Teaching Problems with Special Persons common disabilities inclusive strategies accommodation techniques

1. © 2009 The McGraw-Hill Companies, Inc.© 2009 The McGraw-Hill Companies, Inc.
Teaching Students with
Special Needs
By
Dr. Mohibullah Khan Marwat
SUIT Peshawar
dsmarwat@yahoo.com
Cell. 03333161616
Cell. 03113161616

2. © 2009 The McGraw-Hill Companies, Inc.
1/34 The Sense of Disability
A Disorder/Disability is the state of inability in one or
more of the basic psychological processes involved in
Understanding or in Using Language, Spoken or
Written. It may appear itself in an imperfect ability to
Listen, (Hearing)
Think, (Intellectual)
Speak, (Language)
Read, Write, (Language and Vision)
Spell or (Language and Vision)
do Mathematical Calculations. (Calculia)

3. © 2009 The McGraw-Hill Companies, Inc.
2/34 General Concept of Disability
 Disability label can be Stigmatizing the student with
False Understanding that the student who is
disabled is not as Capable as their Peers.
 In general, it is appropriate to reference the
Disability only when it is pertinent to the situation.
 For instance, it is better to say “The student, who
has a disability” rather than “The Disabled
Student” because it places the importance on the
student, rather than on the fact that the student has a
disability.

4. © 2009 The McGraw-Hill Companies, Inc.
3/34 Types of Disabilities
 Disabilities can be Temporary (such as a broken arm),
OR Long-term (such as complete blindness)
 Common Types of Disabilities are:
 Hearing Loss
 Low Vision or Blindness
 Learning Disabilities, such as Attention-Deficit
Hyperactivity Disorder, Dyslexia, or Dyscalculia
 Mobility Disabilities (Contd)

5. © 2009 The McGraw-Hill Companies, Inc.
 Chronic Health Disorders, such as Epilepsy,
Arthritis, Cancer, Diabetes and so on
 Psychological or Psychiatric Disabilities, such as
Mood, Anxiety and Depressive Disorders, or
Post-Traumatic Stress Disorder (PTSD)
 Traumatic Brain Injury
4/34 Types of Disabilities (Contd)

6. © 2009 The McGraw-Hill Companies, Inc.
Thinking of the Students with Disabilities
 Students may have Disabilities that are More or
Less Apparent.
 For instance, you may not know that a student has
Epilepsy unless he/she Discloses or an Incident occurs.
 These “Hidden” Disorders can be Hard for students
to Disclose because they think that many people
assume They are Healthy because “They Look
Fine.” (Contd)

7. © 2009 The McGraw-Hill Companies, Inc.
 Apparently, in some cases, the student may make a
Strange Response that is Disability-related.
 For example, if you ask the students to Bring Bucket
of Water, the student may Response in Negation
because he/she does not have the Capacity to act
upon or Follow your direction on account of
Arthritis.
 A student may ask to Record Lectures because s/he
has Dyslexia and it Takes Longer to write down the
lectures.
Thinking of the Students with Disabilities

8. © 2009 The McGraw-Hill Companies, Inc.
 A student’s disclosure of a disability is always
Voluntary. However,
 Students with Disabilities may Feel Nervous to
Disclose and share his/her Confidential Medical
Information with teacher or friends.
 Students must Combat Negative Stereotypes about
their disabilities held by others and even themselves
 (Contd)
Confidentiality, Stigma, and Disclosure

9. © 2009 The McGraw-Hill Companies, Inc.
 Similarly students with physical disabilities face
Damaging and Incorrect Stereotypes, such as that
those who Use a Wheelchair must also have a
Mental Disability. (Scorgie, K., Kildal, L., &
Wilgosh, L., 2010)
 Additionally, students with “Hidden Disabilities”
like Epilepsy, frequently describe Awkward
Situations in which others Minimize their
Disability with Phrases like “Well, you look
fine.” (Scorgie, K., Kildal, L., & Wilgosh, L., 2010)
Confidentiality, Stigma, and Disclosure

10. © 2009 The McGraw-Hill Companies, Inc.
9/34 What is “Inclusion”
 “Inclusion” refers to all people being valued, accepted
and respected regardless of Ethnic and Cultural
Backgrounds, Socio-economic Circumstances,
Abilities, Gender, Age, Religion, and Belief.
(Forlin, 2004; United Nations Educational Scientific and
Cultural Organization, 1994).
(Contd)

