Instructional planning Essay Example for Free

Instructional planning Essay accounting entry Proper planning is a core prerequisite to an effective instruction process. Teaching disabled persons poses groovy challenges to instructors and calls for the careful planning of a lesson so that it whitethorn meet the ineluctably of the catchers. Disabled persons have surplus ask occasioned by hearing impairment, vision impairment nervous problems as well as strong-arm movement problems, therefore any good lesson plan must make sure that children with peculiar(a) needs receive as much gains from the learning process as their regular students. The learning process is very important there is a need to avail services and facilities such as walking chairs for the physically disabled, hearing devices for the hearing impairment and any other necessary facilities. Another necessary adoption teachers puke make to lesson plans to make them more responsive to the needs of the disabled includes the use of technologically mediated collo quy through computers to aid the learning process.In all adjustments to suit lessons to the special needs of learners, cognitive needs, psychomotor needs and the affective needs of the learner must be borne in mind. From both lesson 1 and 3 it is very clear that the lesson plan is sole(prenominal) effective for a regular class. Notably the action verbs use for the objectives such as by the end of the lesson learners should learn the colors is biased because the students are supposed to learn by sight or observation. When the teacher uses pictures as a resource material in the lesson, it implies that only the students with visual ability can benefit.The lesson can be adjusted to cater for the disabled and especially the visually impaired by deemphasizing the color aspect of the pictures and concentrating on shapes and texture which can effectively guide a disabled student to meet the lesson objectives. Another objective in lesson 1 and 3 requires the student to record in physical a ctivity. This once more favors the students who are physically normal but it portends a challenge to the physically disabled to which physical activity may be a barrier to the learning process.The lessons can be adapted to suit the disabled students by only choosing the physical activities that the disabled can participate in or availing the necessary equipment to aid the physical activities. The lesson plans entail a lot of drawing and writing activities something that may be a barrier and a challenge at the same time to the physically disabled. any(prenominal) students are not able to draw or write while others may not be able to even hold a pencil or crayon.Further, the lesson activities involve the use of melody that is again insensitive to the hearing impaired. To make the lesson fully useful to the disabled students, the lesson plans should incorporate only special types of music which is responsive to the needs of the hearing impaired. The other key instrument to the lesso n involves use of Braille or special computers, use of special needs expert to assist in the lessons as well as the rigorous use of materials that are responsive to the needs of the disabled learners.The other adaptation of teachers or disabled children is to involve a lot of games in the lesson plans activities. The games can help children to discover their ability to serve in malice of their challenges (Basil, Reys, 2003). As a principle, every lesson plan should be a fit-all type of lesson plan to cater for polar disabilities of the disabled students. Conclusion For a lesson plan to be effective, it has to bear in mind the cognitive, affective and psychomotor needs of disabled students.There is a need for teachers to design lesson plans factoring in the special needs of the disabled students so as to give such an equal opportunity as their regular counterparts. only when making changes to the lesson plan to reflect the needs of disabled learners can help teachers achieve lea rning objectives.References Basil, C. Reys, S. (2003). attainment of literacy skills by children with severe disability. Child Language Teaching and Therapy, vol. 19, no. 1.