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Every Child Is Special Inthisworld

Inthisworld, childrenexistwithexceptionalbehaviors. Theirbehaviorishardtoacceptforthesociety. Teachersplayaveryvitalroleinmakingthemknowledgeable.

Firstofallteachershouldbetrainedtoworkinthe schoolwheretherearechildrenwithexceptionalities. Sometimesitbecomesveryhardfortheteachertoreactinarightmannerwhentheyinstruct. Thestudentswithbehavioralissuesneedsextraofteachingandattention.

Thesmallclasseswouldhelpalotinteachingthemeffectively. Alsotheremustbearoomforvisitingfacultytocomeandtakeextrasessions. Thisnotonlycomesouttobebeneficialforchildrenbutalsoisahelptotheprofessors. Therecouldbeanewtechniqueofteachingorhandlingthestudentsandcouldbeadvantageous. Thevisitingfacultyprovesouttobechangeforthestudents.

Thegoodteacheris, whoemphasizeonchild’sabilitynotdisability. Thedisabilitymustberemovedbutwithoutdepressingakid. Achildmustknowabouthisproblems, buthemustalsothathehasabilitieswhicharemoreinnumberthanhisdisabilities. Ateachermustteachwithamentalitythateverychildhassomeincapacities. Teachershouldhelpachildinbringinguphisabilitiesandshouldcurbthedisabilitiesquietly. Expectationsshouldbehigh, becauseeverychildcanachievesomepositioninasocietyaccordingtohispotential, butthisneedsassistance.

Environmentofclassshouldbepositiveandfriendly. Thisdependsonateacherthathowshemaintaintheenvironment. Becausethepositiveenvironmentboostthelearningcapabilitiesofachild. Alsothebehaviorofachilddependsonhisenvironment. Ifachildfeelsthreatenedbysomethingthenitisobviousthathisbehaviorwould change. Sometimesitbecomeveryimportantforateachertoknowaboutchild’slikesanddislikes.

Everychildhasanindividualgoal, sofromtimetotimeteachersshouldkeepthemselvesupdatedthathowfarhehasdeveloped. Thegradedoesnottelleverythingaboutwhatthechildhaslearnedsofar. Theemphasisongradeshouldbelow. Teachershouldknowwhathehaslearnedsofarorinwhichfieldishelackingbehind. Thisalsoboostsuptheconfidenceof akid.

Thewholelearningprocessmakesachildtired. Thisnotonlyeffectstheirlearningabilitiesbutalsodistractsthem. Thereforeateachershouldemploypropertechniquesforrelaxinginaclass. Achildwithattentiondisordergetsmentallytiredsoon. Thereshouldbeproperrelaxingtechniqueslikelisteningtosoftmusicorplayingonline games. Playinggamesnotonlyeaseachildbutalsokeepsthemhealthy.

Thefirstthingachildshouldlearnistotakecareofhimself. Theyshouldbemadeselfdependent. Taking, basicexampleachildmustlearntotiehisshoelaces. Thedependentchildalwayshasalowconfidencelevel. Theremustbeshortextrasessionstoteachthestudents, howtotakecareofthemselves, orhowtobemoreorganized. Thereshouldbealsobesessionstopreventbehaviorconcerns. Sometimesteachertakesachildasanormalkid, shedoesnotlaystressonthebehaviorproblems. Butshedoesnotknowthatthelackofattentionbyateacherencouragestheprobleminakid.

Butsometimesthesesessionprovesouttobefutileasstudentscontinuestomisbehave, thenitisnecessarytoknowthattheyaremisbehavingbecauseofthesesessions. Becausethesessionsdoesnotfittotheirneedseach time, andtheywaitforsomeonewhocanhelptheminpersonal.

Incaseofhighereducationtherearemanyfacultieswhoaretakingasingleclass. Thecoordinationbetweenthesefacultiesisamustsothatthestudentsdoesnotgetconfusedbetween allthefunction. Ateacherhasitsownstyleofteachingandifanotherteachercomesandteachesthemintotallydifferentstyleitbecomeshardforthestudentstoknow, whichonetheyshouldfollow. Thereforealmost all thefacultiesteachingaparticularclassshouldknowabouteachotherteachingstyles, itbecomeseasyforastudenttofind out.

Teachershouldmakesurethebehavioralimprovementsandachievementsgeneralizetoothersituations. Theyshouldmakesurethatwhattheyteachshouldapplyinmostoftherealworldsituations. Thegeneralizedteachingsprovesouttobemorebeneficialtothestudents, while theycometoknowtheparticularthing thattheyhavelearnedcanapplyinthemostoftheproblems. Thistypeofteachingmethodprovesouttobeverybeneficialbecausestudentscanlearnmorethingswithlessstressontheirbrains.

