SNED 11 - Reporting

Group 2

Topic 1 :
Selecting and Using Appropriate Assistive Technology for
Humanities

Topic 2 :
UNIT 4: Adapting Instructions in Social Science
Adapting History Curriculum for Diverse Learners

Members:
Evelyn Adriano
Justine Mae Cabagan
Merie Mae Laigue
Aira Faye Maglalang
Jeremiah Mallare

Submitted to:
Prof. Eunice Galman
 Selecting and Using Appropriate Assistive Technology for Humanities

Assistive technology (AT) in humanities refers to tools and services that help individuals
with disabilities overcome barriers to learning, communicating, and participating in
humanities studies. This includes things like reading and writing complex texts, analyzing
historical sources, and expressing themselves creatively.

Here are some types of AT commonly used in humanities:

Reading and Writing Tools

1. Text-to-speech software: Reads aloud digital text, making it accessible for students
with dyslexia or visual impairments.

2. Speech-to-text software: Converts spoken words into text, aiding students with
writing difficulties or physical limitations.

3. Word prediction software: Suggests words as you type, improving writing speed
and accuracy, especially for students with dyslexia or learning disabilities.

4. Grammar and spelling checkers: Help identify and correct grammatical errors and
spelling mistakes, enhancing written communication.

Research and Analysis Tools

1. Mind mapping software: Visualizes ideas and relationships, aiding in organizing
research and brainstorming.

2. Research databases: Provide access to a vast collection of scholarly articles,

books, and other resources, supporting research efforts.

Creative Expression Tools

1. Audio and video editing software: Allows students to create multimedia projects,
such as podcasts, documentaries, or presentations.

2. Graphic design software: Enables students to create visual presentations, posters,

or artwork, fostering creative expression.
 UNIT 4:
Adapting Instructions in Social Science

Adapting instructions in a social science class to an inclusive setting means making

adjustments that accommodate diverse learning styles, abilities, cultural backgrounds, and
personal experiences. Here's a guide to adapting instructions inclusively:

1. Differentiating Instruction
● Provide multiple formats
Present materials using various media (text, video, audio, visuals) to address diverse
learning preferences.
● Vary task complexity
Offer options for students at different ability levels, providing scaffolding for those who need
it and extensions for advanced learners.
● Flexible grouping
Use both homogeneous and heterogeneous groups, allowing students to work in pairs, small
groups, or independently.

2. Culturally Responsive Teaching

● Celebrate diversity
Encourage discussions about different cultural perspectives and historical contexts. Allow
students to explore and share their own backgrounds and viewpoints.
● Avoid assumptions
Be aware of implicit biases or assumptions about students based on their cultural or social
backgrounds.

3. Universal Design for Learning (UDL)

● Multiple means of representation
Present social science content in different ways (visuals, hands-on activities, discussions) to
cater to varied learning needs.
● Multiple means of expression
Allow students to demonstrate their knowledge through different formats (written papers,
presentations, projects, or creative work).

4. Accommodations for Students with Disabilities

● Accessible materials
Ensure that all handouts, readings, and digital content are accessible (e.g., with captions,
screen-reader compatibility).
● Extended time or alternative settings
Some students may benefit from additional time for assignments or exams, or from working
in quieter settings.
● Assistive technology
Support the use of devices or tools that help students with disabilities engage with the
content.
5. Clear and Structured Instructions
● Break down tasks
Break assignments into smaller, more manageable steps. Provide clear rubrics and
examples to show what is expected.
● Check for understanding
Regularly check in with students to ensure they understand the instructions. Allow them to
ask for clarification without fear of judgment.

6. Fostering a Supportive Environment

● Encourage participation
Create an atmosphere where all students feel valued and are encouraged to contribute. Use
techniques like think-pair-share, round-robin discussions, or anonymous question
submission to ensure all voices are heard.
● Model respect and inclusivity
Demonstrate respectful listening and interaction, particularly during discussions on sensitive
or controversial social issues.
● Address social-emotional needs
Acknowledge that social science topics can evoke strong emotions. Be sensitive to students'
experiences and offer support when needed.

By implementing these strategies, you can ensure that social science instruction is inclusive
and accessible to all learners, fostering a richer and more equitable educational experience.
 Adapting History Curriculum for Diverse Learners

Adaptation
Adaptation means a change in the teaching process, materials, assignments or
student products to assist a student to achieve the expected learning outcomes. It is a range
of instructional supports for addressing student diversity, including differentiated instruction,
adaptation, modification, and individualized programming.
Adaptation supports a student to meet the expected outcomes of the curriculum.
Adaptation is specific to a student and responds to his/her identified needs. For example, a
student with an attention disorder may require that instructions and assignments be broken
into “chunks,” and may require a checklist to monitor task completion.

History Curriculum
The history curriculum is a vital part of education, shaping students’ understanding of
the world and their place within it. However, a one-size-fits-all approach can leave many
students behind, particularly those from diverse backgrounds. Adapting the curriculum to
meet the needs of all learners is crucial for fostering an inclusive and equitable educational
environment.

Understanding Diverse Learners

1. Neurodiversity: Acknowledging that learners have varying cognitive abilities,
learning styles, and processing speeds is essential. For instance, some students may
thrive in visual learning environments, while others excel through auditory or
kinesthetic approaches. Educators must recognize these differences and adapt their
teaching methods accordingly.
2. Cultural Diversity: Students come from diverse cultural backgrounds, each with
unique perspectives, traditions, and values. An inclusive curriculum should
incorporate content that reflects this diversity. For example, literature selections can
include works from various cultures, allowing students to explore different
worldviews.
3. Linguistic Diversity: Language proficiency varies among students. Some may be
bilingual or multilingual, while others may struggle with English as a second
language. Teachers can provide additional support, such as bilingual materials or
language acquisition strategies, to ensure all learners can access the curriculum.

