Here are some strategies that we can use: Form Small Groups Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills.
Students would be grouped together according to similar skill levels and objectives long their education pathway. Create Classroom Centers Classroom centers are another effective way students can be grouped. Each centre would specialize in one area or level. The centre would be sell-contained in terms of instruction and all lesson materials. They would also be somewhat self- explanatory and self-guided to allow the teacher to rotate among the deferent centers and provide appropriate guidance.
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A teaching assistant, parent or any volunteer could also help to facilitate the groups. Such centers would have strike a balance between being self-explanatory without totally giving up more direct teacher time. Blend ;the Basics’ with More specialized Instruction Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with Individual Instruction. Since every cocoons student NAS some general concept TTS Tanat could De relevant, Uninominal students can benefit from this no matter what their level of proficiency.
Reading comprehension strategies, the basic of math, organizing writing ideas, or even a scientific theory are some general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their reticular individual assignments. However, the teacher could always add some additional content for more advanced students. Rotate Lessons Lesson within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in others who are doing more independent activities.
The teacher assistant could also be of service within such a lesson cycle. Try Thematic Instruction Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education lacrosse. A theme’ could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For instance, a historical event could be tied into all other subjects. The theme should be attention-getting something that will grab the student’s interest and keep them engaged.
Provide Different Levels of Books and Materials Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the approximate level. This minimizes frustration and maximizing confidence and forward momentum in the student. As we can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning.
Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels the students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating seasons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes. INFORMAL METHOD “The home is the best place in the world to teach the child self-restraint, to give him happiness in self-control, and respect for the rights of others. L feel that the first contribution of the home to the happiness of the child is to impress him with the fact that there are bounds beyond which he cannot go with safety; second, to teach him to be considerate of the right of others; third, to have vim Tell Tanat none Is a place winner consonance Ana consolations are exchange; and fourth, to have him cherish the thought that home is a haven of seclusion and rest from the worries and perplexities of life”. (Anonymous, 1959) The Big Picture All children need love, encouragement, and support.
A positive reinforcement can help to ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough. In searching for ways to help these children, remember that we are looking for ways to help them help themselves. Our Job as a parent is not to ‘cure’ the learning disability, but to give them the social and emotional tools he or she needs to work through challenges. In the long run, facing and overcoming a challenge such as learning disability can help our special children to grow stronger and more resilient.
Always remember that the way we behave and respond to challenges has a big impact on our children. A good attitude won’t solve the problems associated with a learning disability, but it can give them hope and confidence that things can improve and that he or she will eventually succeed. Keep things in perspective. Remind ourselves that everyone faces obstacles. It’s up to us as a parent to teach our child how to deal with those obstacles without becoming discouraged or overwhelmed. Become your own expert.
Do our own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. We may be tempted to look to others- teachers, therapists, doctors- for solutions, especially at first. But we are the foremost of our child, so take charge when it comes to finding the tools he or she needs in order to learn. Be an advocate for our child. We may have to speak up time and time again to get facial help for our child. Embrace our role as a proactive parent and work on our communication skills.
It may be frustrating at times, but by remaining calm and reasonable, yet firm, we can make a huge difference for our special child. Remember that our influence outweighs all others. Our child will follow our lead. If we approach learning challenges with optimism, hard work, and a sense of humor, our special child is likely to embrace our perspective- or at least see the challenges as a speed of bump rather than a roadblock. Focus our energy on learning what works for our child and implementing it the best we can.