Why this communication skill is the least important in the special education needs setting?
Use of technical language / Practitioner to Client
This communication skill may be the least important because during the lesson, the children may become confused about what the special educational needs teacher is trying to teach them. This may make the children begin to lose concentration and become bored with the task (reducing stimulation). This is because they are not paying attention and they will not be, learning what is needed in case it helps them improve (reduced occupation).
In assembly a newly qualified special education needs assistant visits the school from a different school, which is arranged by the head teacher who may not be used to
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They may use over complex sentence, which are long and might not have the experience to look after the children. This could reduce their confidence in their ability to teach.
Structure of written communication Practitioner to Client
The structure of written communication will be one of the least unimportant. For example, during lessons, the children may be confused about what the special educational needs teacher, therapist, support assistant or special education needs assistant is describing to them. This may make the children begin to concentrate less and become tired with the task (reducing stimulation). This is because they are not paying attention and they will not be, learning what is needed in case it helps them improve (reduced occupation).
Appropriate Speed of Speech Practitioner to Client
This will be one of the least communication. This is because during lessons, the children may be confused about what the special educational needs teacher, therapist, support assistant or special education needs assistant is trying to say to them due to the speed of speech. This may make the children begin to concentrate less and become uninterested with the task (reducing stimulation). This is because they are not paying attention and they will not be, learning what is needed in case it helps them improve (reduced
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Use of technical language / Practitioner to Practitioner
At a meeting, the special education needs teacher, support assistant, special education needs assistant or a therapist are all there. Many staffs are new to the school and may not be used to working and communicating, and are very young. The other practitioners may use over technical words and this can cause the new staff to misunderstand and become worried in case they do the wrong thing.
Humour / Practitioner to Practitioner
Furthermore, the special education needs teacher, support assistant, special education needs assistant or therapist is one of the unimportant communication. For instance, the special educational needs teacher may use humour with their colleagues. This is to cheer them up due to having a lot of work to do. Although, their colleagues do not understand the humour and might make the situation worse. In addition, the support assistant may use humour with their colleagues who are very upset and may use humour to make them unruffled and stress-free. However, sometimes humour can cause the situation to become worse. This can make their colleagues think of them as heartless and this could lack social
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
The second type of communication is nonverbal. This communication skill is very important when working with children who are deaf or have learning disabilities. Pictures or printed words help teach, when working with non-verbal children.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
As classrooms become more diverse, and with the push-in model being implemented for special education, this can be a difficult task. There are many things to consider when deciding upon a teaching format for each lesson. The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators to student learning. It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their
The first step of entering a child into the special education program starts in the general education classroom. A teacher may notice behaviors or delays in a student that need to be addressed. Parents may also have requested that the student be referred and evaluated for special education services. The teacher will then begin a pre-referral phase which is an informal process of observing and documenting about the student. The purpose of this phase is to document and explain the difficulties and challenges that the student may be having. Typically, teachers and the family members work together to see if maybe the issues can be resolved in the general education classroom. The teacher may receive help from special education teachers to make basic accommodations and systematically differentiate instruction methods. This phase also allows unnecessary assessments and placements to be avoided. If the student is still having learning difficulties and challenges after this phase they are referred to the special education department and the next phase of having the child evaluated begins.
Children in Special Education classes are described as people who were born with a problems in speech, communication, paying attention, communicating with others,
I have worked with many teachers in this line of work and have watched how they interact with the kids. I have worked with all kinds of kids with special needs, ranging from reading disabilities to severe mental retardation. Some of the teachers that I have worked with, I have not approved of their tactics on how they handled the kids, but you learn and you adapt. Eventually you will know what is right and what is wrong.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
Those students with special needs have emotional and behavioral complaints which can lead to troublesome behaviors. These students frequently enter the classroom with negative connections that have for quite some time been set up (Conroy et al., 2009). By giving positive reinforcement and encouraging leads the student to be more comfortable in the environment and the interactions between the teachers and with other students improve in a positive manner (Conroy et al.,
Special education is such a broad and sensitive topic to talk about as well as the several issues that come with the Special education topic. And although there are a variety of issues, such as: special education children being accepted, segregated from their peers, the financial ability to support many special education programs, and the fact that a lot of teachers are not properly certified and do not know how to handle special needs children; there are also many resolutions. Special education Awareness, peer understanding, support from the local and state government, proper teacher certification, and most importantly social unity and understanding amongst peers are all a part of this controversial issue and they will also help maintain and resolve the growing concerns in the Special education programs and the children.
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently