Teaching Students in Special Education
Peer post1: Research has shown that only 5% of students receive special education in a facility or institution that is not their regular school while the other 95% attend regular neighbourhood schools. Dealing with a student with disabilities is genuinely a cumbersome task. Therefore a lot of emphases should be put on collaborative teaming as a strategy to build relationships and trust among teachers, students and parents. Teachers should incorporate the explicit instructions approach when delivering to students with disabilities.
The method involves providing students with a series of scaffolds to enhance their learning skills. The teacher explains a concept to students at the beginning and leaves ownership of the learning material to students to internalize until they get a clear understanding of the material. Research has shown that, in the past 20 years, explicit instruction has proved to be beneficial to dual-language learners and those students with difficulties in the mathematics subject. Parents should do the same for their children at home ( Olivarez, & Arnold, 2006)
Peer post 2: Co-teaching should be added to the typical teaching method to help children with disabilities. In a general classroom setting, some teachers practice co-teaching while others rarely collaborate but provide instructions separately. Research has shown that most teachers have a hard time dealing with students with disabilities because they have insufficient training. On the other hand, new graduates, who have been well-trained for the job, find it easy to complete assignments when they collaborate with other teachers who have less effective methods. When both teachers work together, they improve their teaching skills. Besides, teachers can meet the needs of each student in the classroom (Meegan & MacPhail, 2006).
Conclusion
Teachers and parents must collaborate and do whatever they can for students with disabilities so that they turn out better, just like other students. Students with disabilities are as good as other students, and they deserve equal treatment.
References
Olivarez, M. M., & Arnold, M. (2006). Personal and demographic characteristics of retained teachers of special education. Education, 126(4).
Meegan, S., & MacPhail, A. (2006). Irish physical educators’ attitude toward teaching students with special educational needs. European Physical Education Review, 12(1), 75-97.