Module 7 Prof Ed 4 Teaching Strat in Special Educ

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED4-1STSEM-2020-2021
COLLEGE OF TEACHER EDUCATION
Bayombong Campus
DEGREE BSED COURSE NO. Prof Ed 4

PROGRAM
SPECIALIZATION COURSE Foundation of Special Education and
TITLE Inclusive
YEAR LEVEL 3 TIME FRAME 6 Hrs WK NO. 14-15 IM NO. 7
I. CHAPTER TITLE: Teaching Strategies in Special and Inclusive Education
II. LESSON TITLE

Lesson 10 - Teaching Learners with Special Needs
Lesson 11 - Stages in Inclusive Education
III. LESSON OVERVIEW

Inclusive education and special education are based on different phi-losophies and provide
alternative views of education for children withspecial educational needs and disabilities. They
are increasinglyregarded as diametrically opposed in their approaches. This article pre-sents a
theory of inclusive special education that comprises a synthesisof the philosophy, values and
practices of inclusive education with theinterventions, strategies and procedures of special
education. Develop-ment of inclusive special education aims to provide a vision and guide-lines
for policies, procedures and teaching strategies that will facilitatethe provision of effective
education for all children with special educa-tional needs and disabilities.
IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the learner is expected to
1. contribute measures that can be taken for better implementation of inclusive education.
2. give recommendations on how to overcome challenges in inclusive education.
V. LESSON CONTENT
1. Teaching Learners with Special Needs
Teaching learners with Special Needs

Teaching Students with Special Needs
It is inevitable that you will have the opportunity (and pleasure) of working with special
needs students in your classroom. You may need to make accommodations for some and
modifications for others. Providing for the needs of special education students will certainly be
one of your greatest challenges as a professional educator. Consider these tips and strategies.
Jabberwocky
When working with special needs students, two terms you are sure to encounter are
accommodation and modification. An accommodation is a device, material, or support process
that will enable a student to accomplish a task more efficiently. Modification refers to changes to
the instructional outcomes; a change or decrease in the course content or outcome.
Students with Learning Disabilities

Learning disabled students are those who demonstrate a significant discrepancy, which is not
the result of some other handicap, between academic achievement and intellectual abilities in
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one or more of the areas of oral expression, listening comprehension, written expression, 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. These
traits are usually not isolated ones; rather, they appear in varying degrees and amounts in most
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.
Has some difficulty in working with others in small or large group settings.
Has difficulty in following complicated directions or remembering directions for extended 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 distinctive
challenges. Not only will these students demand more of your time and patience; so, too, will
they require specialized instructional strategies in a structured environment that supports and
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 need differentiated instruction
tailored to their distinctive learning abilities. Use these appropriate strategies with learning
disabled students:
Provide oral instruction for students with reading disabilities. Present tests and reading
materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
Provide learning disabled students with frequent progress checks. Let them know how well
they are progressing toward an individual or class goal.
Give immediate feedback to learning disabled students. They need to see quickly the
relationship between what was taught and what was learned.
Make activities concise and short, whenever possible. Long, drawn-out projects are
particularly 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 can touch,
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 praising comments that link the
activity directly with the recognition; for example, “I was particularly pleased by the way in which
you organized the rock collection for Karin and Miranda.”
When necessary, plan to repeat instructions or offer information in both written and verbal
formats. Again, it is vitally necessary that learning disabled children utilize as many 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 “community of learners” is facilitated and
enhanced.
2. Stages in Inclusive Education
Stages in Inclusive Education

