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TEACHING SPECIAL EDUCATION Teaching special education can be a very challenging experience both at home and at school.

However, effectively teaching students with learning disabilities,and/or other special needs can become an exciting daily exploration of each individual child's learning style.While discovering learning strengths and weaknesses new teaching methods and ways to organize the classroom will also be discovered.It would benefit both students and teacher if this discovery became the primary objective of the first two weeks of school and and remain an ongoing process throughout the school year.The discoveries made during this exploration will assist the teacher in preparing more effective lesson plans for the whole class, and for each individual student.

Concerns when Teaching Special Education Teaching objectives in the special education classroom are different than in the traditional classroom.Whether the student is learning in a general education classroom or pulled out into a special education resource setting, concerns for the individual must take precedence over concerns about the organization and management of the general education classroom.Remember, all special education students have an individualized education plan. Success for the special needs student requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction of individual students who are struggling.

Techniques for Teaching Special Education When classroom challenges become overwhelming, causing the child to tire easily and avoid all academic pursuits, the key is to organize the work into small segments that he can master without becoming overwhelmed. The use of frequent breaks built into class and homework time have proven helpful both in preventing fatigue, and rewarding the child for trying.

Having identified a specific learning style, teaching a student with an auditory processing problem could include a systematic study of phonics. Techniques designed to help all the senses work together efficiently can be helpful to the child with sensory motor problems. And specific reading approaches that require a child to hear, see, say, and do something (multisensory), might be utilized with both of these students. . The challenges of teaching the child with learning disabilities can be mastered by modifying the way in which information is presented. Fewer problems on the page and larger fonts that are easier to see will work wonders for a child with visual processing problems. Observe the child to see how long he can work without becoming fatigued, and adjust his assigned to the amount of work that he can accomplish in that amount of time. When teaching special education care should be taken to include rewards for effort as well as achievement. Reinforce the child's effort with supportive, regular, quality, feedback about how he is doing. The feedback will motivate him to keep trying, and the desired achievement will follow as the child gains more skills. When teaching special education classes, use diagrams, graphics and pictures to augment what you are saying in words; this strategy benefits the visual and auditory learners at the same time.If the child loses his place while reading, or uses his finger to point to the words use a colorful piece of plastic under the line to help his eyes return to the right place when he loses focus. A colorful piece of paper will do, but the more durable plastic gives it the status of a reading aid that should be valued and kept in his desk with other important learning tools like pencils, erasers, rulers, calculators, etc. When trying new techniques, ask the child what he is experiencing, and ask for his suggestions for changes that will make learning easier and more comfortable. Sometimes color plays a role in reading, ask the child whether he likes his words on white, cream, or light blue paper. Glare from the paper and the contrast with the color of the ink may be impacting his ability to stay focused.

Educational Technology in the Special Education Classroom In the special education classroom, attention should be given to optimum learning conditions, in the form of accommodations and modifications that will allow the student with learning disabilities to demonstrate his existing skills while learning new ones.In contrast to traditional paper-pencil tasks, interactive technology is providing many alternative methods for students to demonstrate what they have learned. Computers are powerful tools for students with special needs and should be utilized as much as possible.With the use of technology students who have difficulty getting their thoughts on paper because of poor handwriting skills, can write their thoughts with the use of a keyboard. A child whose visual processing disorder makes reading difficult can use his stronger auditory skills to listen to a recording of a book.When the visual book is utilized together with the auditory recording, the child receives the benefit of matching the sound with the words. This has the potential of improving his reading skills.

SUPPORTING STUDENTS IN ENGLISH WITH SPECIAL EDUCATION NEEDS

The English K10 Syllabus recognises that students learn at different rates and in different ways. By using the teaching and learning cycle (assessing, planning, programming, implementing and evaluating), teachers can ensure that the individual learning needs of all students are considered and a learning environment is created that supports students to achieve the outcomes of the syllabus. Teachers should undertake regular and ongoing assessment to ensure students are making sufficient progress and to identify any difficulties they may be experiencing in their learning. The following figure illustrates one method of planning and programming that incorporates the principles of assessment:

Most students with special education needs will access learning experiences based on the regular syllabus outcomes and content. However, they may require additional support, including adjustments to teaching, learning and assessment activities.

All decisions regarding curriculum options for students with special education needs should be made within the collaborative curriculum planning process. When programming for students with special education needs, appropriate teaching procedures and strategies should be selected. Students who are experiencing difficulties generally benefit from:

new material presented in small steps additional explanation pre-teaching of expected prior knowledge, strategies and skills necessary for learning new related concepts

repeated modelling guided practice extensive independent practice explicit teaching of learning strategies (cognitive and metacognitive strategies) additional teaching and learning experiences at each phase of learning (acquisition, fluency, maintenance, generalisation)

instructional scaffolding. engaging personally with texts developing and applying contextual knowledge understanding and applying knowledge of language forms and features The integrated relationship of the objectives, learning outcomes and key processes of the English K10 Syllabus allows students to use language meaningfully in a range of contexts. Further information is available about the organisation of content in the English K10 Syllabus, including text requirements for each stage. In particular, students with special education needs may require adjustments and assistance to develop specific literacy skills in order to gain meaning from texts, as well as respond to and compose texts.

