Students With Identified Needs and IBME
Students With Identified Needs and IBME

Author(s): Lukáš Másilko, Clare Trott
Subject(s): Higher Education , Educational Psychology, Individual Psychology, Personality Psychology, Behaviorism, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: IBME; University Mathematics; students with identified needs; University students; tools in the learning process; learning difficulties;
Summary/Abstract: In this chapter we will focus on students with identified needs and try to analyse the differences they may display when participating in inquiry-based mathematics education. Students in universities are diverse by their characteristics and it is difficult to comply with all their needs individually and on demand. Therefore, we will follow the social model of disability and its main idea emphasising the responsibility of educational institutions as the key factor in creating an inclusive learning environment (see Section 4.2). According to our own perspective as explained in Section 4.3 it is much easier to be prepared in advance to try to satisfy all the possible students' needs, preferences and requirements. In Section 4.6, we will introduce readers to the principles of Universal Design, a methodology to follow if one wants to create an inclusive learning environment that reaches the needs of as many learners as possible. However, it is necessary to know the specific needs of each student, and therefore the categorisation of the needs should rather help to and appropriate support, methods, forms and tools in the learning process" (Ceresnova, 2018, p. 16). Such typology of students with identified needs will be introduced in Section 4.4 and followed by a detailed study of students' differences when they undertake an inquiry within university mathematics courses (Section 4.5).

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