Download The Inclusive Classsroom for Early Childhood Development

Presenter: Dr. Polly Bowes Howell, O.D., J.P.
(ECD/Special Education Consultant)
CONCURRENT SESSION
DAY 3: 10:30 A.M. – 11:30 A.M.
AREAS TO BE COVERED
• Unlocking the Potential at the Early Childhood Level
• New Information on Brain Development
• What Works? Research Does
• Closing the Gap in Educational Achievement and
Attainment
What is it that we already know about
Brain Growth and Development?
• Research reveals that the human brain is
wired at an astounding rate during the
early months and years of development.
• These first three (3) years are critical as
the experiences gained during this period
will set the stage for future learning and
development (window of opportunity).
What is it that we already know about Brain
Growth and Development?
(Cont’d.)
Meet the 21st Century child:
• Short attention span culture, which
demands stimulation, and bombards us
with sensory overloads.
From birth his environment literally wires
and re-wires pathways to the brain.
What is it that we already know about Brain
Growth and Development?
(Cont’d.)
Meet the 21st Century child cont’d.:
• The brain is as mysterious as it is
awesome. This 3lb grey matter not only
controls the most basic functions (such as
breathing, reflexes and seeing) but it is
also the control centre for all thoughts and
actions.
The Human Brain
What is it that we already know about Brain
Growth and Development?
(Cont’d.)
Meet the 21st Century child cont’d.:
• Two decades or so ago, we thought that the
human brain was hard-wired at birth which
meant, you were either born smart of you were
not.
• Today, what research has revealed is that the
brain appears to be very plastic – a super
sponge, that is constantly changing and
adapting in response to outside stimuli.
What is it that we already know about Brain
Growth and Development?
(Cont’d.)
Meet the 21st Century child cont’d.:
• That is what has now given rise to the
special attention now being paid to Early
Childhood Education and Development.
UNESCO’s Global Monitoring Report says
“Children with Disabilities Most Excluded”
Here is a glimmer of hope drawing from
four main areas.
1. The right teachers must be selected for
the diversity of the children they teach.
2. Teachers must be trained to support the
weakest learners.
Glimmer of Hope cont’d.
3. The best teachers should be assigned to
teach where the most challenges exist.
4. That governments must provide teachers
with incentives to encourage them to
ensure that all children are learning.
As educators, one of our major concern is the
educational achievement and attainment
among groups of students.
Boys as against girls
Students with disabilities
Exceptional learners
Socio-economic status of children
(poverty)
Children from disadvantaged
backgrounds
Task Force Report on Educational Reform (2004) has
set some targets for 2015, one of which is “85% mastery
in literacy rate for all students at the Grade 4 level.
What have we seen?
1. Girls continue to outperform boys at this level
(gender gap)
2. This gap begins as early as 18 months (early
socialization) vocabulary expectations, social
interaction with family unit.
Task Force Report on Educational Reform (2004)…
Cont’d.
What have we seen?
3. The child who enters K1 with one or more
risk factors, starts out behind the child who
starts with none.
The fact is that, without early stimulation, this
child will definitely gain less through to third
grade.
THE EDUCATION BELL CURVE
Since every child can learn and every child
must learn, we must include all our children
which means education must be the right of
every single child.
Where should this education be provided?
1. In the regular
classroom, or
classroom
or
special
2. In the regular school or special school.
• 10% to 15% of school-age children are
considered to have a disability that
prevents them from learning normally.
These children need special services to be
able to reach their full potential.
References
Freed M. , parson L (1997) Right Brained Children in a Left Brained
World, Fireside Rockefellow Centre New York
Gunning TC (2006) Closing The Literacy Gap Pearson New York USA
Magon AJ (2009) Gender The Brain and Education University of
Victoria British Columbia
Sylvester R. (1998) Student Brains School Issues Pearson Skylight
Illinois USA
Task Force on Educational Reform Jamaica – A Transformed Education
System (2004)
Taylor R. L (2009) Assessment of Exceptional Students Pearson
Columbus, Ohio