Catering for students with different learning needs: from students with special needs to gifted and talented students
As educators, it is our responsibility to ensure that all students in our care are engaged in learning that is appropriate for their intellectual, physical and emotional needs. The depth, breadth and, importantly, flexibility of the I Dig Archaeology! program delivers learning that is highly engaging for students who may be learning in less traditional classroom settings.
STUDENTS WITH SPECIAL NEEDS
An important principle which underpins our program is the concept of equity in access to education. Too often, students with special needs, learning difficulties or physical impairments find themselves unintentionally excluded from learning experiences, especially ones which are "hands-on". There are a number of ways in which students with special needs are catered for in the IDA program.
(1) The complexity of the excavation and recording is an easily adjusted variable, and can be effectively matched to students operating at any cognitive level. Thus, students with an intellectual disability can not only actively participate in the program, but can find such an educational experience very rewarding and memorable.
(2) The wide range of physical and intellectual tasks in the program can be suitable for a diverse range of individual capabilities, therefore those students who may have a vision or hearing impairment need not be excluded altogether. Rather, they can participate at a level which is suited to their range of capabilities.
(3) Students with physical disabilities can participate in all aspects of the program, even those who need to use a mobility aid such as a wheelchair, as the excavation is elevated and "in the round".
GIFTED AND TALENTED STUDENTS
Students with gifts or talents require targeted learning programs that enable them to develop these gifts and talents even further. As the G & T group of students is in no way homogenous, programming to cater for the wide range of gifts and talents that may emerge within a cohort can be challenging. Yet identifying and creating meaningful learning experiences for these students is considered of sufficient importance to warrant a specific government policy (see NSW Department of Education and Communities. n.d.).
Francoys Gagne, a leading academic in the field of G & T education, developed what he termed a Differentiated Model of Giftedness and Talent (DMGT) in which he identified four aptitude domains for giftedness: Intellectual, Creative, Socioaffective and Sensorimotor (Gagne, 2007). By examining some of the archaeological themes in the IDA program in light of Gagne's model, the ways in which the program effectively caters for students with giftedness in any of the four aptitude domains is evident.
An important principle which underpins our program is the concept of equity in access to education. Too often, students with special needs, learning difficulties or physical impairments find themselves unintentionally excluded from learning experiences, especially ones which are "hands-on". There are a number of ways in which students with special needs are catered for in the IDA program.
(1) The complexity of the excavation and recording is an easily adjusted variable, and can be effectively matched to students operating at any cognitive level. Thus, students with an intellectual disability can not only actively participate in the program, but can find such an educational experience very rewarding and memorable.
(2) The wide range of physical and intellectual tasks in the program can be suitable for a diverse range of individual capabilities, therefore those students who may have a vision or hearing impairment need not be excluded altogether. Rather, they can participate at a level which is suited to their range of capabilities.
(3) Students with physical disabilities can participate in all aspects of the program, even those who need to use a mobility aid such as a wheelchair, as the excavation is elevated and "in the round".
GIFTED AND TALENTED STUDENTS
Students with gifts or talents require targeted learning programs that enable them to develop these gifts and talents even further. As the G & T group of students is in no way homogenous, programming to cater for the wide range of gifts and talents that may emerge within a cohort can be challenging. Yet identifying and creating meaningful learning experiences for these students is considered of sufficient importance to warrant a specific government policy (see NSW Department of Education and Communities. n.d.).
Francoys Gagne, a leading academic in the field of G & T education, developed what he termed a Differentiated Model of Giftedness and Talent (DMGT) in which he identified four aptitude domains for giftedness: Intellectual, Creative, Socioaffective and Sensorimotor (Gagne, 2007). By examining some of the archaeological themes in the IDA program in light of Gagne's model, the ways in which the program effectively caters for students with giftedness in any of the four aptitude domains is evident.
|
GAGNE'S APTITUDE DOMAINS
Intellectual Creative Socioaffective SensoriMotor |
IDA'S ARCHAEOLOGICAL THEMES
Use of technical, discipline-specific language.Complexity in field tasks, eg. archaeological drafting, Munsell descriptions, use of soil triangles. Complexity of archaeological concepts, eg. context, stratigraphic sequencing, the spatial associations of artefacts. Acute observation in artefact recording. Decoding and interpreting specialist archaeological reports (including scientific reports). Problem solving in the field Mapping, planning, artefact drawing and modelling Deep critical thinking in site interpretation Publication of archaeological material in unusual and creative ways, eg. artworks based on students' experiences, web publishing, documentary film, dramatic interpretation, museum display Leadership in archaeological decision making Effective task allocation Teamwork in the field Collaboration with peers in site processing and interpretation Strength and co-ordination in physical archaeological tasks Mastery of general and fine excavation techniques |
Gagne also drew attention to the issue of the relevance of enrichment programs for G & T students. Specifically, he warned against the use of programs which are divorced somewhat from curricula or from students' special interests. Now that History is a discrete teaching area from foundation years through to year 12 in the National Curriculum, an archaeology education program such as IDA would be an appropriate inclusion in any G & T program.
References:
Gagne, F. (2007) 'Ten Commandments for Academic Talent Development', Gifted Child Quarterly, vol. 51, no. 2, pp 93-118
NSW Department of Education and Communities (n.d.) 'Gifted and Talented Policy', retrieved 8/1/14 from http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
References:
Gagne, F. (2007) 'Ten Commandments for Academic Talent Development', Gifted Child Quarterly, vol. 51, no. 2, pp 93-118
NSW Department of Education and Communities (n.d.) 'Gifted and Talented Policy', retrieved 8/1/14 from http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml