Working with Students who have Learning Disabilities Over the past 10 years, there has been a dramatic increase in the number of students who have been diagnosed with learning disabilities. I need to be aware of how to help those students who have learning disabilities and teach to the best of my ability. I also need to be supportive and understand not every student learns in the same way which is why it is important for me to be flexible in my own style of instruction. I need to be knowledgeable and patient, caring and kind, as I work with all of my students, regardless of ability. Some students are aware of other students who have special accommodations or extra time on tests.
Middle school learners are perhaps the most diverse group of students in education today. The differences that exist in every classroom, including gender, socio-economic class, linguistic and cultural background, learning style, and intellectual capacity, is increased by individual differences in developmental level. While all middle school students will progress through different developmental levels and display the characteristics inherent in each, they will reach and conquer these developmental milestones at difference times. Because of this difference in developmental maturity, students may also be at their most vulnerable, as they progress through stages they don’t understand and can’t control. Due to these significant differences, teachers of middle school students must be aware of the characteristics defining middle school development and the instructional strategies that celebrate those differences.
The Council for Chief State School give strict instructions for students, even those who have some of the most significant disabilities(The Council for Chief State School, 2010) They all must “retain the rigor and high expectations of the Common Core State Standards” in order for them to make it to the next grade. Putting special needs and the learning disabled children on the same rigorous curriculum will in fact make them fall behind and require more help to be able to pass to make it to the next class. Common Core State Standard officers also give tips on how to teach students with disabilities that fall under the Common Core Standards. Up until recently they have started implementing common core into students Individual Education Program (IEP). In 2010 The Council for Exceptional Children (CEC) mentioned that CCSS should allow a wide possible ranger for students with appropriate accommodations that fit their needs to help them learn.
Issues of class size and resources also highlighted the problems within the potential ability of integration. This idea was highlighted through the experience at the special needs school, with many extra resources used in the classroom to help educate the students. These resources made up most the classroom space, with the ‘hands-on’ approach a fundamental element of their educational processes. This would sometimes affect the learning process of other students, with the different needs making it difficult to incorporate an inclusive class that would benefit all students’ education. Conc... ... middle of paper ... ...d through the paper, showing that its main decision teachers and the students and whether or not an inclusive schooling system would benefit all students or create bigger issues.
Preface Education is an important process for children to learn different kind of knowledge or languages that would deeply influence not only their course result but their future. Some students, however, are having difficulties in learning because of their disease or so-called the Learning disability that do not be able to catch up the class as other students. In nowadays education system, we will use various method in supporting those student in learning. Since those students who have Learning disability would stay in the class with other normal students, we called this as Integrated Education. In this essay, I would like to discuss the case of dyslexia and explain how we can help these kind of students by using specific teaching models and skills.
In particular they observed differences in how they socially interact, communicate with peers, and learn to share, stand up for themselves and find their place in new social groups. This takes place through hidden cameras and microphones, this enables them to oversee it all in the background and evaluate the situations throughout the documentary. The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life. Body The documentary follows ten four, five and six year olds, exploring how children make and break friendships, share, stand up for themselves, find themselves, and find their place in a social group.
The teacher it is the second most important because she/he will be responsible to accommodate every student needs, goals and educate them to succeed in their lives. Students should know why education it is important in their future, if they already know they would be able to keep their education until they have achieved their goals. It is important for the students to have the desire of going school, this will help them to learn and enjoy the school. They w... ... middle of paper ... ...that self-esteem has to start at home, and teachers have to make sure that every child has high self-esteem. A child that has high self-esteem will contribute more in the classroom than a child who doesn’t have self-esteem.
As with many students with learning disabilities, students with dyslexia need more time. By giving students time to think about their work they are better able to complete it well. One suggestion is to “require the student to wait 5 minutes before starting a writing task” (Sparking new ideas for your classroom, 2017). During this time students should be thinking about what they will write, this way the student has begun to think about the assignment before completing it. Another idea is, during verbal questioning, to “State your question, pause, and then call on the dyslexic student first” (Accommodations are key to the success of dyslexics in school, 2017).
The nature and extent of an individual’s formal education will generally have great effects upon their entire life. Therefore, this topic is of significant relevance and usefulness to our society as a whole. The first reason for this call to close involvement is due to the fact that many students struggle with their schoolwork and homework because they lack the parental connection. The most some parents ever get involved in the education of their children is to look at report cards, and then hand out some form of discipline for low grades. Parents determine the academic success of their children, more than anyone else.
This paper will discuss five different articles which define what a behavior problem is, classroom management strategies for students and teachers, and the education environments that are best for children with Emotional or Behavioral Disorders. (EBD) Topics also included, community support, teacher perceptions of what is being done, and parent’s perspectives on the services provided for their youths with EBD. I will also address the things that surprised me about this system and the things I found that might be helpful or affect my teaching strategies in the future. The first article I read from Behavioral Disorders Journal was “Classroom Management Strategies: Are they setting events for coercion?” This article addressed some common methods teachers are using to force all students to participate in classroom activities. The authors, Richard E. Shaus, Phillip L. Gunter, and Susan L. Jack, described the coercion methods that many teachers use to convince students to work.