For today, we’ll focus on the fundamentals of teaching a child with special needs, a subject worthy of numerous books.
Special Education’s Most Crucial Component
By far and away, the most important step is recognising and describing the problem. Assuming that a child has a little difficulty when he or she gets to kindergarten is a common assumption. There have been instances where children have been misdiagnosed with serious ADHD when their true issue was nearsightedness, and they would wander around the classroom trying to obtain a better view of the activities instead of being distracted.
Additional difficulties arise because many special-needs conditions have identical symptoms. Even though mild autism shares more symptoms with ADHD than it does with any of the dys-conditions, the disorder is not associated with the autism spectrum, even if it is closely correlated with dyslexia. Autism, social anxiety disorder, or a bad stammer are all possible causes of a child’s inability to communicate. If you try to start a conversation, they may be deaf and not be able to hear you. Here, the idea is that special educators, no matter how well-versed in their field of expertise, cannot help a child if they’re employing the wrong tools and procedures to aid them.
Isn’t ‘Remedial’ Special Needs?
The next thing to keep in mind is that “special needs” and “low scholastic achievement” are not the same thing. Although remedial instruction is a subset of special needs education, it is a distinct field since a student with Asperger’s Syndrome may be an expert in math and geography, but may have difficulty understanding the fundamentals of social play and turn-taking. When it comes to children with special needs, a competent programme knows how to deal with both gifted children and those who need remedial help. Every special education student’s education must include instruction on how to recognise one’s own abilities.
The term “2E” refers to children who are “twice exceptional,” meaning they need extra accommodations in both directions. Second-grader 2E is a girl who can read three grades above her peers and is also severely impacted by ADHD, so she needs regular supervision to keep on track. “2E” is a dyscalculic youngster who is also a musical prodigy who can learn new songs in a matter of days. These kids are far more prevalent than the general public realises.
Even at home, the situation is the same
These two basic ideas apply equally to all of the lessons you teach your child at home. To ignore the fact that your child is different from the rest or to make an uninformed assumption about the nature of the disease without seeking a professional diagnosis is a grave error. Just because your child has dyslexia or ADHD doesn’t imply that you have to treat them any differently than a ‘normal’ youngster. They are just as smart; they just have a problem that you can help them with.
Teaching Aids for the Disabled
Principles of special education are summarised in the following ways:.
An Individualized Education Plan (IEP) (IEP)
IEPs are the foundation of modern special education, serving as a repository for student records, a guide for new teachers, and a way to gauge a student’s development. All of the techniques and tools that have been used to educate a kid are documented in the individual student’s Individualized Education Plan (IEP). Individualization and, by extension, special education are impossible without an Individualized Education Plan (IEP).
Whether or not your child qualifies for an Individualized Education Plan (IEP) will be determined by their doctor and/or the school’s professionals. Not all children with a specific illness do, but there are clearly individuals who require special effort even if they obtain and appropriately take a prescription such as Concerta or Adderall, for instance. An important aspect of the procedure is to determine whether or not a certain youngster can handle the educational system “as is.”
Crew and Room for Special Education
How difficult is it to cope with six, eight, or fifteen special needs children in a classroom setting? Nobody, even a highly-experienced instructor can foresee how students would interact. What will happen if the youngster with Oppositional Defiant Disorder accidently smacks the ADHD kid in the back of the head while spinning?