Suggestions for supporting students with special education needs in English include:

supporting vocabulary development through specific strategies such as modelling in different contexts, relating new words to existing vocabulary, using synonyms as well as examples and non-examples of words

explicit teaching of active listening behaviours visual and touch cues to facilitate the development of speech-sounds creating a language rich environment strategies to support expressive communication, such as contingent responding, wait and signal, referencing and shaping

explicit teaching of phonemic awareness strategies, such as blending, segmenting and stretching

explicit teaching of reading strategies, such as skimming and scanning use of comprehension strategies at the literal, inferential and applied levels learning strategies for comprehension, such as summarising, story maps, semantic and graphic organisers

explicit teaching of spelling strategies, such as phonological, visual and morphemic strategies

instructional scaffolding for text types, such as flow charts, sentence starters and mind maps.

Teaching Strategies for Students with Special Needs

All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through an Identification Placement and Review Committee (IPRC). Regardless of the manner by which needs are determined, teachers and school teams can implement strategies as soon as a students need is realized. It is important to document and assess the effectiveness of strategies employed and revise them in order to achieve success. The teaching strategies and resources on this website have been organized along three main lines. Related definitions, characteristics and resources are included for each area: Student Needs Formal Exceptionalities Determined by IPRC Diagnosed Medical/Psychological Conditions You can access all of our teaching strategies and resources pages using the coloured markers below. To show the topics included in each section, click on the word SHOW at the end of each marker. Hide the topics by clicking on HIDE. You can show or hide the topics in more than one section at a time. To show or hide the topics in all three sections at once, click on SHOW ALL or HIDE ALL. Moving your mouse over the various topics lets you see the definitions for each topic To go to the individual teaching strategies and resources pages, simply click on the topic you want to go to

Student Needs
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Hearing Processing Speed Intellectual Ability High Self-Advocacy Skills Intellectual Ability Low Self-Esteem

Listening Comprehension Self-Regulatory Skills Skills Sensory Integration Skills Attention Skills Low Vision Sequencing Skills Blindness Memory Skills Social Skills Central Auditory ProcessingMetacognitive Skills Task Initiation Deafness Mobility Skills Time Management Skills Emotional Regulation Non-Verbal Reasoning Transition Skills English Language Skills Organizational Skills Verbal Ability Executive Function Personal Care Visual-Motor Skills Fine Motor Skills Personal Safety Visual-Spatial Processing Gross Motor Skills Phonological Processing

Exceptionalities Determined by IPRC

Autism Spectrum Disorder (ASD) Behaviour Exceptionality Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness

Language Impairment Learning Disabilities (LD) Mild Intellectual Disability (MID) Multiple Exceptionalities Physical Disability Speech Impairment

Diagnosed Medical/Psychological Conditions


Conduct Disorder (CD) Cystic Fibrosis (CF) Deafness Depression Down Syndrome Epilepsy Pervasive Development Disorder-Not Otherwise Specified (PDD-NOS) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD)

Acquired Brain Injury Alcohol-Related Neurodevelopmental Disorder (ARND) Angelman Syndrome Attention Deficit/Hyperactivity Disorder (AD/HD) Asperger's Syndrome Autistic Disorder Bipolar Disorder Blindness Brain Injury

Fetal Alcohol Syndrome/Fetal Seizure Disorder Alcohol Effects (FAS/FAE) Fragile X Syndrome Learning Disability Mild Intellectual Disability (MID)

Selective Mutism Spina Bifida Tourette Syndrome William's Syndrome Klinefelter's Syndrome

Muscular Dystrophy (MD) Central Auditory Processing Disorders (CAP) Neurological Disabilities Cerebral Palsy (CP) Childhood Disintegrative Disorder (CDD)

Rett's Disorder Oppositional Defiant Disorder Turner Syndrome (ODD) Usher Syndrome Obsessive-Compulsive Disorder (OCD) Other conditions not listed here

Limited English Proficient Students

Some school districts have at times confused the educational needs of limited English proficient (LEP) students with the special education services required by

