Students with Special Needs
Students with Special Needs
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Follow Instructions Left by Classroom Teacher
Follow Instructions Left by Classroom Teacher
Carefully read instructions left by the regular classroom teacher that pertain to students in their classrooms with special needs. Schools will normally have learning resource teachers and teachers with special education backgrounds who can be consulted with regarding learning strategies for students with special needs. Substitute teachers should check with the office staff at the beginning of the day regarding special need student procedures.
Carefully read instructions left by the regular classroom teacher that pertain to students in their classrooms with special needs. Schools will normally have learning resource teachers and teachers with special education backgrounds who can be consulted with regarding learning strategies for students with special needs. Substitute teachers should check with the office staff at the beginning of the day regarding special need student procedures.
Shorter Learning Assignments
Shorter Learning Assignments
Students with special needs often require shorter learning assignments and frequently demonstrate a need to be positively reinforced within short periods of time. Depending upon the age of the students, the nature of the learning disability, and the student’s behavioral progress, positive teacher reinforcement may be required every five to ten minutes or less.
Students with special needs often require shorter learning assignments and frequently demonstrate a need to be positively reinforced within short periods of time. Depending upon the age of the students, the nature of the learning disability, and the student’s behavioral progress, positive teacher reinforcement may be required every five to ten minutes or less.
Frequent Learning Assistance
Frequent Learning Assistance
Students with special needs (depending on the nature of the disability) often require more frequent learning assistance from the teacher. The teacher’s instructions need to be simple, precise and clear when working with these students. It is advisable to have students repeat the instructions frequently, so the teacher can monitor the student’s level of understanding.
Students with special needs (depending on the nature of the disability) often require more frequent learning assistance from the teacher. The teacher’s instructions need to be simple, precise and clear when working with these students. It is advisable to have students repeat the instructions frequently, so the teacher can monitor the student’s level of understanding.
Strengthen Positive Behaviors
Strengthen Positive Behaviors
Many students with special needs have been subject to negative and physical events in their personal lives. As a result, some students may react with violent outbursts when touched, threatened, or interacted with in a negative manner. Students with special needs normally need to have positive behaviors strengthened rather than negative behaviors weakened. “Time-out” areas and positive recognition are useful classroom management tools when working with this student population.
Many students with special needs have been subject to negative and physical events in their personal lives. As a result, some students may react with violent outbursts when touched, threatened, or interacted with in a negative manner. Students with special needs normally need to have positive behaviors strengthened rather than negative behaviors weakened. “Time-out” areas and positive recognition are useful classroom management tools when working with this student population.
Revisit Learning & Behavior Expectations
Revisit Learning & Behavior Expectations
Students with special needs (depending upon the nature of the disability) may need to frequently have the learning and behavior expectancies revisited. Teachers can best achieve classification of expectancies by utilizing role-playing, by clearly and precisely explaining what is expected of the students in different learning environments, having students frequently repeat what is expected of them, and by consistent recognition of students who make correct learning and behavioral choices.
Students with special needs (depending upon the nature of the disability) may need to frequently have the learning and behavior expectancies revisited. Teachers can best achieve classification of expectancies by utilizing role-playing, by clearly and precisely explaining what is expected of the students in different learning environments, having students frequently repeat what is expected of them, and by consistent recognition of students who make correct learning and behavioral choices.
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