Instructional Choices
Teachers need to have the ability and knowledge to teach special education students articulately. Effective teaching strategies include the incorporation of procedural facilitators such as planning sheets, writing frames, story mapping, and instructor modeling of cognitive strategies (Dettmer et al. 2013). Assurance of quality and independence in learning materializes by reiterating the technical aids with questioning and dialogue between the teachers and the learners. Adoption of approaches that promote individual-monitoring and self-reinforcement skills result in adaptive behavior change. Incorporating these approaches will assist students like Bertie, who convey difficulties in focusing and completing assignments to allow continuous monitoring.
Excellent communication forms the basis for productive learning. Students’ ability to assimilate information is dependent on their ability to understand what they learn in class. Those with language communication needs to receive support mechanisms that aid in learning (Friend et al. 2010). Arturo, Denise, and Eduardo exhibit challenges in interacting and expressing their needs. Interrelating with other children will aid them in overcoming their challenges. Teachers encourage social interaction among the students so that those with communication challenges can learn from their peers. An IEP prioritizes and supports the student to meet their educational needs (Swanson et al. 2012). For instance, Sophia requires the use of assistive devices such as braille to aid in reading. Teachers should identify such students to support them receive active learning.
Instructors integrate the response to intervention instructions to promote productive learning. This strategy incorporates students with learning disabilities as well as those experiencing challenges in subject areas. Sheila, William, and Jade face difficulties in reading comprehension and retaining information. Integrating instructional tiers will provide a step by step approach that will assist them in achieving maximum learning and subduing their challenges. Working with families will offer coherent assistance to the students to promote education.
References
Dettmer, P., Knackendoffel, A., & Thurston, L. P. (2013). Collaboration, consultation, and teamwork for students with special needs. Upper Saddle River, NJ: Pearson.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of educational and psychological consultation, 20(1), 9-27.
Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special education teachers’ perceptions and instructional practices in response to intervention implementation. Learning Disability Quarterly, 35(2), 115-126.