11. © 2009 The McGraw-Hill Companies, Inc.
 Inclusion is “Human Rights” or Social Justice
Principle which embodies Values such as Equity
and Fairness (Ainscow, 2005).
 In an inclusive school, children are not Treated
Equally but are given Equitable Support to enable
every child to be able to Participate Physically,
Socially and Academically with their peers.
 This means that the Environment, Curriculum,
Teaching Methods, and Assessment all need to be
adjusted to the needs of the students.
10/34 What is “Inclusion” (Contd)

12. © 2009 The McGraw-Hill Companies, Inc.
Indicators of Learning Disabled Student
 A learning disabled student …
 Has Poor Auditory Memory—both Short Term and
Long Term.
 Has a Low Tolerance Level and a High
Frustration level.
 Has a Weak or Poor Self-Esteem.
 Finds it Difficult, to stay on task for Extended
Periods of Time.
 (Contd)

13. © 2009 The McGraw-Hill Companies, Inc.
 Is Spontaneous in Expression; often cannot
Control Emotions.
 Is Easily Confused.
 Is Verbally Demanding.
 Faces difficulty in working in groups.
 Has difficulty in following Complicated
Directions
 (Contd)
Indicators of Learning Disabled Student

14. © 2009 The McGraw-Hill Companies, Inc.
 Has Coordination Problems with both Large
and Small Muscle Groups.
 Has Inflexibility of Thought; is Difficult to
Persuade Otherwise.
 Has Poor Handwriting Skills.
 Has Poor Concept of Time.
 (Contd)
Indicators of Learning Disabled Student

15. © 2009 The McGraw-Hill Companies, Inc.
Dealing with Learning Disabled Students
 They offer Unique Teaching Challenges.
 These students demand more of Your Time and
Patience
 Provide Oral Instruction for students with
Reading Disabilities.
 Provide learning disabled students with Frequent
Progress Checks.
 Make activities Concise and Short.
 (Contd)

16. © 2009 The McGraw-Hill Companies, Inc.
 Give Immediate Feedback to Learning
Disabled students. They need to see quickly the
relationship between What was Taught and
What was Learned.
 Learning Disabled students need a lots of
Specific Praise. Instead of just saying, “You did
well,”. Provide specific Praising Comments that
link the Activity Directly with the Recognition.
 Offer information in both Written and Verbal
Formats.
Dealing with Learning Disabled Students

17. © 2009 The McGraw-Hill Companies, Inc.
Students With Hearing Impairments
 Here are some Teaching Strategies for Students
with Hearing Impairment:
 Provide Written or Pictorial Directions.
 Physically Act Out the steps for an activity.
 Seat a Hearing Impaired child in Front Row and in
a place where s/he has a Good sight of both You
and the Board.
 (Contd)

18. © 2009 The McGraw-Hill Companies, Inc.
 Many Hearing Impaired youngsters Read Lips. When
addressing the class, mostly Look Directly at the
Hearing Impaired Student.
 It may be necessary to Wait Longer than Usual for
a response from a Hearing Impaired student. But Be
Patient and Tolerant
 Whenever possible, use a lot of concrete objects such as
Models, Diagrams, Samples, and the like.
Students With Hearing Impairments

19. © 2009 The McGraw-Hill Companies, Inc.
Students With Visual Impairments
 Consider these Steps while dealing students with Visual
Problems:
 Record Portions of the Textbooks, and other printed
materials so students can Listen with Earphones to an
oral presentation of necessary material.
 When Using the Chalkboard, use White Chalk and
Bold Lines.
 Always Say out Loudly whatever you Write on the
Chalkboard. (Contd)

20. © 2009 The McGraw-Hill Companies, Inc.
 Seat the Visually Impaired student close
to the Main Instructional Area.
 Provide Clear Oral Instructions.
 Coordinate the student with other
students who can assist or help.
Students With Visual Impairments

21. © 2009 The McGraw-Hill Companies, Inc.
Students With Physical Impairments
 Dealing the students with Physical Impairment:
 Be sure there is Adequate Access to all parts of the
Classroom.
 Keep Space between Desks, and provide
Sufficient Space around Demonstration
Tables and other Apparatus for Physically
Disabled students to move freely.
 (Contd)

22. © 2009 The McGraw-Hill Companies, Inc.
 Encourage students to participate in All Activities to
the Fullest Extent Possible.
 Physically impaired students will, Quite Naturally, be
Frustrated at not being able to do everything the
other students Do.
 Take Some Time Periodically to Talk with those
students and help them Get their Feelings and
Frustrations out in the open.
Students With Physical Impairments

