child dev isl

8/10/2019 Child Dev Isl

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TUGASAN UNTUK AKTIVITI

ISL / Week 10CHILD DEVELOPMENT

PISMP SEMESTER 1 / 2013

TASK:

(a) Surf the internet resources related to suitable activities for socio emotionaldevelopment

(b) Students discuss and produce an activity suitable for socio emotional developmentof students.

(A) (B)

Activities for Children's Emotional and Social Developmentby Susan Revermann, Demand Media

Your childs social and emotional development starts as soon as he is born and continues todevelop for years after. According to The American Academy of Pediatrics, early social-emotional development is a fundamental part of a childs overall health and well- being. Help your child build a strong foundation by planning some activities to encourage thisdevelopment.

Dramatic PlayWhen children are involved in dramatic play, several components of social-emotionaldevelopment occur. They use verbal and nonverbal communication as they play. Vocabularyand language skills are strengthened as they interact. The children learn to appreciate eachother's feelings as they share space and work together to create the play scenarios. Since itis an open-ended type of play, the children can try on different roles and be anyone theychoose. A bin of dress up clothes, puppets, dolls and flannel boards all fit into this dramaticplay category.

GamesChildrens games are not just for entertainment -- they can be educational, too. Games thatrequire kids to take turns and share help develop their social development. They must co-habitate the play space and decide on what rules to follow. When a child loses oraccidentally gets his feelings hurt, he must learn how to accept the loss or demonstrateemotional self-regulation. Age-appropriate board games, puzzles, field games, races or tagare all examples of games that can help your child mature socially and emotionally.

Art Projects Art is an excellent means of providing an emotional and creative outlet for a child of any age.If you pair two or more children together to do a cooperative art project, you also tie in thesocial aspect. When the children have to work together, they must determine how to

distribute the supplies evenly and share the art space to complete the task. Creating a largepainting, gluing together an ice pop stick birdhouse or mixing up a batch of homemade


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modeling clay all require the kids to collaborate and brainstorm how to complete the task, aswell as learn the valuable lesson of give and take.

What Else You Can DoThere are simple activities or actions that you can do to make a major difference in his lifeand development. One of the best things you can do for your child is to model appropriatebehaviour. He learns a lot from just watching you -- so set a positive example. Make sure tohug, kiss and praise your child often to let him know how valued and special he is. Spendquality time with him every day, even if it is only an assigned 15-minute block per day.Engage him in conversations, read to him and cuddle. All of these activities will helpstrengthen his self-image and allow him to develop a healthy view of the world.

Taken from:http://everydaylife.globalpost.com/activities-childrens-emotional-social-development-3375.html


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TUGASAN UNTUK AKTIVITIISL /Week 11

CHILD DEVELOPMENTPISMP SEMESTER 1 / 2013

TASK:

a. Surf the internet/ library on self concept to prepare for the forum/ debate in groupsduring tutorials.

SELF CONCEPTDefinition

- According to Rogers (1959), self is an organization or a perception that isconsistent and connected to other entity in one self- known as I or Me.

- Self-concept is self- consciously to others by using the word I or Me.- An individual self-concept keeps changing as he tries to achieve what he wants.

But the individual will maintain his original self depending on his childhoodexperience and perception of himself.

- The development of self-concept depends on acceptance and treatment from

family, society and environment.- The evaluation of an individual self-concept can be seen through three sources:

i. Love and support they receive from their environmentii. Capability and abilityiii. Family and the society acceptance of them .

- Ones personality is related to his self -concept as it is about their characteristic ofa person for example his thinking style and emotions.

- There are two main individuals self-concept:-

1. Negative Self Concept-Low self-esteem- Passive- Anti-social- Not adventurous- Moody and always depressed- Sensitive

2. Positive Self Concept- Open minded- Optimistic- Sociable


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- Adaptable to changes in the environment- Emotionally stable, relax when facing challenges- Confident

- An individual with a positive self-concept will be able to evaluate himself, giveopinion, know his strength and weaknesses as well as accept critics from others.

