The document discusses different approaches for handling children with special needs including clinical, task analysis, behavior modification, PECS, simulation, unit teaching, direct instruction, peer-mediated instruction, cooperative learning, cognitive strategies, and applied behavior analysis. Clinical teaching involves diagnosing, planning, implementing, and evaluating teaching tasks for individual students. Task analysis breaks down complex skills into components. Behavior modification uses reinforcement to modify behavior. PECS uses pictures to help develop communication skills. Other approaches include simulations, unit teaching of themes, direct instruction of skills, peer-mediated and cooperative learning, developing cognitive strategies, and the structured teaching of applied behavior analysis.

1. Different Approaches
in Handling Children with
Special Needs

2. Clinical Approach
• It involves an alternating teach-test-teach with
the teachers. Alternating roles between
teacher and test administrator. Refers to the
objective of designing learning experiences
appropriate to the individual needs of
students by paying attention to both what the
child cannot do, but especially what the child
does do.

3. • This approach to teaching has been called
remediation, educational therapy,
intervention or simply good teaching.
• The procedures in clinical teaching use are:
1. Diagnoses
2. Planning of teaching task
3. Implementation of teaching task
4. Evaluation of student
5. Modification of the diagnoses

4. • Clinical teaching is planned for a unique
student rather than for an entire class, and it
can be accomplished in a variety of
placements, such as regular school or in
special education.

5. Task Analysis
• It is often identified with a
functional or life skills curriculum.
A functional curriculum is a highly
individualized, individually
referenced model in which the
teacher crafts each pupil’s
curriculum based on the skills and
abilities that are part of the
student’s repertoire. It is the
foundation for teaching complex
functional and vocational skills to
individual with disabilities.

6. • In task analysis, which is
part of a behavioural
approach to instruction, a
complex behaviour or task
is broken down and
sequenced into its
component parts.

7. Behaviour Modification
• It is an approach to
modify behaviour by
using operant
conditioning particularly
shaping and fading.

8. The following steps necessary in
behaviour modification:
a) Specify the behaviour to be
modified
b) Instruct child verbally as to desired
behaviour
c) Have a model with whom the
children identify performance
desired manner
d) Reinforce systematically
approximate or desired behaviour

9. PECS
• It stands for Picture Exchange
Communication System which use
concrete objects (pictures), the child can
communicate without having skills such
as eye contact and shared attention
(paying attention to the same thing as
the person they are communicating with,
and taking turns in conversation.)

10. • Pictures can be used instead of
speech, but are usually used to
supplement speech. PECS has been
shown to be effective in helping
children develop increased vocabulary
and functional communication.

11. Simulation
• Simulations are a useful teaching
strategy for illustrating a complex and
changing situation. Simulations are
(necessarily) less complex than the
situations they represent.
• In a simulation, the learner acts, the
simulation reacts, the learner learns
from this feedback.

13. Unit Teaching Approach
• Based on the early work of Ingram (1935), this
method emphasizes a basic theme or topic
decided on by the teacher and the class to be
the core in teaching and learning. It includes
short and long term projects that will
stimulate interests.

14. • It is a traditional teaching methodology, which
provides instruction in several different daily living
skills content areas, such as health and safety,
responsible citizenship, money management, and
vocational preparation.
• Goals and activities are frequently grouped
according to the chronological age or
developmental level of pupils which allows
students to see the connection between the
instruction and its application to situations in their
daily lives.

15. Direct Instruction
• A comprehensive, teacher-led approach based on
decades of research that emphasizes maximizing
not only the quantity of instruction students
receive but also the quality.
• It is a general term for the explicit teaching of a
skill-set using lectures or demonstrations of the
materials, rather than exploratory models and
primarily designed to help students develop
particular skills.

16. • Direct instruction is usually deductive. That is,
the rule or generalization is presented and
then illustrated with examples. It includes
clear demonstrations of new information in
small segments, practice that is teacher
guided, and immediate feedback to students
on their work.

17. Peer Mediated Instruction
• It is used to teach children who are socially
withdrawn and have limited social skills to
engage in social interaction.

18. • It is peers teaching peers or known as PEER
TUTORING. Peer tutoring is an approach to
instruction in which students are partnered,
provided with instructional material that they
are to learn. Each student is expected to help
each other in accomplishing the learning goal.
• It should be reciprocal, that all the
participating students have opportunities to
be both the teacher and the learner.

19. Cooperative Learning
• It is an approach to classroom instruction that
employs small group as well as large group. It
is collaboration among students to achieve
goals for academic achievement and social
skill development. Instructional practices
characterized by the use of teams to support
academic learning.

20. • 4 Basic Elements of Cooperative Learning
1. Positive interdependence- each student
in the group agree on:
a. The answer to the task
b. The process for solving each
problem
2. Individual accountability- is determined
if each member in the group have mastered
the process of solving problem or
demonstrate the skills necessary for
accomplishing the task.

21. 3. Collaborative skills- emphasize student
support for one another, enthusiasm for group
work, and contributions to the group’s effort.
4. Processing- requires that the group
evaluate how well they worked together and
what they could do in the future to be an even
more effective group member or group.

22. Cognitive Strategies
• A cognitive strategy in its simplest form is the
use of the mind (cognition) to solve a problem
or complete a task. It is an instructional
approach which emphasizes the development
of thinking skills and processes as a means to
enhance learning.

24. • It assist a student in learning how to learn,
including; self instruction, self-questioning, selfmonitoring, self evaluation and selfreinforcement.
• A related term is metacognition, the selfreflection or “thinking about thinking” necessary
for students to learn effectively (Baker, Gersten, &
Scanlon, 2002). Or related to scaffolding which is
a temporary supportive structure that the
teacher creates to assist students and accomplish
a task that they could not complete alone.

25. Applied Behaviour Analysis
• Structured systematic approach to teaching
and behaviour management that employs
direct observation and charting of student
behaviour.

26. • Role of teacher:
1. Analyze tasks
2. Break these tasks down into small units of instruction
3. Sequence their teaching
4. Use systematic reinforcement procedure
5. Continuously monitor student performance
6. Record tasks
7. Instruction then follows the sequence selected by the
teacher, with emphasis to reward correct responses
8. Progress is recorded to evaluate the effectiveness of
instruction

27. THANK YOU! 
Vanessa G. Cabag