This document discusses strategies for inclusive education in the English language classroom for students with special needs. It recommends that teachers promote acceptance as role models. Accommodations like flexible presentation, timing and testing can increase access to education for students with special needs. Physical disabilities may require different support strategies as physical impairment does not imply cognitive issues. Suggestions are provided for adapting materials and assessments for students with visual impairments through techniques like buddy reading, magnifiers and recorded lessons.

1. ESTRATEGIAS PARA LA EDUCACIÓN
INCLUSIVA EN EL AULA DE LENGUA
EXTRANJERA INGLÉS.
Practice II, Didactics of ELT and Practicum
Primary School level. Adjunto Regular a/c Prof.
Estela Braun (2019). Prof. Vanesa Cabral, Auxiliar
Docente (2019).STUDENTS NAME: NECOL ROCIO & TORRES MELINA.
SCHOOL: 180 “MARIANO MORENO”
COURSE: 6th GRADE “C” & “D”.
MENTOR TEACHER: KANT VERONICA.

2. ADDRESSING STUDENTS WITH SPECIAL
NEEDS
• ACCEPTANCE:
• AS TEACHERS, WE ARE ROLE MODELS.
• OUR MOST EFFECTIVE TOOL IS AN ATTITUDE THAT
PROMOTES ACCEPTANCE.
ADDRESSING STUDENTS WITH SPECIAL
NEEDS

3. ACCOMODATIONS
• ACCOMODATIONS ARE CHANGES IN THE CLASSROOM
ENVIRONMENT AND IN THE MANNER OF INSTRUCTION:
⮚PRESENTATION STYLE.
⮚TIMING.
⮚TESTING ARRANGEMENTS.
⮚AIM: TO INCLUDE STUDENTS AND TO INCREASE THEIR
ACCESS TO EDUCATION
ACCOMODATIONS

4. PHYSICAL CONDITIONS AND DISABILITIES
• SPECIAL NEEDS THAT ORIGINATE FROM A PHYSICAL
CONDITION WILL DEMAND DIFFERENT KINDS OF
COMPENSATION STRATEGIES.
• PHYSICAL DISABILITY DOES NOT IMPLY COGNITIVE
IMPAIRMENT : HOWEVER, IT IT IS A POTENTIAL BARRIER TO
ACADEMIC PERFORMANCE.
• STUDENTS WITH PHYSICAL DISABILITIES NEED HELP
ACCESSING CLASSROOM ACTIVITIES.
PHYSICAL CONDITIONS AND
DISABILITIES

5. • STUDENTS WHO ARE SHORT SIGHTED: THAT CAN BE
CORRECTED WITH GLASSES OR CONTACT LENSES.
• VISION PROBLEMS MAY NOT BECOME APPARENT UNTIL
CHILDREN REACH SCHOOL.
• EYE EXAM- CORRECTIVE EYE WEAR (OPTOMETRIST-EYE
SURGEON)-OPHTALMOLOGIST-
VISUAL PROBLEMS VS VISUAL
IMPAIRMENT

7. ● THE BEST APPROACH IS TO CREATE A SENSE OF TEAMWORK.
SUGGESTIONS:
● GIVE THE CHILD A TOUR OF THE SCHOOL IN PARTS. REPEAT THE TOURS
SEVERAL TIMES.
● BE SURE TO NOTIFY THE STUDENT OF ANY CHANGES IN THE LAYOUT OF
THE CLASSROOM.
● ESTABLISH A BUDDY SYSTEM, WHERE CLASSMATES TAKE TURNS READING
INSTRUCTIONS AND TEXT INFORMATION ALOUD TO THE STUDENT.
ADAPTATIONS FOR CHILDREN WITH VISUAL
IMPAIRMENT

8. ● PROVIDE A HAND OR STAND MAGNIFIER FOR THE STUDENT TO USE IF
HELPFUL.
● MAKE LARGE PRINT VERSIONS OF CLASS MATERIALS.
● USE MATERIALS THAT ARE AVAILABLE IN BOTH PRINT AND BRAILLE.
● DESCRIBE VISUAL INFORMATION THAT YOU ARE GIVING TO THE REST OF
THE CLASS.
● CONSIDER RECORDING SUMMARIES OF LESSON INFORMATION FOR THE
CHILD TO LISTEN TO AT HOME.
● READ TEST ITEMS ALOUD TO THE STUDENT FOR HIM OR HER TO ANSWER

9. ● TRAINEES: NECOL ROCIO & MELINA TORRES.
● PRACTICUM AT SCHOOL 180, 6TH GRADE “C” & “D”
● MENTOR TEACHER: KANT VERONICA
● TOPIC: “ANIMALS’ HABITATS
ADAPTED MATERIAL AT SCHOOL 180

10. ● ADAPTED TEST