Taken from:

Haliza Hamzah, J. N. (2008). Child Development. Subang Jaya: Kumpulan Budiman Sdn. Bhd. (Book)


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TUGASAN UNTUK AKTIVITIISL/ Week 12


TASK:

a. Search for resources from internet / library related to a distinguished andimpressive personality

What is distinguished?

: known by many people because of some quality or achievement

: making someone seem important and worth respect

Taken from: www.merriam-webster.com/dictionary/ dis t inguished

What is impressive?

: making or tending to make a marked impression : having the power to excite attention,awe, or admiration

Taken from: http://www.merriam-webster.com/dictionary/impressive

The Mother Teresa Personality

The chances are that you know someone who is generally quiet and kind, but who mightsurprise you with strong, incisive, and persuasive ideas and opinions about issues they feel

strongly about. These people are extraordinarily attuned to the needs of others, dont seekconfrontation or conflict, but arent afraid to stand up for what they believe in either. When
http://www.merriam-webster.com/dictionary/impressionhttp://www.merriam-webster.com/dictionary/impressionhttp://www.merriam-webster.com/dictionary/impressionhttp://www.merriam-webster.com/dictionary/impression


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you speak to the m, they will surprise you with their rich thoughts and ideas, yet theyre notinterested in status, power, or positions of authority. If you know such a person, youve metthe Mother Teresa or ISFJ (Introverted -Sensitive-Feeling-Judging) Personality. Otherdistinguishing characteristics include:

They are the peoples person and will dedicate their lives to serving others who arein need.

They are passionate about what they believe in, and wont shirk from rallying othersto fight against social injustice.

They dont get involved in causes for selfish reasons, but are driven by ideologiesabout what is right and just.

They regard it as their purpose in life to serve others, and will often rush to the sceneof a tragedy or disaster to help.

Taken from: http://healthpsychologyconsultancy.wordpress.com/2013/10/28/the-mother-teresa-personality/

Why Nelson Mandela Was A Great Leader

Mandela exemplified all the qualities of a great leader

Published on December 7, 2013 by Ray Williams in Wired for Success

Nelson Mandela, or Madiba as he was affectionately known, has died. Not only have welost a great man and a great leader for his country, but also a shining example of the kindof leadership we so desperately need today. He has left a huge inspirational vacuum.

Mandela lived for 27 years in prison, mostly on Robben Island, where every day with a smallhammer he broke rocks apart in the blazing sun only to retreat into his only home, an 8 by 8

cell.
http://www.psychologytoday.com/experts/ray-williamshttp://www.psychologytoday.com/experts/ray-williamshttp://www.psychologytoday.com/experts/ray-williamshttp://www.psychologytoday.com/blog/wired-successhttp://www.psychologytoday.com/blog/wired-successhttp://www.psychologytoday.com/basics/leadershiphttp://www.psychologytoday.com/basics/leadershiphttp://www.psychologytoday.com/basics/leadershiphttp://www.psychologytoday.com/basics/leadershiphttp://www.psychologytoday.com/blog/wired-successhttp://www.psychologytoday.com/experts/ray-williams


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Mandela helped to unite South Africa as it dismantled apartheid, the cruel system of whiteminority rule. He symbolized for all of Africa a commitment to democracy and freedom.

He was a man of quiet dignity to match his towering achievements; a man with an everradiant smile and immense and humble sense of humor . Mandela was a rare visionary who

would see beyond the current struggles and pain. He was convinced that one day the bestparts of humanity would prevail over the worst parts. He even inspired his enemies to bebetter than they had been through forgiveness and reconciliation. The Truth andReconciliation Commission he established is a great model for achieving justice in all nationswhere human rights abuses occurred and pain needs to be healed.

