- Students with special needs
- Content mastery classroom: provide extra help, extra time for tests, staffed w/special education teachers who can provide suggestions for adapting teaching/management
- Inclusion - special education students in general education classrooms: IEPs, regular planned meetings for progress and support, assignment modifications
- Emotional/behavioral problems
- communication with all, overlook minor inappropriate behavior, reinforce acceptable behavior, identify/reduce/prevent stressors, temporary lowered expectation on bad days, offer structured choices, allow leaving classroom
- remember you are convenient target, but not cause of anger
- Serious social deficits (ASD)
- odd social skills with poor communication skills, extreme anxiety to change/unmet expectations, acute sensitivity to sounds, poor motor skills, stereotyped movement
- use visual prompts, brief instructions (write down), social stories, strengths and interests in teaching to provide ways to develop talents, social feedback
Chapter 10: Managing Special Groups - Students with special needs
- ADHD:
- distractible, impulsive, disorganized
- predictability and structure, ask others what works best for them, make sure you have their attention when giving clear/brief instructions, observe as they work, remind/reinforce effort and accuracy over speed, finger card/marker for reading
- Deaf/hard-of-hearing: auditory devices, center of room seat, projector not chalkboard, repeat/rephrase info, restate responses, close monitoring, note takers
- Bind/visually-impaired: board work - read aloud, tape recorders, hands-on work, change in activity to prevent tiring, seat w/back to window, move as needed
- Extreme poverty: increased communication and relationship building, presentation of non-weak image/insolence, extra materials/supplies, bracket anxieties, peer buddy, provide underlying assumptions for behavior, + self-talk, help another student
- Limited English proficiency: understanding of English, learn key words in native lanuage, body language/gestures, visual aids, long receptive period before confident in classroom, consult counselor if language barrier prevents benefit from instruction
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