Lesson Plan Portfolio

LESSON PLAN RATIONALE 1

Bianca’s Lesson Plan Rationale

Kyerra Martin

ESE 645 Lesson Design for Students with Mild to Moderate Disabilities

University of Ashford Global Campus

05/03/2021

There is a greater need to have students with learning disabilities being given simplistic learning attention that influences a positive learning outcome. This aspect is majorly achieved by having the students and the educators devising a plan that caters to almost all the students' required needs. On most occasions, students with learning disabilities like Bianca will be required to be taken through a learning outcome that caters to their internal and external learning environment needs. In the case of Bianca, the development of the lesson plan was influenced by the need to include all aspects of her learning challenges, from her internal personality to external factors. Some of the specific lesson plans were influenced by: the need for the student to know some of the best ways of interacting with her peers. According to Bremer et al. (2003), there is an increasing need for the students to be helped and be able to in certain fluence aspects of their interactive aspects and behaviours. This requirement calls for the student to be taken through a systematic lesson guide that is aware of some of the interactive nature of a student.

The second rationale for the lessons in the lesson plan is that the student should understand her cognitive skills and what she can do both in classwork and outside classwork. This necessity was because the student showed a lack of cognitive development that hindered her educational progress. For example, the student did not value certain aspects of her involvement with others within her peers to fear feeling left out or feeling unwanted. This aspect calls for the educators to develop a plan that will lead to the student accepting her situation first in the eyes of her peers. According to Miller and Cumming (2020), learning outcomes are always determined by a given program's effectiveness. This aspect necessitates for the educators always to develop that plan that they feel is right for the student's learning outcome instead of what is generally required of a given student by a laid down program.

References

Bremer, C, Kachgal, M and Schoeller, K. (2003). Self-Determination: Supporting Successful Transition. National Center on Secondary Education and Transition Institute on Community Integration. http://www.ncset.org/publications/viewdesc.asp?id=962

Cumming, T and Miller, M. (2020). What Changes? Keeping Learning Outcomes Consistent in Times of Change. Association of American Colleges and Universities July 13, 2020. Retrieved from https://www.aacu.org/blog/what-changes-keeping-learning-outcomes-consistent-times-change