City or Zip

One of the clear things that propelled Mandela to greatness amidst his suffering anddepersonalization in prison, was forgiving his jailors, feeling compassion for those who had

caused him pain and his desire for reconciliation. Mandela had the capacity to transcendhimself for the sake of those around him and higher causes. His personal pain at causing hisfamily to suffer, seeing the nation he led sink into corruption, and admitting his ownmistakes, after all he fought for after his release from prison, never overwhelmed him norstopped his resolve to make things better. Mandela was not a perfect man, and inacknowledging his flaws, he becomes even greater. In his latter years, Mandelaacknowledged his weaknesses, his turbulent youth and his tempestuous relationship withwomen. Mandela once said, one of the most difficult things is not to change society but tochange yourself.

Zelda la Grange, Mandels personal assistant for almost two decades who said Mandelas

exceptionalism was because he inspired p eople to forgive, to reconcile, to be selfless andtolerant and to maintain dignity no matter what the circumstances.

What kind of leader was Mandela?

Perhaps Rabbi Meahem Mendale Schneerson, said it best in his book Toward a MeaningfulLife: The Wisdom of the Rebbe Menachem Mendel Schneerson , Is he [the leader] trulydevoted to his mission, or just seeking glory? Is he truly interested in the welfare of others, orsimply building a flock for his own aggrandizement? [A leader] inspires by love, notcoercionGenuine leadership must give people a long -term vision that imbues their liveswith meaning; it must point them in a new direction and show how their every action is anindispensable part of a purposeful whole.

Mandala once said, It is better to lead from behind and to put others in front especiallywhen you celebrate victory when nice things occur. You take the front line when thereis danger. Then people will appreciate your leadership . In many ways, Mandela was amindful leader, having invested hugely in developing his self-awareness and managing hisemotions. The truly mindful leader gets their own life in order first before engaging inadvising others to do the same.

What a stark contrast Mandels life was compared to the behavior of many political andbusiness leaders today who take credit and want the limelight when things are going well,and blame others and avoid responsibility when things go badly. The predominant
http://www.psychologytoday.com/basics/humorhttp://www.psychologytoday.com/basics/humorhttp://www.psychologytoday.com/basics/humorhttp://www.psychologytoday.com/basics/forgivenesshttp://www.psychologytoday.com/basics/forgivenesshttp://www.psychologytoday.com/basics/forgivenesshttp://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.amazon.com/Toward-Meaningful-Life-New-Edition/dp/006732784http://www.psychologytoday.com/basics/forgivenesshttp://www.psychologytoday.com/basics/humor


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TUGASAN UNTUK AKTIVITIISL / Week 13


TASK:

a. Access information through the internet, three case studies on children with specialneeds in this category

b. Download photos/pictures of different categories of children with special needsc. In groups, prepare a display of the photos /pictures.d. Identify specific characteristics ( strengths) of these children .


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i. Learning Disability: Dyslexia

Dyslexia is a common learning difficulty that mainly affects the way people read and spellwords.

Signs and symptoms

Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. People withdyslexia have particular difficulty with:

phonological awareness

verbal memory

rapid serial naming

verbal processing speed

Taken from: http://www.nhs.uk/conditions/dyslexia/pages/introduction.aspx

(Images are taken from Google im ages)

- Appears bright, highly intelligent, and articulate but unable to read, write, orspell at grade level.

- Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behaviourproblem.

- "Isn't "behind enough" or "bad enough" to be helped in the school setting.- High in IQ , yet may not test well academically; tests well orally, but not written.- Feels dumb; has poor self-esteem; hides or covers up weaknesses with

ingenious compensatory strategies; easily frustrated and emotional about school

reading or testing.- Talented in art, drama, music, sports, mechanics, story-telling, sales,

business, designing, building, or engineering.- Seems to "Zone out" or daydream often; gets lost easily or loses track of time.- Difficulty sustaining attention; seems "hyper" or "daydreamer."- Learns best through hands-on experience, demonstrations,

experimentation, observation, and visual aids.

Taken from: http://www.dyslexia.com/library/symptoms.htm

STRENGTHS OF CHARACTERISTICS OF DYSLEXIA


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ii. Down Syndrome

Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic materialcauses delays in the way a child develops, both mentally and physically.

