Students with Special Needs in the Language Classroom Students that show the need for special education are those who have more difficulties that the rest of the students in understanding curriculum that is at their age level. Reasons for the difficulties could be the result of a series of internal causes or the result of an inadequate educational approach. To overcome these deficiencies, the student needs a series of conditions that offer special adaptations to ordinary curriculum, such as including a list of specific resources that the students can use that differ than those which the school offers on a daily basis. The language teacher has to pay special attention to the use of written and oral language in the foreign language in the classroom. There are effective motivation devices that, with correct use, help the slower learners include themselves in the progress of the class, as well as ensure that the gifted students do not lose time or get bored. There are also useful devices for those studetns with special needs; in carefully selected materials they can find the help necessary to reach the objectives layed out for their situation. The teacher should pull the maximum benefit from the interaction among students through performing and acting out role-plays, readings, recordings or songs, description of illustrations, photographs, etc. Also the teacher could find beneficial the oral comprehension exercises, in which the students must find some particular information. The teacher must consider that the student's learning difficulties mainly have interactive origins. This means that the difficulties depend as much on the student's own characteristics as on the environment in which the student de... ... middle of paper ... ...rn themselves into investigators by reflecting on their own actions, primarily thinking about: * If they adapt the course contents to the levels of the students, with the lessons being taught more or less to the middle level of the group * If they teach specific lessons for students with special needs * If they apply the curriculum openly, concentrating on the students' interests * If they study at great length every situation that arises in the classroom * If continuous attention is given to diversity in curriculum diversivication programs * If the faculty's suport is necessary to carry out the personalized attention * If they use materials other than the textbook * If they look into psycho-pedagogical studies * If they carry out and use the results from the initial evaluation as an information source for future action
Incidental teaching focuses on child-initiated interactions. (Hall, 2013) Incidental teaching is used to increase skills of individuals with autism spectrum disorders. (Hall, 2013) A study done by Hart and Risley (1975) looked at the incidental teaching process used at the preschool age to aide in teaching language. Incidental teaching has been the most frequent strategy that has been used to teach language. When using incidental teaching a child’s request may be verbal or nonverbal. Examples include reaching for an object that is out of one’s reach, requesting food or a toy or calling an adult’s name. There is a series of decisions that an adult can use to respond to the child’s request. These choices include: if the occasion should be used for incidental teaching: if so then a choice regarding the language behavior that is obtained from the child, and then a choice has to be made concerning the cue that will be used to initiate instruction, the cur could be focus of attention by itself, or in addition to the focused attention a verbal cue as well. If the individual does not respond to the cue, then a choice concerning the degree of prompt to be used, the “fullest degree: a request for imitation; medium degree: a request for partial imitation, or minimal degree: a request for the terminal language behavior.” (Hart & Risley, 1975) This study was performed on boys and girls between the ages of four years old to five years old. The baseline procedures ensured that the children had a variety of vocabulary for use in sentences. The sentences that they were taught was “I want x so I can y.” The second step of the procedure was the use of incidental teaching of compound sentences directed to teachers. After thirty-six days of school, the incidental teaching began to occur when the children needed assistance in trying to get different preschool materials.
When do English language learners need to be placed in special education? In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked.
periods and it is difficult to see how they might be the cause of such
English is a Language that many people struggle with in the U.S. It can be a daunting task that many American’s have to face. Especially because of all of the domains that make up the English Language.(reading, writing, speaking and listening). There are many factors that can lead to the failure of learning of the English Language. One component is English being a secondary language that is not attended to correctly. Even though there is many reasons the lead to English Language Learners lack of proficiency (example Mr. O’Malley classroom), a strong instructional input, scaffolding, theory, research, ELD standard, and a intervention will not be one of them.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
During the second week, I selected to research the disability of speech or language impairment. This type or impairment is defined as a communication disorder that adversely affects the child’s ability to talk, understand, read, and write (Texas Council for Developmental Disabilities, 2013). In my district, we have a small percentage of students receiving special education services with this type of disability. According to Friend and Bursuck (2006), the prevalence of speech or language impairments among students receiving special education services is considered a high-incident disability and approximately twenty percent of children receiving special education services are receiving services for speech or language disorders. The impact of this disability on a person’s physical, mental, social and emotional abilities affects the learning of the students every day in the classroom (Friend & Bursuck, 2006).
As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.
During the 2012- 2013 academic school year, in the Northshore school district , 2660 students with disabilities were served by Special Education services, and 5.4% of the Northshore student population was classified as English Language Learners. (Washington State Office of Superintendent of Public Instruction). Understanding the basic foundation and history of special education and English language development programs, can assist an educator, in better serving the needs of a diversified classroom.
