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Theoretical Foundations of Classroom Management in Special Education

This document discusses the theoretical foundations of classroom management in special education settings. It defines diversity as recognizing individual differences in students. The sources of learner diversity include culture, gender, language, learning style, and socioeconomic status. Key components of classroom management are the physical, psychosocial, behavioral, instructional, procedural, and organizational dimensions. Classroom settings have special characteristics like being multidimensional, simultaneous, immediate, unpredictable, public, and having a history. Understanding diversity and applying the different components of classroom management are important for teaching in special education.

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Arlyn Melecio
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272 views36 pages

Theoretical Foundations of Classroom Management in Special Education

This document discusses the theoretical foundations of classroom management in special education settings. It defines diversity as recognizing individual differences in students. The sources of learner diversity include culture, gender, language, learning style, and socioeconomic status. Key components of classroom management are the physical, psychosocial, behavioral, instructional, procedural, and organizational dimensions. Classroom settings have special characteristics like being multidimensional, simultaneous, immediate, unpredictable, public, and having a history. Understanding diversity and applying the different components of classroom management are important for teaching in special education.

Uploaded by

Arlyn Melecio
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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THEORETICAL FOUNDATIONS

OF CLASSROOM MANAGEMENT
IN SPECIAL EDUCATION
DIVERSITY IN THE
CLASSROOM
Objectives:
● Explain what is meant by the term DIVERSITY.
● Identify and describe the SOURCES OF LEARNER
DIVERSITY.
● Determine LEARNER DIVERSITY as applied in
SPECIAL EDUCATION SETTINGS.
● Explain the value of understanding DIVERSITY IN
CLASSROOM MANAGEMENT.
CONCEPT OF DIVERSITY

DIVERSITY means recognizing the group or individual


differences that we see in our students.
( Eggen & Kauchack, 2010)

DIVERSITY means looking at each student's profile - his


biological challenges, his family patterns, and where he stands
on the developmental ladder.
( Greenspan & Weider, 1998)
>A teacher who is iII-prepared to understand the diversity in
the classroom tends to discriminate subtly students through
certain facial expressions, selective acknowledgment, or
tolerating class "MONOPOLISERS" (Davis, 2001).

>The most important challenge of the Special Education teacher


in a diverse educational setting is to deal with PREJUDICES
and DISCRIMINATION.
SOURCES OF THE LEARNER DIVERSITY
> Learner Diversity influences the way teachers manage the
classroom. In a typical classroom can be attributed to :

● Culture
● Gender
● Language
● Learning Style
● Socioeconomic Status
CULTURE
Attitudes & Values
Child-Adult
SOCIOECONOMIC Interaction
STATUS GENDER
Basic Needs & experiences
Role Identity
Parent Involvement
Stereotype Threat
Attitudes & Values

LEARNING
DIVERSITY
LEARNING
STYLE LANGUAGE
Visual Audio Dialect
Kinesthetic Tactile

Figure 1. Sources of Learner Diversity in a Typical Classroom


CULTURE

CULTURE is an important consideration in understanding learner


diversity.

>Think about the clothes you wear, the music you like, the food you
prefer. These and your other family patterns are all part of your
CULTURE.

>Child - Adult Interaction is an important consideration when the


teacher desires to establish compliance behaviours.
GENDER

GENDER is another important consideration in understanding diversity.


We identify roles expected of girls and boys.

>These role identifies have resulted to STEREOTYPE THREATS.

>Teachers my unintentionally reinforce gender stereotypes such as


assigning house and tool- using tasks to girls and tool- using tasks to boys
or give more responsibilities to boys than girls. ( UNESCO, 2004)
Languages

> Your dialect can also make you different from the rest. No matter how
hard you try to imitate a second language speaker.

Example. There will always remain a trace of your mother tongue, the
language you grew up with.
LEARNING STYLE

LEARNING STYLE are the preference individuals demonstrate in the


ways in which they concentrate, process, internalise and retain academic
information.
SOCIOECONOMIC STATUS

SOCIOECONOMIC STATUS has been considered in relation to school


performance and behaviour.

