Social learning theory
Introduction
Diversity and special needs are considered to be two important critical component of early childhood education. Diversity refers to the inherent characteristics of a person or group that are different from those of another person or group (Deppeler and Etkind, 2018). This includes characteristics such as gender, ethnicity, culture, and language. Special needs, on the other hand, refers to the individual or group needs of pupils that require additional support or assistance (Deppeler and Etkind, 2018). This includes medical conditions, physical or cognitive disabilities, and learning difficulties. Autism, is a commonly observed special need, and strategies to support the learning of students with Autism in the early years should be tailored to the individual’s learning style and development. Strategies should focus on creating an inclusive environment, embedding Autism specific interventions, and fostering meaningful relationships with peers. Besides that, some other strategies that could be used for supporting students with special needs include differentiated instruction, flexible learning, social skills development, and structured teaching. These strategies are particularly relevant for children with Autism. However, it is equally important for teachers to understand the characteristics of Autism in order to provide appropriate support.
Strategies and justification
When it comes to supporting students with special needs, including those with autism, it is important to understand the different strategies available to support literacy and numeracy needs. By providing an engaging and supportive learning environment that is tailored to the individual needs of each student, teachers can help to ensure that all students have access to the curriculum and are able to gain the skills they need to succeed.
Another important strategy for supporting students with autism with their literacy and numeracy needs is the use of structured teaching. Structured teaching involves breaking down tasks into smaller steps, providing clear instructions, and providing visual cues to help students understand the concepts (Davies & Moore, 2007). Structured teaching can help students with autism feel successful in their learning, as it provides a predictable and organized environment in which to learn. Structured teaching is also supported by the Theory of Multiple Intelligences, which emphasizes the importance of providing a supportive learning environment that is tailored to the individual needs of each student (Gardner, 1983).
Scaffolding is another important strategy for supporting students with autism with their literacy and numeracy needs. Scaffolding involves providing initial support to students as they learn, and gradually reducing the support as the students become more proficient (Davies & Moore, 2007). This strategy is supported by the Theory of Multiple Intelligences, which emphasizes the importance of providing support to students as they learn (Gardner, 1983).
Theories
Theory of Multiple Intelligences
The Theory of Multiple Intelligences (Gardner, 1983) informs the use of visual supports, structured teaching, and play-based learning to support students with autism with their literacy and numeracy needs. Visual supports can include pictures, symbols, and charts that provide visual cues to help students understand the material (Davies & Moore, 2007). Structured teaching involves breaking down tasks into smaller steps, providing clear instructions, and providing visual cues to help students understand the concepts (Davies & Moore, 2007). Play-based learning provides a safe and supportive environment in which students can explore their environment, practice motor skills, and learn language (Hurtig, 2020). All of these strategies are supported by the Theory of Multiple Intelligences, which emphasizes the importance of providing an engaging learning environment that allows children to explore their environment (Gardner, 1983).
Socio-cultural Theory
Socio-cultural Theory (Rogoff, 1990) emphasizes the importance of the social context in which learning takes place. This theory informs the strategy of collaborative learning, which involves creating a supportive learning environment in which students can work together to learn new concepts (Davies & Moore, 2007). This strategy is supported by Socio-cultural Theory, as it suggests that individuals learn best when they are provided with a supportive and collaborative learning environment.