The physical features and medical problems associated with Down syndrome can varywidely from child to child. While some kids with DS need a lot of medical attention, otherslead healthy lives.

Though Down syndrome can't be prevented, it can be detected before a child is born. Thehealth problems that may go along with DS can be treated, and many resources areavailable to help kids and their families who are living with the condition.

(Images are taken fro m Google Image)

Characteristics of Down syndrome

Physical appearance

People with Down's syndrome share a number of physical characteristics. Not everyone willhave all of them, but they may include:

reduced muscle tone which results in floppines s (hypotonia) a small nose and flat nasal bridge

a small mouth

eyes that slant upwards and outwards

a big space between the first and second toe (sandal gap)

broad hands with short fingers

their palm may have only one crease across it (palmar crease)

a below average weight and length at birth
http://www.nhs.uk/conditions/hypotonia/pages/introduction.aspxhttp://www.nhs.uk/conditions/hypotonia/pages/introduction.aspxhttp://www.nhs.uk/conditions/hypotonia/pages/introduction.aspxhttp://www.nhs.uk/conditions/hypotonia/pages/introduction.aspx


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The three main areas of difficulty which all people with autism share are sometimes knownas the 'triad of impairments'. They are:

difficulty with social communication

difficulty with social interaction

difficulty with social imagination.

Characteristics of Autism

Difficulty with social communication

For people with autistic spectrum disorders, 'body language' can appear just as foreign as ifpeople were speaking ancient Greek.

People with autism have difficulties with both verbal and non-verbal language. Many have avery literal understanding of language, and think people always mean exactly what they say.They can find it difficult to use or understand:

facial expressions or tone of voice

jokes and sarcasm

common phrases and sayings; an example might be the phrase 'It's cool', whichpeople often say when they think that something is good, but strictly speaking,means that it's a bit cold.

Some people with autism may not speak, or have fairly limited speech. They will usuallyunderstand what other people say to them, but prefer to use alternative means ofcommunication themselves, such as sign language or visual symbols .

Others will have good language skills, but they may still find it hard to understand the give-and-take nature of conversations, perhaps repeating what the other person has just said(this is known as echolalia) or talking at length about their own interests .

It helps if other people speak in a clear, consistent way and give people with autism time toprocess what has been said to them.

Difficulty with social interaction

Socialising doesn't come naturally - we have to learn it.

People with autism often have difficulty recognising or understanding other people'semotions and feelings, and expressing their own, which can make it more difficult for them tofit in socially. They may:

not understand the unwritten social rules which most of us pick up without thinking:

they may stand too close to another person for example, or start an inappropriatesubject of conversation
http://www.autism.org.uk/Living-with-autism/Strategies-and-approaches/Visual-supports.aspxhttp://www.autism.org.uk/Living-with-autism/Strategies-and-approaches/Visual-supports.aspxhttp://www.autism.org.uk/Living-with-autism/Strategies-and-approaches/Visual-supports.aspxhttp://www.autism.org.uk/Living-with-autism/Understanding-behaviour/Obsessions-repetitive-behaviours-and-routines.aspxhttp://www.autism.org.uk/Living-with-autism/Understanding-behaviour/Obsessions-repetitive-behaviours-and-routines.aspxhttp://www.autism.org.uk/Living-with-autism/Understanding-behaviour/Obsessions-repetitive-behaviours-and-routines.aspxhttp://www.autism.org.uk/Living-with-autism/Understanding-behaviour/Obsessions-repetitive-behaviours-and-routines.aspxhttp://www.autism.org.uk/Living-with-autism/Strategies-and-approaches/Visual-supports.aspx


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appear to be insensitive because they have not recognised how someone else isfeeling

prefer to spend time alone rather than seeking out the company of other people

not seek comfort from other people

appear to behave 'strangely' or inappropriately, as it is not always easy for them toexpress feelings, emotions or needs.

