areas of need.
2) Teach learners about special education services. Help them understand what services are available to them based on the needs identified in their individualised educational programme (IEP). …show more content…
This model of teaching can be used with learners with and without special needs and has been used fruitfully with adults as well as with learners as young as five (Agran et al., 2000; Palmer & Wehmeyer, 2003). There are three stages in the Self-Determined Learning Model of Instruction; each stage provides a problem for the learner to solve. Learners solve these problems by responding to four questions for each stage. Stage one call for the learner to identify a goal. Learners accomplish this by listing things they want to study, identifying their prerequisite knowledge about the topic, identifying what needs to be done to learn the information they do not know at present, and identifying measures to help them acquire this new information. The second stage calls for the learner to create a plan in order to achieve their identified goal. During this stage, learners respond to questions that help them to identify what they can do to acquire the new information, problems the learner might face in trying to meet the goal, and ways to overcome those problems. The third and final stage requires learners to self-evaluate their advancement on meeting their goal and make adjustments to their plan as necessary to be fruitful. Learners do this by responding to four questions that require them to reflect on the actions they took, the problems they overcame, and the information they learned. Learners finish this stage by evaluating whether or not they learned what they wanted to learn when they originally established the goal (Palmer & Wehmeyer,