Communication Skills In Education

Communication skills

Based on researchers study, communication is the vital component in the education of students with moderate general learning incapacities as it permeates the entire curriculum and is essential to all learning. Permitting the student to make the greatest possible use of their senses is necessary. Activities is one way of developing their awareness, interest and concentration are increasingly extended to encourage functional and enjoyable interaction with people and objects. The ability to gain control over the environment students opens up a world of opportunity to them. Development is an interactive approach that stimulates a desire in the student to communicate and acknowledges that every effort to communicate is cherished.

These can gradually be shaped and refined, for example by expecting more accurate and sustained eye, hand or finger pointing or by encouraging the student to increase his/her range of vocal tones. Some students may go on to use objects of reference, hand-signs, pictures, symbols or words. The use of technology may offer increased opportunities for deliberate and functional communication. Where students appear to be functioning at the pre-intentional communication stage the Procedures for Teachers of Students with Severe and Profound General Learning Disabilities offer useful information and learning activities.

However, some students with moderate general learning disabilities will depend on visual or tangible symbols in order to communicate. Therefore, the development of all the senses is important. Learning to associate a sensory experience with a particular activity or person may be developed into learning to associate objects of situation with familiar activities and people. Competence in communication enables students to participate in social interactions with peers and adults and to initiate and respond to the communication of others in a widening range of

They define the joint problem space as the shared knowledge structure that supports problem-solving by integrating goals, descriptions of the current problem state, and awareness of potential strategies, as well as the links between these things. According to Roschelle and Teasley, collaboration takes place within this joint problem space, which provides the structure needed to allow meaningful conversations about the problem. To construct a joint problem space, partners must have ways to introduce and accept knowledge, monitor exchanges for evidence of divergent meanings, and repair any divergences identified. As Van Boxtel (2000) explain, collaborative learning activities allow students to provide explanations of their understanding, which can help students elaborate and reorganize their knowledge. Social interaction stimulates explanation of conceptual knowledge as group mates attempt to make themselves understood, and research demonstrates that providing elaborated explanations improves student comprehension of concepts. Once conceptual understandings are made visible through verbal exchange, students can negotiate meaning to arrive at