Difficulties with social interaction can mean that people with autism find it hard to formfriendships: some may want to interact with other people and make friends, but may beunsure how to go about this.

Difficulty with social imagination

We have trouble working out what other people know. We have more difficulty guessingwhat other people are thinking.

Social imagination allows us to understand and predict other people's behaviour, makesense of abstract ideas, and to imagine situations outside our immediate daily routine.Difficulties with social imagination mean that people with autism find it hard to:

understand and interpret other people's thoughts, feelings and actions

predict what will happen next, or what could happen next

understand the concept of danger, for example that running on to a busy road posesa threat to them

engage in imaginative play and activities : children with autism may enjoy someimaginative play but prefer to act out the same scenes each time

prepare for change and plan for the future

cope in new or unfamiliar situations.

Difficulties with social imagination should not be confused with a lack of imagination. Many

people with autism are very creative and may be, for example, accomplished artists,musicians or writers.

Special interests

When there is something that a person with autism does well, it should be encouraged andcultivated.

Many people with autism have intense special interests, often from a fairly young age. These

can change over time or be lifelong, and can be anything from art or music, to trains or
http://www.autism.org.uk/Living-with-autism/At-home/Toys-and-leisure-activities.aspxhttp://www.autism.org.uk/Living-with-autism/At-home/Toys-and-leisure-activities.aspxhttp://www.autism.org.uk/Living-with-autism/At-home/Toys-and-leisure-activities.aspxhttp://www.autism.org.uk/Living-with-autism/At-home/Toys-and-leisure-activities.aspx


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computers. Some people with autism may eventually be able to work or study in relatedareas. For others, it will remain a hobby.

A special interest may sometimes be unusual. One person with autism loved collectingrubbish, for example; with encouragement, this was channelled into an interest in recycling

Taken from: http://www.autism.org.uk/about-autism/autism-and-asperger-syndrome-an-introduction/what-is-autism.aspx#

(Image is taken fr om Google im age)

STRENGTHS OF CHARACTERISTICS OF AUTISM


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TUGASAN UNTUK AKTIVITIISL / Week 14


TASK:

a. Read cases of successful personnel who are with special needs.b. Students discuss and produce a suitable teaching and learning activity for

special needs students to be presented during tutorial.


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(a) Taken from:

http://iel.spokane.edu/Students/Student-support/Diversity/Celebrations/Celebration-docs/SuccessPeople.aspx

(b)

TEACHING SPECIALS NEEDS

It is inevitable that you will have the opportunity (and pleasure) of working with specialneeds students in your classroom. You may need to make accommodations for someand modifications for others. Providing for the needs of special education students willcertainly be one of your greatest challenges as a professional educator. Consider these tipsand strategies.

JabberwockyWhen working with special needs students, two terms you are sure to encounter areaccommodation and modification . An accommodation is a device, material, or support

process that will enable a student to accomplish a task more efficiently. Modificationrefers to changes to the instructional outcomes; a change or decrease in the coursecontent or outcome.

Students with Learning Disabilities

Learning disabled students are those who demonstrate a significant discrepancy, which isnot the result of some other handicap, between academic achievement and intellectualabilities in one or more of the areas of oral expression, listening comprehension, writtenexpression, basic reading skills, reading comprehension, mathematical calculation,mathematics reasoning, or spelling.

Following is a list of some of the common indicators of learning disabled students. Thesetraits are usually not isolated ones; rather, they appear in varying degrees and amounts inmost learning disabled students. A learning disabled student

Has poor auditory memory both short term and long term.

Has a low tolerance level and a high frustration level.

Has a weak or poor self-esteem.

Is easily distractible.

Finds it difficult, if not impossible, to stay on task for extended periods of time.

Is spontaneous in expression; often cannot control emotions.

Is easily confused.

Is verbally demanding.


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Has some difficulty in working with others in small or large group settings.

Has difficulty in following complicated directions or remembering directions forextended periods of time.

Has coordination problems with both large and small muscle groups.

