Challenging All Students' Individual Needs

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Recommended: Importance of Increasing Student Engagement

One of the essential factors that influences teaching corresponds to taking account of the particular individual differences of the pupils. This means, not only supporting pupils with special educational needs, but also planning for student differences so that all students can feel challenged and motivated according to their individual capabilities and prior knowledge. Kyriacou C (1997, pag 56) wrote: "Taking account of pupils differences is a key factor in thinking about effective teaching".

The first step consists of assessing learner's needs; teachers usually do so at the beginning of the course because that allows them to design the programmes they teach and also to help them with initial advice and guidance. However, the process of assessing learner's needs is continuous, teachers continue to assess needs during the course with questioning, formative assessment or simply looking at pupils' work. In the context of the school, during teaching practice one, the subject leader provided me with general information about the students and their ways of learning, but it was during the course, dealing with the students, when individual needs were assessed and known. Once learners' needs are assessed and known, this information must be used to improve their learning. Teachers have to plan or adapt lesson plans in order to ensure the success of their students.

There are lots of methods that can be used to assess learners' needs, Petty G (2004, pag 506) pointed out some of them using the terminology of the Basic Skills Agency website. These are the following: initial assessment, diagnostic assessment, diagnostic questionnaires, 'can you do this?' questionnaire, interview in a small group or one-to-one, references, college application ...

... middle of paper ...

... policy does not allow to mention or to teach about Israel what could be considered as a barrier to learning.

To conclude, the strategies in order to promote and enhance the learning of students with special educational needs correspond to offering support to the student during classes, being involved in the school's programme for meeting the special educational needs of particular pupils and working with a support teacher provided for the pupil.

Works Cited

Kyriacou, Chris (1997) Effective Teaching in Schools. Second edition. United Kingdom: Nelson Thornes.

Petty, Geoff (2004) Teaching Today. Third edition. United Kingdom: Nelson Thornes.

Dillon, J., Maguire, M. (2007) Becoming a Teacher: Issues in Secondary Teaching. Third edition. England: McGraw-Hill.

Blomfield, A., Roughton, L., Scott, A. (1997) Becoming a Secondary School Teacher. London: Hodder Arnold

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