The search for the most effective way to educate deaf students has long been filled with controversy, due to strong advocacy for conflicting approaches. The bilingual model of deaf education has been in place in many schools for the deaf for the past 20 years (Drasgow, 1998), and while many advocates of a strictly oral approach to deaf education discount its success, it is still a viable and appropriate option for deaf students with severe to profound hearing loss. In this paper I will describe historical perspectives around deaf education and discuss hearing loss and language acquisition for deaf children. I will provide justification for the continued use of the bilingual model against arguments in favour of a strictly oral approach. In addition, l will address challenges inherent to the bilingual model and conclude with suggested changes that may benefit deaf students’ language learning and literacy outcomes.
It is noticeable that in the UK for parents who have children with “Special Educational Needs” have been made nearly all necessary conditions that pupils need to. For instance, parents may apply for their children on the Government website which conducts to the UK’s citizenship many services including “Special Educational Needs”. People whose children have disability might choose any school in turns schools must publish information on their website regarding Government’s rules of teaching special educational needs children. Turning now to the question of database which shows that in England amount of the children with special educational needs lessened from 1.62 million pupils in 2011-2012 and 1.55 million in 2012-2013, though the number of learners with statements of special educational needs increased slightly from 226.125 pupils in 2011-2012 to 229.390 pupils in 2012-2013 the database relating to the Government’s website. It means, each of fifth pupils in England are said to have special educational needs (21%). As an example British Broadcasting Company (BBC) observes “the greater classes are "decelerate learning difficulty" (24.2%), societal difficulties and behavioural, emotive (22.7%) and language, speech and relations needs (16.3%). A less ratio of pupils have physical disabilities (3.8%), visual or hearing impairments (3.4%), and autism spectrum (8.1%). Furthermore, children from any segments of society can have special educational needs, but indeed it is commonly among some section of the society. For example, at secondary school, girls are three times less likely to have a statement than boys. Chinese children are most likely not to have special educational needs, while Black children are the greatest likely. Learners with special educational needs are mostly to be appropriate for free school meals than those without them. All state schools are under the control of UK’s law to guarantee that special help is provided for children with special educational needs. It is correctly to mention that there is a program called “school action” under which more than half of pupils with special educational needs are listed. If other support is needed, the child is listed as "school action plus", which may involve the school bringing in specialist help from outside”.
In order to appropriately meet the needs of their students, deaf educators are required to collaborate with other school professionals. However, the call to collaborate with multiple professionals is not unique to the field of deaf education. As a result, strategies aimed at increasing collaboration among professionals may be identified in other fields than deaf education. The scope of the present literature review examined collaboration strategies from the fields of business, education, and health care to apply to deaf education. While differences can be appreciated in the three aforementioned fields, several trends exist between the collaborative strategies utilized within each field. Through the application of these similarities, the collaborative efforts that are required of deaf educators may be strengthened.
Have you ever wondered what it would be like to teach in a classroom full of deaf students? How would you communicate? What would you teach? This is something you would have to think about when considering a career choice in teaching. As future or current educators, it is important to think about the history of deaf education. Where did it come from? How did it start? It’s also important to know the current issues revolving deaf education and how we, as educators, may be able to help correct those issues.
Today, students are separated into many categories, one of which is special education; the students under this label are likely to model “atypical” behavior rather than “typical” behavior. Defining and distinguishing these behaviors is what creates the special education process; evaluating and viewing each student individually and taking into consideration the individuals strengths and weaknesses. Special education is a broad term used to describe many children on a spectrum. The general term “special” can be used to include children from the gifted program that test above that of their normal grade level, to students suffering from impairments such as being deaf or blind, to students with learning disabilities such as dyslexia, and students suffering from a wide range of mental disabilities including, but not limited to, autism, and downs syndrome. This paper focuses specifically on the intellectually disabled side of special education, which is only a portion of special education. People with intellectual disabilities have a wide range of limitations in areas such as recognition, ability and social adaption skills, they are more prone than the rest of the population to chronic, life-long physical, mental and social conditions that require specific forms of health and social services (Jin-Ding. 2006, p. 1). Students that suffer intellectual disabilities are usually identified through tests and measures of adaptive behavior. These tests indicate a person’s ability to “perform functional activities expected of age and cultural norms”(Smith, 2011, p. 5). Individuals in this classification have significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practica...
Primary schools that introduce language learning at an earlier phase may do so for a number of purposes, but it is because of the benefits of learning a language at a younger age that this paper has chosen Modern Foreign Languages (MFL) as its target scheme of work. For the purpose of this assignment the focus language will be French (but the strategies to be discussed will apply to any MFL). The ideas within the scheme of work will be critically discussed as part of university experience, school practice and relevant research.