Module 4-D Managing Students with Special Needs

1. Module 4-DManaging Students with Special Needs TED 377 Methods in Sec. Ed.

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

3. 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).

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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).

11. 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.

12. 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.

13. 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.