TEACHER ROOM: A student with a disability in my classroom What do I do?

The solution of the problems that arise with the arrival of children with disabilities to public educational institutions is seen in the development of integrated or inclusive education. These two concepts are often confused, although there are significant differences between them.

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It is called integrated education when a child with a disability is placed in a regular general education class and tries to help him or her master a mass educational program (they organize additional classes, individual psychological and pedagogical assistance, etc.). This type of inclusive training is called when they change the educational system in an institution to allow both ordinary and "special" children to learn with equal success.

This is achieved due to changes in the educational environment (special team of classes, the assignment of different areas in them, for individual work, group work, rest, use of color design of the rooms, special teaching materials), changes in the educational program.

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Important is the training mode and, in general, the daily routine. Lack of planning activities, changes in daily routine can cause severe stress in "special" children and serious behavior problems, therefore, such changes should be avoided.

But, as a teacher, what can you do if you have a student with a disability in the class, especially if you do not have a specific special preparation?

It is advisable to create a visual program that is a series of images that will be displayed on the board and will constantly display the lesson program, and perhaps even a sequence of tasks in each lesson (you can use images from the Internet or print photos). Stick to this schedule.

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Strategies to apply in the classroom:

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• Make sure that the learning objectives you have established correspond to the level of development of the children.
• Walk around the class and provide feedback / reinforcement to children who follow your instructions.
• Ask more questions.
• Maintain an energetic rhythm of explanations.
• Associate material with everyday life.
• Illustrate the material with stories.
• Sometimes ask the children to respond in chorus.
• Organize activities that cause curiosity.
• Remember frequently what behavior you expect from students.
• Sometimes, divide the class into pairs: allow the students to give an answer for two.
• Use praise much more often than criticism. In addition, praise must be specific (it must be clear to whom and what is to praise), immediate (immediately after the desired behavior), frequent (at least once per lesson for each student), etc.

When planning educational work with children, it is important to trust their strengths and hobbies, what they can do (usually, it is easier for us to identify and record what they can not do). The evaluation of strengths and hobbies is not difficult if you ask the student, his parents, other teachers and also observe him directly in the classroom.

SourceThen, you can ask your parents: You can ask a similar question: what can you do now and what skills do you need to successfully incorporate the whole class into the work?

The following areas can be considered as the most important for the evaluation: communication and social interaction, behavior, academic skills. Consequently, the pedagogical objectives are established in these areas. They can develop like this:

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• the objective of the development of academic skills: "the student will solve examples of the sum of natural numbers fluently and with absolute precision";
• the goal of developing behavioral skills - "the student will participate in group training sessions, making the necessary entries and answering correctly at least two questions for the lesson";
• the objective of communication development - "the student will answer simple questions about current activities with 80% accuracy";
• the objective of the development of independence - "the student will independently carry out the complete sequence of actions to obtain lunch every day"

It is important that the goals are functional, that is, that they are meaningful to the child and acceptable to learn in class and at school; consistent with the child's level of development; they could be observed and measured; they would imply some criteria to determine if the student has reached the goal; finally, they must be written positively, that is, what the student must learn to do, not what he should not do (only some behavior can be taught, not his absence).

Reference:

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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/10/15/teacher-room-a-student-with-a-disability-in-my-classroom-what-do-i-do/

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