Has inflexibility of thought; is difficult to persuade otherwise.

Has poor handwriting skills.

Has a poor concept of time.

Teaching learning disabled youngsters will present you with some unique and distinctivechallenges. Not only will these students demand more of your time and patience; so, too, willthey require specialized instructional strategies in a structured environment that supportsand enhances their learning potential. It is important to remember that learning disabled

students are not students who are incapacitated or unable to learn; rather, they needdifferentiated instruction tailored to their distinctive learning abilities. Use these appropriatestrategies with learning disabled students:

Provide oral instruction for students with reading disabilities. Present tests andreading materials in an oral format so the assessment is not unduly influenced bylack of reading ability.

Provide learning disabled students with frequent progress checks. Let them knowhow well they are progressing toward an individual or class goal.

Give immediate feedback to learning disabled students. They need to see quickly therelationship between what was taught and what was learned.

Make activities concise and short, whenever possible. Long, drawn-out projects areparticularly frustrating for a learning disabled child.

Learning disabled youngsters have difficulty learning abstract terms and concepts.Whenever possible, provide them with concrete objects and events items they cantouch, hear, smell, etc.

Learning disabled students need and should get lots of specific praise. Instead of just

saying, You did well, or I like your work, be sure you provide specific praisingcomments that link the activity directly with the recognition; for example, I wasparticularly pleased by the way in which you organized the rock collection for Karinand Miranda.

When necessary, plan to repeat instructions or offer information in both written andverbal formats. Again, it is vitally necessary that learning disabled children utilize asmany of their sensory modalities as possible.

Encourage cooperative learning activities (see Teaching with Cooperative Learning)when possible. Invite students of varying abilities to work together on a specific

project or toward a common goal. Create an atmosphere in which a true communityof learners is facilitated and enhanced.


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It's Elementary

Offer learning disabled students a multisensory approach to learning. Take advantageof all the senses in helping these students enjoy, appreciate, and learn.

Students Who Have Higher Ability

Students of high ability, often referred to as gifted students, present a unique challenge toteachers. They are often the first ones done with an assignment or those who continually askfor more creative and interesting work. They need exciting activities and energizing projectsthat offer a creative curriculum within the framework of the regular classroom program.

Characteristics of Gifted StudentsGifted students exhibit several common characteristics, as outlined in the following list. As inthe case of learning disabled students, giftedness usually means a combination of factors invarying degrees and amounts. A gifted student

Has a high level of curiosity.

Has a well-developed imagination.

Often gives uncommon responses to common queries.

Can remember and retain a great deal of information.

Can not only pose original solutions to common problems but can also pose originalproblems, too.

Has the ability to concentrate on a problem or issue for extended periods of time.

Is capable of comprehending complex concepts.

Is well organized.

Is excited about learning new facts and concepts.

Is often an independent learner.

Teaching Gifted Students

If there's one constant about gifted students it's the fact that they're full of questions (and fullof answers). They're also imbued with a sense of inquisitiveness. Providing for theirinstructional needs is not an easy task and will certainly extend you to the full limits of yourown creativity and inventiveness. Keep some of these instructional strategies in mind:

Allow gifted students to design and follow through on self-initiated projects. Have

them pursue questions of their own choosing.


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Provide gifted students with lots of open-ended activities activities for which thereare no right or wrong answers or any preconceived notions.

Keep the emphasis on divergent thinking helping gifted students focus on manypossibilities rather than any set of predetermined answers.

Provide opportunities for gifted youngsters to engage in active problem-solving. Besure the problems assigned are not those for which you have already establishedappropriate answers but rather those that will allow gifted students to arrive at theirown conclusions.

Encourage gifted students to take on leadership roles that enhance portions of theclassroom program (Note: gifted students are often socially immature.)

Provide numerous opportunities for gifted students to read extensively about subjectsthat interest them. Work closely with the school librarian and public librarian to select

and provide trade books in keeping with students' interests. Provide numerous long-term and ex-tended activities that allow gifted students the

opportunity to engage in a learning project over an extended period of time.