students with disabilities. This confusion and the consequent inappropriate referral of LEP students to special education raises the question of whether LEP students identified as requiring special education are receiving a free and appropriate public education as required by federal law[1] . Inappropriate referral to special education can be stigmatizing and costly, inhibiting LEP students from achieving their full academic potential and diverting special education resources from students with actual disabilities and needs.[2] Specialists assume that approximately the same proportion of students with disabilities will be found in any population.[3] Based upon this assumption, statistically, about 12% of the language minority population in the United States should require special education.[4] But generally, language minorities are over-represented in programs for the learning disabled.[5]For instance, in California, where students with limited English proficiency make up 22.2% of the student population[6] , LEP students (also known as English language learners or ELL students) are significantly over represented in special education, particularly in specific learning disabilities and speech impairment classes.[7] There are a number of possible causes for the disproportionate representation of LEP students in special needs categories. One possible cause is that some school systems are continuing to assign students to special education programs on the basis of criteria that essentially measure and evaluate the English skills of students.[8] Other causes may include inadequacy of reading instruction, ineffective assessment and placement procedures, or even racial or ethnic bias. Reform could be hindered by the absence of state specific data on LEP students with disabilities.[9] Even states with large populations of LEP students do not necessarily have data on the identification, assessments, and placements of LEP students with disabilities.[10] In some school districts, language minority students are over-represented in special education, while in others language minority students are underrepresented.[11] In the past, misdiagnosis of LEP students as requiring special education has led to a number of lawsuits and court orders.[12] As a result, fear of litigation by school districts can sometimes lead to the under-identification of LEP

students in special education. In such circumstances, LEP students with special education needs, may not be receiving the services they require. It is possible that this reasoning may explain why Hispanic students are under-identified for certain disability categories in California, such as emotional disturbance.[13] To achieve equality of access to special needs services and to ensure that all students are being educated adequately and effectively, both under-identification and over-identification of LEP students regarding special education status must be examined, thoroughly monitored, and eventually remedied. One study concludes that "[it is] imperative to monitor the quality of educational programs offered to linguistic minority students in general, bilingual, and special education as well as the long-term consequences of placement decisions for these students."[14] Such research and monitoring can have crucial implications for other issues related to special education such as race, reading instruction, and bilingual education. For instance, in 1997 California voters passed Proposition 227, which essentially eliminated bilingual education in the state. A determination how the elimination of bilingual programs in California affects the special education enrollment of LEP students could help state officials and educators measure the success or failures of this significant educational reform. At this time, it is unclear what impact Proposition 227 will have on either LEP representation in special education or the overall academic achievement of LEP students.[15]

The disproportionate representation of LEP students in special education is inextricably connected to issues of race. Like LEP students, more minorities continue to be served in special education than would be expected from their percentage of the general school population.[16] Language difficulties may be only a part of a much larger chain of causation. Clearly, changing racial and ethnic demographics necessitate an examination of how LEP students and multicultural populations are being

educated.[17] Without reform and proper assessment of LEP students in regard to special education placement, the increasing racial, ethnic, and linguistic diversity of students could potentially overwhelm special education programs.[18]

Teaching Special Education

Teaching English in Special Education

Limited English Proficient Students

Teaching Techniques

Support Students

Teacher should be concerned when Teaching Special Education

Teaching Special Education


Educational Technology Use Use Different Techniques for Teaching

Students learn at different rates and in different ways.

All decisions regarding curriculum options for students with special education needs should be made within the collaborative curriculum planning process

The use the teaching and learning cycle (assessing, planning, programming, implementing and evaluating)

Support Students

Students require additional support, including adjustments to teaching, learning and assessment activities

Teachers should undertake regular and ongoing assessment

Student Needs

Teaching Techniques
Exceptionalities Determined by IPRC

Diagnosed Medical/ Psychological Conditions

To achieve equality of access to special needs services and to ensure that all students are being educated adequately and effectively, both underidentification and overidentification of LEP students regarding special education status must be examined thoroughly.

Inappropriate referral to special education can be stigmatizing and costly, inhibiting LEP students from achieving their full academic potential

Limited English Proficient Students

Fear of litigation by school districts can sometimes lead to the under-identification of LEP students in special education. In such circumstances, LEP students with special education needs, may not be receiving the services they require.

Causes may include inadequacy of reading instruction, ineffective assessment and placement procedures, or even racial or ethnic bias.

BIBLIOGRAPHY

(UNKNOWN, 2013)http://schools.nyc.gov/Academics/ELL/default.htm

(UNKNOWN, 2013)http://schools.nyc.gov/Academics/SpecialEducation/default.htm

(UNKNOWN, 2013)http://www.yrdsb.edu.on.ca/page.cfm?id=LSE000001

(UNKNOWN, 2013)http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed

(UNKNOWN, 2013)http://www.teachspeced.ca/index.php?q=node/3

(UNKNOWN, 2013)http://www.ascd.org/publications/educationalleadership/feb96/vol53/num05/The-Double-Demands-of-Teaching-English-LanguageLearners.aspx

(UNKNOWN, 2013)http://www.reacheverychild.com/feature/special_needs.html

(UNKNOWN, 2013)http://www.colorincolorado.org/educators/special_education/

(UNKNOWN, 2013)http://www.fordham.edu/images/academics/education/gse_programs/tesol_special education.pdf

(UNKNOWN, 2013)http://syllabus.bos.nsw.edu.au/english/english-k10/supportingspecial-education-students/

(UNKNOWN, 2013)http://pubs.cde.ca.gov/tcsii/ch2/tchngstudntspclneed.aspx

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