Studentsshouldlearntosocializewithotherstudentswhomayormaynotbedisablelikeall of them. Theinteractionwithotherstudentsshouldbestartedatthebeginningoftheiryear. Theirshouldbelearningcentersthatpromotesocialinteractionforthesekid’s. Necessarysocialskillsshouldbetaughtinthelearningcenters. Iftheschoolisfindingitdifficulttostartlearningcentersthenskillsshouldbetaughtinthelunchtimeorinthefreeperiod.

LiteratureReview: –

Teachingstrategiesforattentiondeficithyperactivitydisorder:

Unabletopayinterest, over activity, impulsivearethesignsofADHD. Thereareaboutthreetofivepercentofthepupils inUnitedStateswhoaresufferingfromADHD(American Psychiatric Association, 1994). ThestudentssufferingfromADHDfailtofinishtheirhomeworkandaresloppy. OlderstudentswithADHDarelesscommunicativeandreactspontaneously. Themainsymptomswill be:

1)Restlessness

2)Unabletoconcentrate

3)Difficultyinfollowingrecommendations

4)Losingthings

5)Doinglittlemistakes

6)Greatdealofmoodswings

Teachershouldstartwithevaluatingthechild’sneedsandstrengths. Theassessmentshouldbedoneonthebehaviorandacademicneeds. Afterevaluatingalltheirneedsappropriatepracticeshouldbeselected. Theselectedpracticeshouldgaintheattentionofthechildandisappropriatetotheirage. ItshouldbekeptinmindthatthepracticethatisselectedshouldbeaadditionalbenefittothestudentswhodonothaveADHD. Afterselectingallthepracticestheymustbewrappedupinasinglesystem.

Aftertheconclusionofeachlessontheselectedpracticeshouldachieveitsgoal. Thelessonsmustbepresentedinadifferentmanner. Teachershouldpreparethelessonandtheactivitiesplannedinadvance. Thereviewofthepreviouslessonsalsoprovesouttobebeneficialforthestudents. Teachermustidentifyallthematerialsneededintheclass, becausesometimesitbecomesverydifficultforthechildrentoidentifythematerialsontheirown.

ItisveryhardforthestudentswithADHDtochangefromonetopictoanother. Thereforerevisionofthepreviouslectureisamust. Theuseofaudiovisualmaterialshelpsthestudentsalot. Describehowstudentscan identifyandcorrecttheirownblunders. Forexample, remindstudentsthattheyshouldchecktheircalculationsin mathproblemsandreiterate howtheycancheck theircalculations, remindstudentsofparticularlydifficulttransliteration rulesandhowstudentscanwatchoutforeasy- to , makeerrors.

Iftheteachertriestolowerthenoiselevelintheclassroomithelpsachildinmaintaininghisfocus.

Teachingstrategiesforstudentswithemotionalbehavioraldisorder: –

ForteachingthestudentswithEBDteachershouldencouragethepositivelearningtechniques. Theobjectivesofthelessonshouldbepresentedbeforewhichhelpsinpredictability. Thepresentationshouldbeexciting, andifthestudentsperformswellheshouldbegiven rewards. ThishelpsalotindealingwiththestudentswithEBD. Thevocabularyusedinthepresentationshouldbelucidandthefeedbackshouldbegivenquickly.

Thelessonsshouldbestartedwiththeinterestingitemsorquestions. Itshouldbekeptinmindthatifateacherwants achildtobeexcitedaboutlearningthenteachershouldbeexcitedaboutteaching. Whiletakingupthelessonsstudentsshouldknowthattheyarelearningandmakingprogress. Afterconcluding, thelessonmustberevisedandthestudentsshouldbepreparedtomovetonextlesson. Thelongpresentationsmustbecutintoshortpresentations, soasincaseoflongassignments. Extratimeshouldbegiventostudentsforcompletingtheirwork.

Theenvironmentofaclassshouldbehealthy. Rules andregulationsshouldbemadeandteachthemtoactinaccordancewiththerules. Theenvironmentofaclassshouldbequietaswelleffective. Adequatematerialsshouldbeoffered tothemsothattheydonotfeelshortageofresourcesinbetweenthelecture. There shouldbe enough roomforthestudentstomoveintheclassroomwithoutdisturbingeach otherandadequatespacemustbeprovidedtothemfortheirpersonalthings. Theclassroomrules shouldbelessandpositive. Theyshouldemphasizemoreonlikewhatstudentsmustdoincourse.

Teachershouldcommunicatewithachildinanonthreateningmannerandshouldshowthepersonalinterestinakid. Thismakesachildfeelgoodandboostuphisconfidencelevel. Propergesturesandbodylanguageisveryimportantinconnection. Thegesturegivenshouldbeholding longerthanregular. Speakingslowlyandclearlyarealsoveryimportant. Properwaittimeshouldbeincludedbecausesomestudentsareslowlearners.

ManagingbehaviorisveryimportantindealingwiththeEBDstudents. Sometimesitprovesouttobeverybeneficialtoignorethenegativebehaviors, becausesometimesachildbehavesnegativelyinordertograbthefocus. Punishmentshouldonlybeusedinacasewhenthebehaviorofachildisharmfulforotherlearners.