Brief Review - Content, Process, and Product

1. Content - input, what student needs to learn or how the student will get access to the
information.
2. Process - how students go about making sense of ideas and information; and
3. Product - output, or how students demonstrate what they have learned.

Strategies for Adapting History Curriculum for Diverse Learners

1. Culturally Relevant Content

Incorporating diverse historical narratives ensures that all students see themselves reflected
in the curriculum. Teach about the history, culture, and contributions of Indigenous peoples.
This could involve studying treaties, traditional practices, and current issues faced by
Indigenous communities. Include stories and events from different cultures. For example,
when covering a global event like World War II, discuss the perspectives and roles of various
countries, including those often left out of mainstream narratives, such as the experiences of
colonized nations.
2. Differentiated Instruction
Differentiation means tailoring instruction to meet individual needs. It aims to improve
learning outcomes, increase engagement, increase self-awareness, inspire a love of
learning, and help students learn more efficiently and with deeper understanding.
Differentiated instruction refers to the approaches or tactical procedure used to reach a goal
involving a wide variety of texts, tasks, processes and products suited to the various learning
needs of a diverse range of students. Providing choice, respectful tasks, a shared
responsibility for learning and flexible learning groups.
● Visual Aids: Use charts, videos, and timelines to help visual learners grasp historical
timelines and connections. For example, a visual timeline of major events can clarify
how events influence one another.
● Hands-On Activities: Create simulations or role-playing activities where students
can enact historical events. For instance, staging a mock trial from history allows
kinesthetic learners to engage actively with the material.
● Grouping: Encourage collaboration by assigning group projects where students can
learn from one another. This not only aids social learning but allows for peer support.

3. Scaffolding and Support

Scaffolding is a way to provide assistance or mentoring to students during the early
stages of learning then the student takes over responsibilities gradually increasing as soon
as he or she can do so. Scaffolding provides structured support to help students understand
complex concepts gradually.
● Chunking Information: Break lessons into smaller, digestible parts. For example,
when teaching about the American Civil Rights Movement, divide the topic into key
figures, events, and legislation, addressing each section one at a time.
● Guided Questions: Use open-ended questions to prompt deeper thinking. For
instance, “How did the perspectives of different groups shape the outcome of the
Civil War?”
● Additional Resources: Provide diverse materials, such as documentaries, podcasts,
or articles. These can offer different viewpoints and enhance understanding of the
topic.

4. Encouraging Critical Thinking

Critical thinking encourages students to analyze and engage with historical events
and sources. Critical thinking can help learners to challenge assumptions, examine
evidence, evaluate arguments, and communicate effectively about history.
● Primary Sources: Utilize letters, photographs, and artifacts for students to analyze.
For example, studying a soldier's letter from the front lines can provide a personal
perspective on historical events.
● Debates and Discussions: Organize classroom debates on controversial historical
topics. This fosters an environment where students can express differing viewpoints
and learn to support their arguments with evidence.

5. Flexible Assessment
Flexible assessment is designed to enable and facilitate student choice, such as in
the method or format of their assessment, or the topics on which they choose to focus. It
allows students to demonstrate their understanding in varied ways, accommodating different
strengths.
● Project-Based Assessments: Encourage creativity by allowing students to create
projects, such as a documentary or a historical fiction story, to showcase their
learning. This method can be particularly engaging for students who may not excel in
traditional testing formats.
 ● Choice in Assessments: Offer options for assessments, such as a written essay, a
presentation, or an artistic project. This flexibility lets students choose a format that
aligns with their strengths and interests.

By implementing these strategies, educators can create a more inclusive and

engaging history curriculum that not only meets the diverse needs of students but also
enriches their understanding of the past. Emphasizing diverse perspectives and
accommodating different learning styles ultimately fosters a classroom environment where
every student can thrive.

References:
https://www.slideshare.net/slideshow/differentiated-instruction-to-address-diverse-learners/1
85768493
https://www.slideshare.net/slideshow/diversity-of-learnerspptx-257514537/257514537
https://www.rcoe.us/departments/educational-services/instructional-services/content-and-pe
dagogy-support/content-areas/history-and-social-science/adapting-hss-lessons-for-diverse-l
earners
https://www.edu.gov.mb.ca/k12/specedu/programming/adaptation.html#:~:text=Adaptation%
20means%20a%20change%20in,achieve%20the%20expected%20learning%20outcomes.
https://www.edu.gov.mb.ca/k12/specedu/programming/adaptation.html#:~:text=Adaptation%
20means%20a%20change%20in,achieve%20the%20expected%20learning%20outcomes.
https://staff.sussex.ac.uk/teaching/enhancement/support/assessment-design/flexible-assess
ment#:~:text=Flexible%20assessment%20is%20by%20definition,role%20of%20assessment
%20FOR%20learning.
https://www.linkedin.com/advice/0/how-can-you-encourage-critical-thinking-diversity-inclusio
n#:~:text=Critical%20thinking%20can%20help%20learners,inclusion%20in%20your%20teac
hing%20practice.
https://repository.usd.ac.id/44752/1/Scaffolding.pdf