Students with Learning Disabilities: Students with Learning disabilities typically respond well in an environment that has predictable routines and a positive structured approach (Evertson and Emmer, 2017, pg. 270). When helping these students it is very important to remain patience and consistant, reminding them they are smart and capable. I will limit lengthy instruction, it is more helpful to these students to have many short sessions instead of one long session (Evertson and Emmer, 2017, pg. 270).
Students with Emotional and Behavioral Problems: I will frequently reference the students behavioral plan and IEP, making myself familiar with procedures and expectations. I will overlook minor inappropriate behavior and reinforce acceptable behavior, reducing known stressors (Evertson and Emmer, 2017, pg. 271). I will make sure the classroom is predictable, helping students feel safe, included and accepted. Once a behavior has been addressed we will not dwell on it, we will resolve it and then move on. As the teacher, I will recognize behavior cues leading up to an outburst so that i can intervene early rather than late (Evertson and Emmer, 2017, pg. 271).
Students with Serious Social Deficits: I will work to understand the students difficulties and use strategies put in place to help them during provoking situations (e.g. unanticipated change, noises, and movement). Change is very hard for students that have Serious Social Deficits so I will do what i can to maintain a routine and avoid anything unexpected. Most students will come into the class with a plan already set in place, so i will stick to the plan created limiting any unnecessary changes. Using visual prompts and cues, making instruction brief, capitalizing strengths, and not requiring eye contact are some actions I can take to help these students feel more comfortable and supported (Evertson and Emmer, 2017, pg. 273).
Students with Attention Deficit and Hyperactivity: Students with ADHD often are easily distracted, have a short attention span, impulsiveness, less organized, and have a high level of physical movement (Evertson and Emmer, 2017, pg. 274). These students can still be highly motivated, but it takes time to learn how to compensate for the problems and control them. Some strategies I plan on using in my classroom is giving clear and brief instructions, collecting completed work, develop a movement plan, expressing my confidence in them and giving them praises, and reminding students to focus on accuracy over quantity. If these students are on medication, I will plan ahead with the school nurse and establish a routine that works best for everyone (Evertson and Emmer, 2017, pg. 274-275).
Students who are Deaf or Hearing Impaired: I will seat these students towards the front of the room and towards the center. As i teach I will face towards the students giving them full access to my facial expressions and body language while teaching. The content being taught will be projected in the front of the class, allowing students to follow along or read at their own pace. Instructions that are being presented on the board will also be included on the worksheet, allowing for frequent revision. If lots of note taking needs to take place I will provide the students with guided notes, making it easier for them to follow along and keep up with the rest of the class. If anything further is needed, like technology or an aid, i will consult with necessary professionals to help make roles and instruction clear, as well as any actions that need taken (Evertson and Emmer, 2017, pg. 275).
Students with Visual Impairments: Students who have visual impairements can still thrive in a regular classroom, they may just need additional help from myself or the classroom aid. I will ensure anything on the board is read aloud, orally expressing everything we are referencing. Along with this, I will allow the student to record the lecture if needed for re-visitation, use hands on models, encourage questioning, and use purposeful seating to limit glares (Evertson and Emmer, 2017, pg. 276).
Students Living in Extreme Poverty: Many schools have increasing numbers of students that are living in poverty. These students often have a link to lower academic achievement, and lower cognitive functioning (Evertson and Emmer, 2017, pg. 278). I will make sure i build a strong, trusting relationship with these students so they can feel safe and trusting, not threatened or stressed. To help be a resource to these students I will make sure I have extra resources on hand. Whether they are school related, basic care related, or food necessities. Students will know that I have resources for them, that are available if they need them. I will focus on creating a positive relationship with both the student and the immediate family, to create trust and comfort.