Theremustbeasocialproblemtechnique, whicheffectivelyidentifiestheproblemsandprovidesthebestsolutionforit. AngermanagementisthemainproblemwiththechildsufferingfromEBD. Angerisnaturalsoitusefultoteachangercontroltechniquesratherangereliminationtechniques. Thefirststepinangermanagementistoconvinceachildthatheshouldchange, teachingrelaxationtechniqueshelpsawhole lot.

Teachingstrategiesforthestudentshavinglearningdisabilities: –

Learningdisabilitiesisaprobleminwhichachildfindsdifficultyinorganizingreceiveddetails, rememberingthem, manipulatingthese people. Butwiththeeffectivelearningstrategiestheycanbetaughtsuccessfully. Thecommonsymptomsaredifficultyinlearning, poormemory, difficultyinrememberingfacts, confusionamongthebasicterms, spellingandreadingerrors, impulsivebehavioretc .

Thecourseloadshouldbelow, because thecourseloadwillmakethemevenmorepoorlearners.

Queries shouldbeaskedinaclarifyingmanner, thelanguageusedmustbeeasytoprocess.

Thekeypointsofthechaptermustbetoldbeforethebeginningofthechapter.

Whilewritingontheboardverbalizewhatisbeingwritten, theaudioandvideoeffectsinteachingboostupthelearningfeatures.

Theenvironmentoftheclassmustbepeacefulsothatthestudentsdonotfeeldiverted.

Theassignmentsshouldbegiveninoralformaswellasinwrittentype.

Theyshouldbegivenmoretimetocompletedifficulttasks.

Thepaceofteachingshouldbekeptinaccordancewiththeirlearningabilities.

Usingplentyofexamplesinthepresentationmakestheirunderstandinglevelhigh.

Encouragethemtoborrowtheclassmate’snotesifessential.

Coloredapparatusmustbeusedforhighvisualrecognition.

Groupdiscussionhelpsalotforthestudentshavinglearningafflictions, forthemgroupdiscussionisfunaswellasisbeneficialinlearning. Encouragethemtoaskquestionsduringorafterthelecturetomakesurethattheyhaveunderstoodcompletely. Teachermustpayindividualattentiontowardseverykid. Frequentsessionswitha childforproperassessmentshouldbeconducted. Usinglargefontsmaketheirprocessingquickly.

Giveindividualconferencestoguidestudentswith learningdisabilitiestomonitorprogressandunderstandingoftheassignmentandofthecoursecontent material. Examplesofsciencerolemodelswithdisabilitiesshouldbegiventothemfrequentlysothattheydonotfeeldepressed. Encouragethemtoaskforhelpwheneverneeded.

Itwouldbewrongtoassessthepotentialofachildonthebasisoftestratings. Everychildhasitsownstrengthandweaknesses.

Summary: –

Themainaimofteachingis to educateindividualswhoareactivemembersinthesocietyatit’svariousamounts. Teachersareveryimportantinoursocietybecauseweneedthemtoprovideouryouthwiththeknowledgeand socialexperiencestheywillneedtoimprovetheir futureandthefutureoftheentireplanet.

Whileteachingstudentswithexceptionalitiesteachershouldkeepinmindthateverychildisexceptional. Teachershouldnotrunfromtheirduties, theycanchangethelifeofthesechildren’s. Everychildlikesdifferentenvironment, soitbetterforateachertotrytoeducatethemkeepinginmindtheirlikesanddislikes. Teacherscanapologiestothegovernmenttoissuethepolicieswhichareinpurefavorofthesekid’s. Likeinmaximumcountriesreservationsaremadeforthesechildren.

Theteachers shouldmotivatethesocietyaroundthemtotakecareofthesechildren. Weshouldall believethattherearehopesforthosechildren’sandwe candosomethingforthem. Thesechildrenhavetheirownqualitieslikeothersandtheycanhelpoursocietyuprising. Nooneshouldtakeitastakenforgrantedbecausethiscanhappentoanybody, whatiftheygotsufferedwiththesame. Thesocietywillsurelyturntheirfacearoundfromthosechildren. Butifwealltogetherworkforthemthenchangescanbepresently there.

Questions:

1)Didyoueverfeltfrustratedinteachingstudentswithexceptionalities?

2)Whataretheimportantstrategiesadoptedbyyou?

3)Howyouwillhandlethedisputesbetweenthelearners?

4)Anyspecialapparatusisrequiredforteachingthem?

5)Whatarethemethodsyouhaveimplementedtoprovidesocialexposure?

6) Accordingtoyouwhatkindofenvironmentdoyouthinkisbestsuitedforthem?

References

Adelizzi, Jane U. & Goss, Diane B., (2001), Child-rearing childrenwith learning problems, Greenwood PublishingGroup, ISBN: 0897897722

Dockrell, Julie, & McShane, John(1993), Children’slearningdifficulties: Acognitiveapproach, Blackwell Creating, ISBN: 0631170170

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