>Differences in behaviour are attributed to the extent parents are involved


in their child's development, how basic needs are met and the provision of
stimulating and developmentally appropriate experiences.
DIVERSITY IN THE SPECIAL
EDUCATION SETTING
Legislative Mandates and Policies in support to
Understanding Learner Diversity
● THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES
● SALAMANCA STATEMENT AND FRAMEWORK OF ACTION
● PHILIPPINE EDUCATION FOR ALL 2015 NATIONAL PLAN FOR
ACTION
THE 1987 CONSTITUTION OF THE
REPUBLIC OF THE PHILIPPINES
Education Act of 1982 and Constitution of the Republic Philippines, Art.
XIV, Sec. 5, par. 5 (1987) mandates that all people regardless of sex, age,
creed, socioeconomic status, physical and mental condition, social and
ethnic origin, political and other affiliations should be given access to
quality education in line with the national goals and conductive to their
full development.
SALAMANCA STATEMENT AND
FRAMEWORK OF ACTION
The global movement for Education for All (1990)was strongly
reaffirmed by the Salamanca Statement and Framework for Action (1994)
In its principles and policy ensuring the right to education for everyone of
individual differencesIn its principles and policy ensuring the right to
education for everyone of individual differences.

.
PHILIPPINE EDUCATION FOR ALL
2015 NATIONAL PLAN FOR ACTION
The Philippines participation in this significant conference and in the
Dakar Framework 2000 inspired the Philippines Education for All 2015
National Action Plan specifically to include in its goals a strong
declaration to provide basic quality education for all and eliminate gender
disparities in primary and secondary education.
Each of these developments seeks to
respond to DepEd’s vision for Filipino
children, both typical or with special
needs, for a discrimination- Free quality
education
KEY COMPONENTS
OF CLASSROOM
MANAGEMENT
OBJECTIVES:
● State an operational definition of classroom management.
● Describe how each component contributes to the dynamics of classroom
management.
● Illustrate by examples the special characteristics of classroom settings.
BASIC CONCEPTS OF CLASSROOM
MANAGEMENT

In the 19th and 20th Century Classroom management focused on the


mastery of the 3R’s obedience and compliance.

> CLASSROOM MANAGEMENT was defined as “a systematic


designing of the classroom environment to create conditions in which
effective teaching and learning can occur” ( Smith, et al, 2006
>The paradigm shift in the concept of “bag of tricks “ and a teacher-directed
to an invironment of teacher-students shared responsibility and learning has
brought a more humane, comprehensive definition of classroom
management.
>The contemporary concept of classroom management emphasizes on the
concerted of both teacher and student to create an effective learning.
Key Components of classroom
management and organization
Classroom is a behavioural setting that is ecobehavioral in context and
multidimensional composed of key components.

Six(6) Main Components in Classroom Management

● Physical
● Psychosocial
● Behavioural
● Instructional
● Procedural
● Organizational
PHYSICAL DIMENSION

°Setting up your classroom space

° A well- organized classroom space can help maintain


order, increase pupil interaction, decrease level of
distractions and consequently decrease the occurence of
unacceptable behaviors.
PSYCHOSOCIAL COMPONENT

°Determine the classroom CLIMATE or the atmosphere


of the class.

°Factors that affects this component:

● Teachers
● Peers
● Family
BEHAVIORAL COMPONENT

°DISCIPLINE

°Most challenging component since in Special


Education, student’s unacceptable behaviors would just
“ come out of nowhere”
INSTRUCTIONAL DIMENSION
°The amount and quality of instruction has taken the center stage
in the educationof children with special needs.

°SPED teachers should :

-be prepared on how to manage instructional time wisely.

- master the use of reinforcement and technology as these are


powerful tools in learning.
PROCEDURAL DIMENSION

°Chaos & Order

°Rules and procedures are necessary to maintain order


within acceptable limits for a classroom event to be
realized in the situation.
ORGANIZATIONAL DIMENSION

°Your working environment relationship.

°Immediate working area. (Teacher’s Table)


CHARACTERISTICS
OF CLASSROOM
SETTING
°The classroom has special characteristics that make it a complex
environment :

● Multidemsionality
● Simultaneity
● Immediacy
● Unpredictability
● Publicness
● History
Multidemsionality

°As a student are diverse, we also expect


what they’re doing will always differ from
the other.
SIMULTANEITY

°eyes in the back of their heads


°Withitness
IMMEDIACY

°Response to occuring situations during


classes.
Unpredictability

°Many events occuring in the classroom


cannot be anticipated even with careful
planning
Publicness

°Events in the classroom, especially those


involved the teacher are often witnessed by
large portion of students.
History

°Past events from the history of the


classroom.
°Negative or Positive, class events today
will always affect what happens in the
future.

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