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Teaching diverse students in the classroom
Teaching diverse students in the classroom
Teaching diverse students in the classroom
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Teaching Students with Disabilities Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting. Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres... ... middle of paper ... ...udents to misbehave and disrupt a classroom the educational value of the class is compromised. Posting the expectations and rules within the classroom can also aid as a visual reminder about the appropriate behaviors that are expected of the students. When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful. Works Cited Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
There are many parts involved in the education, implementation and transition of students with disabilities. Parents, teachers, resource teachers, outside agencies and community partners all are involved to help transition the student into the post-school world.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
In the past two decades many changes have been made in education. Many of these changes have occurred in the special education area. There has been an increase in the number of students who need services in many different areas. Due to the vast array of ability levels and disabilities among students with special needs the teaching techniques and methods used in the classroom must also vary greatly. This is important to effectively facilitate a child’s needs and learning style.
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
The Americans with Disabilities Act of 1990 states that a person with a disability (1) has a physical or mental impairment that substantially limits one or more major life activities, (2) has a record of such an impairment, or (3) is regarded as having such an impairment (42 USC 12101 [2]). Students with disabilities experience specific struggles that negatively impact their academic and social engagement. However, their needs are often not met by higher education institutions in comparison to other student identities. This comes from the stigma in our society surrounding disabilities. Children are taught from a young age that it is inappropriate ask an individual with a disability about their experience. These children grow up to be adults who feel uncomfortable being around those who may have a disability.
As you know, more students with disabilities have been entering general education classrooms due to changes in legislation. I have had many students with different disabilities in my classroom. I have had students with autism, communication disorders, and down syndrome, just to name a few. I have, of course, had plenty of typically developing students as well. .
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to