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    Classroom Management of Children With Specific Disability

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    IsrahIzabelPairaAdarna
    The document discusses strategies for managing a classroom with students who have specific disabilities. It notes that the teacher should consider each student's individual needs and tailor their strategies based on the type of disability. For students in regular education settings, some common high-incidence disabilities mentioned are learning disabilities, intellectual disabilities, emotional disabilities, and ADHD. The document then focuses on strategies for working with students who have learning disabilities, emphasizing adjusting how material is presented based on their strengths as visual, auditory, or tactile learners.

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    Classroom Management of Children With Specific Disability

    Uploaded by

    IsrahIzabelPairaAdarna
    31 views11 pages
    The document discusses strategies for managing a classroom with students who have specific disabilities. It notes that the teacher should consider each student's individual needs and tailor their strategies based on the type of disability. For students in regular education settings, some common high-incidence disabilities mentioned are learning disabilities, intellectual disabilities, emotional disabilities, and ADHD. The document then focuses on strategies for working with students who have learning disabilities, emphasizing adjusting how material is presented based on their strengths as visual, auditory, or tactile learners.

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    The document discusses strategies for managing a classroom with students who have specific disabilities. It notes that the teacher should consider each student's individual needs and tailor their strategies based on the type of disability. For students in regular education settings, some common high-incidence disabilities mentioned are learning disabilities, intellectual disabilities, emotional disabilities, and ADHD. The document then focuses on strategies for working with students who have learning disabilities, emphasizing adjusting how material is presented based on their strengths as visual, auditory, or tactile learners.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    31 views11 pages

    Classroom Management of Children With Specific Disability

    Uploaded by

    IsrahIzabelPairaAdarna
    The document discusses strategies for managing a classroom with students who have specific disabilities. It notes that the teacher should consider each student's individual needs and tailor their strategies based on the type of disability. For students in regular education settings, some common high-incidence disabilities mentioned are learning disabilities, intellectual disabilities, emotional disabilities, and ADHD. The document then focuses on strategies for working with students who have learning disabilities, emphasizing adjusting how material is presented based on their strengths as visual, auditory, or tactile learners.

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    Classroom

    Management of
    Children with Specific
    Disability
    The individuality of students’
    needs should be primarily
    concern for any teacher.
    However, the type of disability
    will play an important part in
    determining the strategies that
    you will use to help the
    students adjust and perform to
    their abilities.
    As a special education teacher, you
    will be required to adapt the
    curriculum and make necessary
    modifications to increase the
    student’s chances of success.
    If you are working in a regular
    education setting, you will come
    into contact with high-incidence
    disabilities.
    These may include the following:
    • Learning Disabilities
    • Mental retardation: note that the label
    of mental retardation (MR), while used in
    IDEA, may vary from state to state. For
    instance, some states use cognitively
    delayed or cognitive disability (CD) in
    place of MR.
    • Emotional disabilities
    • Attention deficit/hyperactivity disorder
    (ADHD)
    Students with learning Disabilities

    Working with students with learning


    disabilities can be a challenge, since
    there are numerous types of learning
    disabilities (e.g., dyslexia, dyscalculia,
    visual motor impairments). As a result,
    the teacher should be aware that not all
    techniques will work with all students but
    try as many of them as possible.
    Adjust the Means of Presentation and
    Evaluation

    Students with learning disabilities have


    different strengths and weaknesses,
    methods of presentation. Some students
    learn better by seeing (visual learners).
    Some by listening (auditory learners), some
    by feeling (tactile learners), and some by a
    combination of approaches.
    If the student learns best through material that is
    presented through material that is presented through
    the auditory channel, then you may want to consider
    the following examples.

     Give verbal as well a written direction to


    assignments.
     Have students close their eyes to focus on hearing
    words or information.
     Have students drill aloud to themselves or to other
    students.
     Place assignment direction on tape so that students
    can replay them when they need to.
    Give students oral rather than written tests.
    Make adjustments to the type of assignment, the
    level of difficulty, And amount and sequence of
    material presented to students with learning
    disabilities.
    It is strongly suggested that you correct and hand
    back each student’s work as soon as possible to allow
    for immediate gratification and feedback.
    Shorten the length of the assignments to ensure a
    sense of success.
    Make copies of chapters of textbooks so that the
    students can use a highlighter pen to underline
    important facts.
    Make sure that the child’s desk is free from all
    unnecessary materials.
    Make adjustments to the work space and amount
    of time given for assignment.
    Try to alternate quiet and active time to
    maintain levels of interest and motivation.
    Develop a work contract with specific times and
    assignments so that the child has a structured
    idea of his responsibilities.
    Depending on how you design your classroom,
    you may want technique depends on the specific
    learning style of the child, who may be less
    distracted by working under these conditions.
    Place the student closer to you to receive
    more immediate feedback.
    Try to separate the student from others
    who may be distracting.
    If the child is primarily a visual learner, consider the
    following examples when adjusting the mode of
    presentation:

    Encourage students to write down notes to


    themselves concerning important words, concepts,
    and ideas.
    Offer the student an outline of the material that will
    be presented if you are going to lecture.
    Have students use flash cards printed in bold bright
    colors.
    Let students close their eyes and try to visualize
    words or information in their heads (i.e., to see things
    in their minds).

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