23. © 2009 The McGraw-Hill Companies, Inc.
Students With Emotional Problems
 Coping with the Students having Emotional Problems
 Students with Emotional problem are those who
Demonstrate Inability to Build or Maintain
Satisfactory Interpersonal Relationships.
 Exhibit a Reserved Mood of Unhappiness and
Inappropriate Behavior under Normal Conditions
 Give the Student a sense of Responsibility.
 Assign the student with Charge of Something
(Contd)

24. © 2009 The McGraw-Hill Companies, Inc.
 Invite the student to Share his/her Experiences
with the rest of the class.
 Get the student Involved in Activities with other
students
 Don't Expect Students to remember in May all the
classroom Assignments allotted in September.
 Seat an Emotionally Impaired child away from
any Interruptions (Highly Verbal Students,
Equipment, Tools, etc.).
Students With Emotional Problems

25. © 2009 The McGraw-Hill Companies, Inc.
 Make the Instructions Clear, and Teach One Step
at a Time.
 Make Frequent Eye Contact. Interestingly, Students
in the Second Row are More Focused then those in
the First.
 Adjust work time so it Matches Attention Spans.
 Provide Frequent Breaks as Necessary.
 Use Physical Contact (a hand on the shoulder) to
Focus Attention.
Students With Emotional Problems

26. © 2009 The McGraw-Hill Companies, Inc.
25/34 What is “Accommodations”
 Accommodations are Modifications or
Adjustments to the Tasks, or Environment that
enable individuals with disabilities to have an Equal
Opportunities to Participate in an academic
program or a job (U.S. Department of Education, 2007).
 Accommodations are Changes in Materials or
Procedures that provide access to Instruction and
Assessments for students with Disabilities.

27. © 2009 The McGraw-Hill Companies, Inc.
26/34 Types of Accommodations
 Accommodations involve changes to various things
related to learning. These are:
 1. Presentation: Change in the way Instructions
are presented. Example: Letting a child listen to
Audiobooks Instead of Reading Text.
 2. Response: A change in the way a child completes
assignments or tests. Example: Allowing a child give
spoken answers instead of written ones. (Contd)

28. © 2009 The McGraw-Hill Companies, Inc.
 3. Setting: A change in the environment where
a child works. Example: Allowing a child to
take a test in a separate room with smaller
group.
 4. Timing and Scheduling: A change to how
much time a child has to complete a task.
Example: Providing extra time on tests for
a child.
27/34 Types of Accommodations

29. © 2009 The McGraw-Hill Companies, Inc.
28/34 Classroom and Accommodation
 Assist the student in Finding Effective PeerNote-
Takers from the class. Alternatively, provide the
student with a copy of Your Lecture Notes.
 Allow the student to Record Lectures.
 Allow the student Additional Time to complete the
class assignments.
 Provide assistance with Proofreading Written
Work.

30. © 2009 The McGraw-Hill Companies, Inc.
29/34 Examination Accommodations
 Extend Examination Time for special person.
 Taking exams in a room with Minimum
Disturbance.
 Exercise the option of an Oral Exam if necessary.
 Allow to use Assistive Devices for essay exams for
Spelling and Grammar.
 Allow the use a Calculator for Mathematics exams.

31. © 2009 The McGraw-Hill Companies, Inc.
30/34 Presentation Accommodation
 Listen to Audio Recordings instead of reading text
 Learn content from Audiobooks, Movies, Videos
and Digital Media instead of reading print versions
 Work with Fewer Items per Page or Line
 Produce the Materials in a Larger Print Size
 Record a lesson, Instead of Taking Notes

32. © 2009 The McGraw-Hill Companies, Inc.
31/34 Setting Accommodation
 Work and take Test in a Different Setting,
such as a Quiet Room and Friendly
Environment.
 Sit where s/he Learns Best (for example,
near the Teacher)
 Use Special Lighting, Seating
Arrangement and other Devices

33. © 2009 The McGraw-Hill Companies, Inc.
32/34 Timing Accommodations
 Give More Time to Complete a Task or Test
 Allow Extra Time to process Oral Information
and Directions
 Allow Frequent Breaks, such as after completing a
task
 Give More Time to complete a Project
 Take a Test in Several Sessions
 Take a Test at a Specific Time

34. © 2009 The McGraw-Hill Companies, Inc.
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April 09, 2016