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Introduction
Over the last two decades, there has been a significant achievement in availing learning to students with disabilities. The progress in availing learning to students with disabilities has originated from an array of research on the subject of inclusive learning. Relevant parties in the education sector are now exploring the possibility of establishing a learning model that can add value to students with learning disabilities. In this paper, I have explored four articles that have focused on areas that need improvement to create an efficient system of learning for students with learning disabilities.
In her research, Smith has explored how inclusive education has helped learners with serious cognitive disabilities in the United States. Smith thinks that effective learning for students with disabilities is only possible when conducted in inclusive settings. Moreover, the use of broad-based curricula that reflects the diversity in the abilities of all learners is crucial in developing a more effective approach in inclusive learning. Smiths work can help in the direction of developing an improved model of inclusive education for learners with cognitive disabilities.
Jane Soukup has studied how varying parameters in a classroom setting have affected the capacity of learners with cognitive disabilities to access effective learning. Here, Jane noted that there is a need to go beyond inclusive learning so as to avail effective learning for students with cognitive disabilities. Because learning is dependent on a number of parameters that include the learning environment, the behavior of learners, and the effect of teachers, it is not appropriate to assume that inclusive education alone will create suitable parameters for students with cognitive disabilities to access the general curriculum. Therefore, education policies need a bit of tailoring to comply with the educational needs of learners with cognitive disabilities.
In his study, Fred Spooner has explored a number of useful approaches that are helpful in the direction of attaining effective learning for learners with significant cognitive disabilities. Peers are useful in providing the general curriculum to learners with cognitive disabilities. Other approaches that are fruitful in providing the general curricula to learners with cognitive disabilities include the use of self-determination, the utility of Universal Design for Learning, among others. The utilization of the above approaches is helpful in providing effective education for learners with cognitive disabilities.
In his study, Chick Hitchcock has explored how the use of Universal Design for learning is effective in helping learners with cognitive disabilities access the general curricula. Hitchcock has criticized a learning system that is rigid; hence, ineffective in meeting the varied needs of learners. Instead of relying on rigid textbooks for teaching, teachers can use a more helpful approach that utilizes computer technology to present learning content in different forms and perspectives (such as graphical illustrations). I find the (UDL) approach as a helpful means of assisting learners with cognitive disabilities.
Conclusion
The articles that I have explored are helpful in providing useful information that is fruitful in promoting the educational capacity of learners with cognitive disabilities. The content in the articles that I have explored can be used for shaping our educational policy towards improving the educational capacity of learners with cognitive disabilities. All of the articles concluded that inclusive education is the most effective model of meeting the educational needs of learners with cognitive disabilities. However, Inclusive education needs a bit of tailoring and improvement to meet all the educational needs of learners with cognitive disabilities.
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