The term 'engineered' pedagogy would suggest that pedagogy could be altered according
to need. What is understood by this is that not all children have the same way of
learning and pedagogy requires adjustment according to who is being taught. Those
with different learning styles, especially those with impairments which hinder learning,
need to have particular teaching approaches to optimise
Psychologists of education and developmental psychologists are the research experts
in the field of identifying appropriate teaching styles. These professional disciplines
bring a great deal of influence to the strategies used by those in teaching roles.
Consider, however, the extent to which teachers in schools have direct dialogue with
Learning is based on sharing the expertise of the teacher with that of the learner. This is known as 'construction of knowledge'.
Does language always have to be spoken? For physical and other reasons some children cannot or do not speak. Think of the ways in which we support children who cannot communicate through speech. How can we work with speech and language therapists to develop communication for non-verbal children?
What aids can the children use, and who is able to assess a child's communication and provide access to equipment? Does all intervention require direct work with other disciplines? For high tech aids there is often a need for specialist professional involvement in order to access funding.
In the video Sophia is learning to communicate through indicating pictures and operating recorded voice.
Visual picture aids are helpful but quite restricting. Modern technological aids
are opening pathways so that communication is easier and more fluent. Sign language
helps teachers and children to communicate. Signing can reduce frustration and help
speech therapists encourage efforts in
Talking to children in class can be reassuring and comforting, informative and
instructive. Leading the talk can direct learning but listening is also important.
Children can be encouraged to lead and 'tell'. It is important that children can communicate
and share understanding by whatever means
Working with speech, music and physiotherapists children can 'mix and match' messages
through gesture, touch, smiles, sound and
Can you think of other ways of sharing understanding and encouraging communication with children whose spoken language is impaired?
Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and learners. Clevedon: Multilingual Matters