Students Who Have Hearing Impairments

Secondary Thoughts

Other students can be responsible for taking notes (on a rotating basis) for a hearingimpaired student.

Hearing impairment may range from mildly impaired to total deafness. Although it is unlikelythat you will have any deaf students in your classroom, it is quite possible that you will haveone or more who will need to wear one or two hearing aids. Here are some teachingstrategies:

Provide written or pictorial directions.

Physically act out the steps for an activity. You or one of the other students in theclass can do this.

Seat a hearing impaired child in the front of the classroom and in a place where he or

she has a good field of vision of both you and the chalkboard.

Many hearing impaired youngsters have been taught to read lips. When addressingthe class, be sure to enunciate your words (but don't overdo it) and look directly atthe hearing impaired student or in his or her general direction.

Provide a variety of multisensory experiences for students. Allow students tocapitalize on their other learning modalities.

It may be necessary to wait longer than usual for a response from a hearing impairedstudent. Be patient

.


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Whenever possible, use lots of concrete objects such as models, diagrams, realia,samples, and the like. Try to demonstrate what you are saying by using touchableitems.

Students Who Have Visual Impairments

All students exhibit different levels of visual acuity. However, it is quite likely that you willhave students whose vision is severely hampered or restricted. These students may need towear special glasses and require the use of special equipment. Although it is unlikely thatyou will have a blind student in your classroom, it is conceivable that you will need to providea modified instructional plan for visually limited students. Consider these tips:

Tape-record portions of textbooks, trade books, and other printed materials sostudents can listen (with earphones) to an oral presentation of necessary material.

When using the chalkboard, use white chalk and bold lines. Also, be sure to say outloud whatever you write on the chalkboard.

As with hearing impaired student, it is important to seat the visually impaired studentclose to the main instructional area.

Provide clear oral instructions.

Be aware of any terminology you may use that would demand visual acuity thestudent is not capable of. For example, phrases such as over there and like thatone would be inappropriate.

Partner the student with other students who can assist or help.

Students Who Have Physical Impairments

Physically challenged students include those who require the aid of a wheelchair, canes,walkers, braces, crutches, or other physical aids for getting around. As with otherimpairments, these youngsters' exceptionalities may range from severe to mild and may bethe result of one or more factors. What is of primary importance is the fact that thesestudents are no different intellectually than the more mobile students in your classroom.Here are some techniques to remember:

Be sure there is adequate access to all parts of the classroom. Keep aisles betweendesks clear, and provide sufficient space around demonstration tables and otherapparatus for physically disabled students to maneuver.

Encourage students to participate in all activities to the fullest extent possible.

Establish a rotating series of helpers to assist any physically disabled students inmoving about the room. Students often enjoy this responsibility and the opportunity toassist whenever necessary.


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Focus on the intellectual investment in an activity. That is, help the child use his orher problem-solving abilities and thinking skills in completing an assignment withoutregard to his or her ability to get to an area that requires object manipulation.

When designing an activity or constructing necessary equipment, be on the lookout

for alternative methods of display, manipulation, or presentation.

Physically impaired students will, quite naturally, be frustrated at not being able to doeverything the other students can accomplish. Be sure to take some time periodicallyto talk with those students and help them get their feelings and/or frustrations out inthe open. Help the child understand that those feelings are natural but also that theyneed to be discussed periodically.

Students Who Have Emotional Problems

Students with emotional problems are those who demonstrate an inability to build or

maintain satisfactory interpersonal relationships, develop physical symptoms or fearsassociated with personal or school problems, exhibit a pervasive mood of unhappinessunder normal circumstances, or show inappropriate types of behavior under normalcircumstances.

Although you will certainly not be expected to remediate all the emotional difficulties ofstudents, you need to understand that you can and do have a positive impact on students'ability to seek solutions and work in concert with those trying to help them. Here are someguidelines for your classroom:

Whenever possible, give the student a sense of responsibility. Put the student in

charge of something (operating an overhead projector, cleaning the classroomaquarium, re-potting a plant), and be sure to recognize the effort the student put intocompleting the assigned task.

