Module 4 D Managing Students with Special Needs

Module 4 -D Managing Students with Special Needs TED 377 Methods in Sec. Ed.

Module 4 -D Students will explain types of motivation and behavior management problems presented by Secondary students, including integrated students with disabilities.

Managing Students with Special Needs • When dealing managing a classroom, teachers need to be aware of students with special needs (physically or cognitively handicapped, or possess some characteristic that affects classroom performance).

Emotional and/or Behavioral Problems • Recommendations for the teacher: – Reinforce student attempts at self-control. – Recognize behavioral cues and anticipate an outburst. – Help students recognize signs of increasing tension and recommend how to defuse before an outburst occurs. • Can increase self-control and self-esteem. – Do not take the outburst personally – you are a convenient target.

Asperger’s Syndrome • Have limited understanding of information they learn, and inability to apply information. • Have extremely poor communication skills: – Stand too close. – Avoid eye contact. – Talk to long and loud. • Extremely resistant to change of routine.

Asperger’s Syndrome • Recommendations for the teacher: – Use visual cues and prompts, and demonstrate how to accomplish something. – Make instruction concise. – Do not insist on direct eye contact. – Reward students with their favorite activities or interests.

Attention Deficit Hyperactivity Disorder (ADHD) • • • Easily distracted. Short attention span. Inability to organize. High level of movement. Impulsive. Many times academically discouraged by the time they reach high school.

Attention Deficit Hyperactivity Disorder (ADHD) • Recommendations for the teacher: – Use a positive, relaxed, well-structure approach to learning. – Ensure you have student’s attention before giving instructions. – Make instructions clear and concise. – Reinforce that accuracy is more important than speed. – For complex activities, provide written as well as oral instructions.

Deaf or Hard-of-Hearing • Recommendations for the teacher: – Use assistive technology devices if used by student. – Face students when speaking, not the board. – Use overhead instead of the board. – Provide written as well as oral instructions. – Repeat student questions to ensure they are heard. – Monitor for student comprehension.

Visually Impaired or Blind • Recommendations for the teacher: – Allow students to use audio recording devices. – Read aloud any visual material. – Allow students to walk up to the board or to any displays to view them better. – Seat students facing away from windows to reduce glare. – Help students fit in socially (they may miss visual cues).

Extreme Poverty • These students: – Do not want to appear weak in front of peers. – Speak more loudly than average student. – Quick to be defensive. • Recommendations for the teacher: – Reprimand these students privately. – Encourage students to achieve. – Teach goal-setting. – Have extra supplies for these students to use.

Limited English Proficiency • Recommendations for the teacher: – Creatively use gestures, facial express, and body language to illustrate your message. – Use visual aids and demonstrate. – Speak clearly, using limited vocabulary when helping these students one-on-one.

Review: MODULE 4 -D • Emotional and/or behavioral problems. • Asperger’s Syndrome. • Attention Deficit Hyperactivity Disorder (ADHD). • Deaf or hard-of-hearing. • Visually impaired or blind. • Extreme poverty. • Limited English proficiency.