Considerations are needed to support pupils with SEND
With a focus on teaching COMPUTER SCIENCE subject, critically analyse what considerations are needed to support pupils with SEND to access learning. What does scaffolding look like in this subject and evaluate the role it plays. Critically reflect on how the theories you have encountered (for example Bruner and Vygotsky) have prompted you to adapt your delivery to ensure learning is possible for all in this subject.
When critically evaluating you are looking at arguments and counter arguments
Sample Solution
When teaching computer science, it is important to make sure that all learners – particularly those with special educational needs and disabilities (SEND) – are supported in accessing the curriculum. Here, considerations should be made for the physical environment as well as the instructional materials used; both of which can be adapted or modified to suit individual learner’s needs (Gillespie-Lynch et al., 2019). For instance, providing flexible seating options in the classroom such as wobble stools or standing desks can help keep learners engaged if sitting for prolonged periods of time is difficult for them. Additionally, allowing students to bring their own laptops or tablets from home may enable them work on tasks from a device that they are already familiar with and comfortable using (Armstrong & Hagel III , 2015).
Scaffolding also plays an important role when providing access to learning experiences in computer science. Scaffolding involves breaking down complex tasks into smaller chunks by introducing concepts step-by-step in order to make them more manageable and easier for students to understand (Shea et al., 2018). This could involve providing hints about how to solve a problem before giving away its solution entirely, or breaking up programming exercises into multiple activities so students don’t get overwhelmed by attempting too many difficult steps at once.
Additionally, scaffolding can involve offering personalized feedback during group work on coding projects. This not only helps ensure that each student understands what they are being asked but also provides teachers with opportunities to assess different aspects of knowledge such as problem solving skills or creative thinking abilities (Petersen & Christensen-Szalanski, 2019). Ultimately, these strategies help create engaging learning experiences while building confidence among all learners regardless of any existing educational barriers.
In conclusion, there are several factors which need consideration when supporting pupils with SEND while teaching computer science. By creating an inclusive environment through physical adaptions and tailored instruction material we can provide equitable opportunities for success regardless of any existing impairments. Furthermore scaffolding techniques play an important role in helping break down complex topics into smaller manageable parts so everyone has access to meaningful learning experiences within this subject area.