Provide opportunities for the student to self-select an activity or two he or she wouldlike to pursue independently. Invite the student to share his or her findings ordiscoveries with the rest of the class.

Get the student involved in activities with other students particularly those studentswho can serve as good role models for the child. It is important that the emotionallydisturbed child has opportunities to interact with fellow students who can provide

appropriate behavioral guidelines through their actions.

Discuss appropriate classroom behavior at frequent intervals. Don't expect studentsto remember in May all the classroom rules that were established in September.Provide refresher courses on expected behavior throughout the year.

Emotionally disabled students benefit from a highly structured program one inwhich the sequence of activities and procedures is constant and stable. You willcertainly want to consider a varied academic program for all your students, but youwill also want to think about an internal structure that provides the supportemotionally impaired youngsters need.


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Be sure to seat an emotionally impaired child away from any distractions (highlyverbal students, equipment, tools, etc.).

Whenever possible, keep the activities short and quick. Provide immediate feedback,reinforcement, and a sufficient amount of praise.

Students Who Have ADHD

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) offer significant and oftenperplexing challenges for many teachers. However, it is interesting to note that the IDEA'sdefinition of students with disabilities does not include students with ADHD. For this reason,

ADHD students are not eligible for services under IDEA unless they fall into other disabilitycategories (hearing impairment, learning disability, etc.). However, they can receive servicesunder Section 504 of the Rehabilitation Act of 1973.

ADHD students comprise approximately 3 to 5 percent of the school-age population. This

may be as many as 35 million children under the age of 18. Significantly more boys thangirls are affected, although reasons for this difference are not yet clear. Students with ADHDgenerally have difficulties with attention, hyperactivity, impulse control, emotional stability, ora combination of those factors.

As you consider this list of signs of ADHD, know that several of these traits must be presentin combination before a diagnosis of ADHD can be made. A student who has ADHD

Jabberwocky

Section 504 of the Rehabilitation Act of 1973 is a civil rights law requiring that

institutions not discriminate against people with disabilities in any way if they want toreceive federal funds. It requires that a school create a special plan to accommodatestudents' learning needs. However, the law provides no funding to do so.

Has difficulty following directions.

Has difficulty playing quietly.

Talks excessively.

Fidgets or squirms when sitting.

Blurts out things.

Is easily distracted.

Often engages in dangerous play without thinking about the consequences.

Has difficulty awaiting turns.

Interrupts or intrudes.

Doesn't seem to listen.

Has difficulty paying attention.


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Has difficulty remaining seated.

Often shifts from one activity to another.

When working with ADHD students in your classroom, keep the following in mind:

Make your instructions brief and clear, and teach one step at a time.

Be sure to make behavioral expectations clear.

Carefully monitor work, especially when students move from one activity to another.

Make frequent eye contact. Interestingly, students in the second row are morefocused then those in the first.

Adjust work time so it matches attention spans. Provide frequent breaks asnecessary.

Provide a quiet work area where students can move for better concentration.

Establish and use a secret signal to let students know when they are off task ormisbehaving.

Use physical contact (a hand on the shoulder) to focus attention.

Combine both visual and auditory information when giving directions.

Ease transitions by providing cues and warnings.

Teach relaxation techniques for longer work periods or tests. Each day be sure students have one task they can complete successfully.

Limit the amount of homework.

Whenever possible, break an assignment into manageable segments.

You are not alone when you're working with special needs students. Often specialists,clinicians, and other experts are available in the school as part of an educational team.Included on the team may be special education teachers, diagnosticians, parents, socialworkers, representatives from community agencies, administrators, and other teachers. Byworking in concert and sharing ideas, you can provide a purposeful education plan for eachspecial needs student.

Taken from: https://www.teachervision.com/special-education/new-teacher/48460.html?page=2&detoured=1

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