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Integrated Unit Plan:Meeting The Various Needs Of Learners Featured

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Integrated Unit Plan:Meeting The Various Needs Of Learners

Subject: Taking care of the environment

Grade/Topic: Science for Preschool level on Environment

Lesson Plan 1: Topic: looking at leaves and objects

Needs of students with disabilities

As a teacher, I have to have the expertise on acuity, vision, visual and ocular-motor fields. I need to understand various teaching strategies for the visually impaired children and the effects that blindness has on children classroom learning, performance and development (Smith and Simpson 2001). In order to assist blind children, I will introduce equipments and modify the environment so as to maximize children performance. I will need support from occupational therapies for the functional abilities of the child. I will implement activities that address sensory systems, movement position a visual perceptual (Wolffe, 1999).

 This activity of examining shapes of objects in the environment will be made individualized for blind and deaf children. Communicating with blind-deaf children can be through the use of signs language, Braille, Tadoma and communication board. I will integrate collaborative instructions in the casual setting provide them with a stimulatory environment where they can gain concrete experiences. The blind children will use their sense of touch to find out the shape of various objects. A stimulatory approach will be the best practice for teaching deaf and blind children. This approach involves the use of direct observation, audiology assessment, ecology assessment, parent involvement, direct observation and assessment of the functional visual and communication among other aspects. The learning environment has to be free from distractions so as to help children with low concentration level and that b suffering from autism (Wagner, 2001).

 This will be done through providing a quiet setting, provide special lighting, use of headphones to reduce external distractions and the use of adaptive equipments and assistive devices. Assessment accommodation will generally focus on whether have understood the concrete materials or can orally state the shape of objects without them having to write the shapes (Mensa for kids, 2011). The oral response will be recorder. Students facing communication challenges such as the deaf will be given assistive technologies like the speech to text technology and other adaptive equipments and assistive devices to help them.

 Gifted children

The young gifted, talented and exceptional children will be provided with a variety of activities that are challenging which are essential to provide them with a stimulating environment. They can, for example, be required to explain the dimension of objects and encouraged to talk and think about parts and shapes that make up an object. For example, a log of tree would have a circle shape at the top and square share in the middle.

 The below-level children

This group comprised of children facing various difficulties in learning such as inability to read. They will be assisted through reading the items of the test loudly. The text-to- speech technology will be used to communicate test items and give directions. I will provide those with sight difficulties large print formats and braille. In focusing on the exercises, I will encourage students to use pointers, positioning tools and blank cards so as to enhance their visual attention (Building our Future, 2010). The on level students will be assisted by giving them extra examples of practices and encouraging them to keep on working.

Lesson Plan 2; Smell flowers

Student’s needs

For this exercise, students with difficulty in recalling and answering questions will be assisted. Those with difficulty writing down or drawing an object of what they smell in their own handwriting will be assisted through providing them with increased space to draw and answer questions. I will also accommodate such students by letting them respond orally to the smells. The diversity of children will also be accommodated by letting them give responses to an interpreter when they lack the English definition of smells or object’s smells. I will give partial credit to responses questions that are not fully correct for students with disabilities and experience difficulty in maintaining attention during the test. The below-level students will be assisted during this exercise by encouraging them to use manipulative or required to complete uncompleted sentences. In will also provide them with shapes and diagrams of fruits to help them recall the smells. I will use open ended questions to guide them to the right answers. I will guide them in understanding the scientific terminologies used in the class discussions. For tests, they can retake the exam and provide them with credit for improvement (Shally, 2007).

For those students who work slowly, I will give them additional time to complete the tasks assigned to them. They can take short breaks during the class activity. I will also consult with parents to know whether their kids can be affected by smells. For those with attention and concentration problems, I will ask them few questions yet ensure that the skill and connect of exercise are tested. I will remind them on previous day activities and ensure that the answers provided are correct (Ontario Ministry of education, 2006).

Lesson Plan 3: Sounds in the environment

Meeting the various needs of learners

For the special education students with difficulty in concentrating, they will be given time or assigned in a small group to write their poems (Tabors, 2008). They will be provided with a study closure to undertake their tests especially in writing activities. Those with physical impairment that impact on their hearing will be provided with the needed equipments and adaptive techniques (Sherer, Pierce, Parades et al, 2001).

They will be provided with technologies for writing explanations on answers and essays. Such technologies include digital voice recorder, word processor and cassette tape recorder that they will record their answers (Genesee, Johanne and Crago, 2004). Students will be encouraged to participate in role play that comprises of dance, music, crafts and fine arts representing the diverse cultures of students. In drawing the s shapes of animals. Students will use paints, crayons and papers as well as a wide range of color to represent the skin colors of the animals (Curriculum support 2009).

The below level and gifted children will be assisted by various ICT resources and tools so as to meet their unique needs and support learning. Such as the use of the computer to produce animal sounds and to read aloud a story. Words can be highlighted in Bold and large fond as they are being read. Children will further use the computer to view the graphic and visual images of animals. The DVDs and CDs will help them investigate the research on animals in the planet.


Genesee, F, Johanne P and Crago B (2004) Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore, Brookes Publishing Co.

Tabors, P (2008). One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language. 2nd ed. Brookes Publishing Co.

Curriculum support (2009) parents count too; helping children with objects and shapes. Retrieved from


On September 15th 2013

Ontario Ministry of education (2006) the kindergarten program. Retrieved from On September 15th 2013

Mensa for kids (2011) Kindergarten Lesson Plan —— Shapes. Retrieved from On September 15TH 2013

Wolffe, K (1999). Skills for success: a career education handbook for children and adolescents with visual impairments. New York, NY

Wagner, S (2001) Inclusive programming for students with Autism/Asperger’s Syndrome. Future Horizons, Inc.

Building our Future (2010) Educating Students. In Autism Society of America.

Shally, C (2007) since we’re friends: An Autism picture book. Centeron, AR: Awaken Specialty Press.

Smith M, and R Simpson (2001) Effective practices for students with Asperger syndrome," in Focus on Exceptional Children 34

Sherer, M., Pierce, K, Parades Kisacky, I (2001) Enhancing conversation skills in children with autism via video technology 25, 140-158.

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