OCTOBER: Application of Teaching Strategies in an Inclusive Education Model: Visual Aids as Communication Support

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Attendees: 56
Platform: Zoom
Resource Speakers: Senior Teacher An and Teacher Ally from Kindle Garden Preschool
Purpose: To explore the use of visual aids as a crucial tool for supporting diverse learners in inclusive education settings.
Summary of Key Discussion Points:
Inclusive Education at Kinder Preschool: The session began with a video showcasing Kinder Preschool’s inclusive environment and the various communication methods used to support children with diverse needs.
 Universal Design for Learning (UDL):The speakers emphasized UDL as a key principle of their inclusive education model, highlighting the importance of:
  • Multiple means of engagement (motivating students through their interests)
  • Multiple means of representation (presenting information in various modalities)
  • Multiple means of expression (providing diverse tools for students to demonstrate their learning)
 Communication Barriers: The session addressed common communication barriers faced by children, including nonverbalism, speech and language delays, hearing impairments, and cognitive impairments.
 Visual Aids as Communication Support: The use of visual aids was presented as a powerful tool to overcome communication barriers and enhance learning for all students. Benefits included:
  • Supporting diverse learning styles
  • Reinforcing verbal information
  • Promoting language and communication development
  • Breaking down complex instructions
  • Increasing participation and engagement
 Types of Visual Aids and Teaching Strategies:
Examples of visual aids used in Kinder Preschool were shared, including:
  • Visual step instructions for routines (e.g., arrival, toileting)
  • Social stories for learning journeys
  • “I Spy” activities
  • Visual schedules
  • Communication boards
  • Visual instructions for lessons
  • Checklists for routines and activities
  • Social-emotional support visuals
 Case Studies: Two case studies were presented to illustrate the effective use of visual aids in addressing specific communication barriers.
Interactive Activity: Participants engaged in an activity where they shared ideas for applying visual aids in different scenarios.
Q&A Session: The speakers addressed questions from participants on topics such as toilet training for children with ASD and strategies for managing challenging behaviors.
 
Overall Impression:
The CoP session provided valuable insights into the use of visual aids as a powerful tool in inclusive education. The speakers effectively showcased the benefits of visual supports and shared practical strategies for implementation in various settings. The interactive activity and Q&A session allowed for meaningful engagement and knowledge sharing among participants.
 

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