Inclusive education - is when all students, regardless of any challenges they may have, are
placed in age-appropriate general education classes that are in their own neighborhood schools
to receive high-quality instruction, interventions, and supports that enable them to meet success
in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).
The school and classroom operate on the premise that students with disabilities are as
fundamentally competent as students without disabilities. Therefore, all students can be full
participants in their classrooms and in the local school community. Much of the movement is
related to legislation that students receive their education in the least restrictive environment
(LRE). This means they are with their peers without disabilities to the maximum degree
possible, with general education the placement of first choice for all students (Alquraini & Gut,
2012).
Successful inclusive education happens primarily through accepting, understanding, and
attending to student differences and diversity, which can include physical, cognitive, academic,
social, and emotional. This is not to say that students never need to spend time out of regular
education classes, because sometimes they do for a very particular purpose — for instance, for
speech or occupational therapy. But the goal is this should be the exception.
The driving principle is to make all students feel welcomed, appropriately challenged, and
supported in their efforts. It’s also critically important that the adults are supported, too. This
includes the regular education teacher and the special education teacher, as well as all other
staff and faculty who are key stakeholders — and that also includes parents.
5 Inclusive Classroom Strategies
Tips for Building a More Inclusive Classroom
Building a classroom community where all students feel a sense of belonging is an area
most educators spend weeks of school, especially the first few weeks of school, focused on. We
know that creating a safe space for different learning styles, genders, racial, religious and ethnic
backgrounds goes well beyond the first month back in our classrooms. How can we ensure
inclusivity is at the forefront of our daily instruction? Use these inclusive classroom strategies to
help get you started:
1. Get to Know Your Students and Let Them Get to Know You
Establishing a bond with your students takes time. Creating opportunities for students to
share their interests, struggles, and aspirations with you and sharing yours with them builds a
connection that can continue to grow. Some teachers like to use surveys or journals to find out
more about their students. Think about what has worked for you in the past and what hasn’t;
what is something you can do consistently to connect with each student?
2. Create a Safe Space for Students to Share
Students also need explicit time to establish connections with their peers. Regularly split
students into new small groups and use the “I see, I think, I wonder” strategy to digest
something they have learned about or a current event that may be on their minds. By modeling
how this should work and creating group norms, students can have fruitful conversations that
build empathy and share different opinions in a respectful way. Reinforcing social-emotional
skills like empathy and compassion in your classroom fosters positive interactions between your
students.
3. Deliver Instruction in a Variety of Ways
There is increasing evidence that shows that gamified lessons positively influence student
engagement. To appeal to different learning styles, reimagine existing lessons, especially those
that feel lecture heavy, with fresh videos, books, and gamified digital activities. A study
conducted by the Canadian Journal of Action Research comparing student engagement with
gamified lessons vs. alternative traditional lessons found that students showed higher class
average scores for both focus and attentiveness during digital game-based learning six out of
eight times.
Varied learning content that appeals to different student interests is just as essential as the
instruction style. Provide students the chance to learn about a social justice movement, history
or current events through different mediums and have the unit culminate in a team-based
project.
4. Choose Relevant Literature
Part of culturally responsive teaching includes providing students with literary works that
highlight the human experience. Include indigenous, African-American and refugee stories, as
well as stories that include characters with a physical or learning disability. Dig into these 11
Books to Add to Your SEL Lessons for book lists across grade levels for your classroom library.
5. Invite Guest Speakers to Share Their Stories
According to an article published in the Economics of Education Review, when students can
identify with a teacher or guest speaker’s racial or ethnic background they are more likely to
perform higher and be more engaged as they see a potential role model or mentor in that
person. By inviting a guest speaker, you are providing your students access to an authentic
learning experience they may never otherwise have.
VI. LEARNING ACTIVITIES ( 50)
Activity 1. ( 30 )
1. What measures can be taken for better implementation of inclusive education? ( 15 pts)
2. How do you overcome challenges in inclusive education? ( 15 pts)
Activity 2. ( 20)
1. You have read the list of some of the common indicators of learning disabled students.
Teaching learning disabled youngsters will present you with some unique and distinctive
challenges. Not only will these students demand more of your time and patience.
Give at least one example of specialized instructional strategies in a structured
environment
that supports and enhances their learning potential. ( 20 pts)
VI. EVALUATION (Note: Your activities will serve as your evaluation)
VII. REFERENCES
https://www.specialneeds.com › general-special-needs
https://szahid47.wordpress.com › steps-towards-creating..
IM-COURSE NO-SEMESTER-SCHOOL YEAR

IM-MCB180-1STSEM-2020-2021

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

DEGREE BSED COURSE NO. Prof Ed 4

I. CHAPTER TITLE: Teaching Strategies in Special and Inclusive Education

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

2. give recommendations on how to overcome challenges in inclusive education.

1. Teaching Learners with Special Needs

Teaching learners with Special Needs

Students with Learning Disabilities

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 spontaneous in expression; often cannot control emotions.

Has inflexibility of thought; is difficult to persuade otherwise.

Has poor handwriting skills.

Has a poor concept of time.

2. Stages in Inclusive Education

Stages in Inclusive Education

VI. LEARNING ACTIVITIES ( 50)

2. How do you overcome challenges in inclusive education? ( 15 pts)

VI. EVALUATION (Note: Your activities will serve as your evaluation)

IM-COURSE NO-SEMESTER-SCHOOL YEAR

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