concise Analysis of Reflection my experiences with a disabled student Research Paper

Pages: 15 (3033 words)  ·  Bibliography Sources: 1  ·  Level: Master's  ·  Topic: Education

SAMPLE EXCERPT:

[. . .] Assigning or suggesting literature with characters that encounter similar challenges as those faced by the disabled child (Zakas et al., 2013; Swanson et al., 2015). It has also been found that the use of gentle humor is an effective tool in reducing anxiety that students experience, averting potential crisis and assisting learners who are always unhappy. On the other hand, teachers should be careful not to use sarcastic remarks; especially amongst those who manifest low self-esteem. It is also important to create time to spend with students. It makes them feel that they are cared for. Constantly acknowledging the achievements of your students helps nurture their confidence and self-esteem. When students are engaged in extra-curricular events, it helps for teachers to attend. Warm greetings in the students' places of play, outside or in their halls cement the bond they have with their teachers. It boosts their morale. They feel wanted and thus relax enough to focus on what they need to. Gentle humor is an effective tool in cooling down anxiety among students, averting possible crisis and assisting those who seem ever unhappy. In order to boost the students' sense of equity, personal safety and control, it helps to involve them in setting up classroom rules. They should be helped to identify assignment choices and activities in the classroom (Bulgren et al., 2013). Another important strategy is to assign classroom management roles to various students. For example, various students may be assigned roles ranging from managers for pencils and sharpeners, door prefect, manager for materials and other similar roles. Such role assignment helps learners acquire a sense of pride.

Strategies: mildly mentally retarded students

Some of the proven strategies that teachers can use to help learners with reduced cognitive abilities, those who generally perform significantly below average and manifest unusual behavior includes: 1. Emphasizing daily survival skills in the life of an adult; 2. Content repetition; 3. Concretizing concepts (Kent et al., 2015). In order to avoid boring other learners with repetitive activities, the teacher should seek alternative methods to facilitate repetitive teaching for the mildly retarded learners. Repetitive drill techniques such as tape lessons, flash cards one on one learning games should be used and should also involve fellow learners.

The practical points of a topic in social studies are usually an aspect of the elementary lesson. Thus, such should be the teacher's focus for the child with mild retardation. Concretization of lessons is a routine approach in the teaching of students with special needs and the teachers of elementary school in general (Kent et al., 2015). Let's put a lesson plan about the community into perspective. Clear description of members of the community, such as teachers, policemen, nurses, a driver, or a doctor, helps in concretizing the concept of community. A teacher could start the lesson with a poem. The learners can be asked to match the entire professional list mentioned in the poem or song with figures in photos on a chart. Learners could also be asked to construct or draw these community members as they conduct different activities on a collage. Making field trips such as visiting a police station or a fire department could assist the learners to internalize the content taught. Some advanced learners may even be interested in operating equipment they see while on the field trip such as a fire engine or even the station. Mildly retarded learners will gain because the sense of community set up will be reinforced. They will also begin to appreciate and practice more adaptive behavior.

Useful strategies for learners with other health challenges

Other health impairments are also common place in schools. Teachers also have to deal with learners experiencing such impairments. In any case, the diagnosis of these problems is on the rise in the U.S. In order to help learners that have been diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with challenges in reading skills, teachers should go for materials that highly draw the interest of the learners. Using materials that have been selected or chosen by the learner is effective. They could have a preview of the phrases and words that challenge them to read, in advance. Other alternatives include breaking reading content into smaller units, highlighting what is most important, and giving the learners time to rehearse the reading materials. Another effective strategy is pairing proficient readers with mildly disabled learners (Kent et al., 2015).

In the course of instruction, it is helpful to deal with a single point at a time and give written brief guidelines. Such guidelines should be visible to all in the classroom. The teacher should also cue the directions that they have written. Periodic changes of activities after 40 or 50 minutes on average, and adopting about three varying modalities in that time span will assist the learners to stay focused.

Here are the effective strategies for tackling children with ADHD. These children frequently experience low self-esteem and poor control of their emotion, hence it is best to: 1. Accord verbal reinforcement that is encouraging to the children and constantly affirm them. 2. Children should be taught to do a self test and personally examine criticisms from others and decide if they are valid.3. Set up routines in the classroom. 4. Praise the students when they make decisions in emotionally charged circumstances. 5. Give students choices under guidance (Kent et al., 2015; Bulgren et al., 2013).

Providing a range of practical activities will help resolve the issue of being overactive. Such activities should be ones that make it possible for the learners to move around. Pop-up books, mobiles, collages and murals could help. Let the learners move within a restricted boundary while they are working on a project. Allow overactive students some motor breaks such as sending them on errands, stretching and similar activity when they are on writing tasks.

It helps a teacher to gather knowledge about symptoms of certain health conditions and the side effects that occur as a result of taking certain medications. With such knowledge, a teacher is better prepared to handle children with chronic illnesses and those with acute conditions. The law suggests that staffs in school such as nurses should provide such necessary information to the teachers (Bulgren et al., 2013). Teachers need to consider giving learners alternative assignments when involving learners in physically demanding activities because the acute condition may reduce a learners physical fitness, alertness and attention levels. Teachers should make sure that there are plans to take care of emergencies when such children are leaving the school premises for activities outside. Teachers should be equipped with the relevant telephone numbers for accessing medical intervention, telephone contacts of the guardians of the children and medicines in proper dosages. The latter should be only for purposes of information and not to administer them. Knowledge of existing allergies and first aid procedures for specific illness are necessary too (Swanson et al., 2015). The teacher should also pair a disabled learner with a homework friend as this is effective in assisting the disabled child catch up with the rest in case they missed out on assignments because they did not attend school for some time.

Conclusion

Owing to the fact that children with mild disabilities are usually streamed in their elementary study years, social studies teachers need to prepare well for the challenges that they present. It is possible for teachers of social studies to implement the curriculum and meet the needs of both general education learners and those of children with special needs. There should be cooperation and cognition of the challenges that lay in the attainment of such goals. Teachers of social studies, those of special education, and administrators should coordinate and cooperate if these goals are to be met. Preparing adequately involves getting to know the learners and the disabilities that affect them. Know their strengths and being updated on the available resources that can be used to assist the instructional process. Teachers should also vary instructional strategies depending on the learners they are targeting. It is hoped that this guideline will be helpful to social studies teachers, special education teachers and school administrators in achieving the goals of educational success for all children with special needs.

References

Bulgren, J. A., Sampson Graner, P., & Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history. Learning Disabilities Research & Practice, 28(1), 17-27.

Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching Social Studies to Upper Elementary Students With Learning Disabilities Graphic Organizers and Explicit Instruction. Learning Disability Quarterly, 38(1), 15-26.

Congress, U.S. (1997). Individuals with disabilities education act amendments of 1997. In Washington, DC: U.S. Congress.

Kent, S., Wanzek, J., Swanson, E. A., & Vaughn, S. (2015). Team-Based Learning for Students with High-Incidence Disabilities in High School Social Studies Classrooms. Learning Disabilities… [END OF PREVIEW]

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