Teaching idioms to learners with special needs
Learners with special needs are posed with numerous challenges while schooling. Language and symbols, which are often used so that they gain knowledge fast, sometimes tend to pose a challenge to them. Language use in the classroom is diverse such as the use of idioms by either fellow students or teachers. Symbols such as electrical symbols used in science subjects tend to be difficult for learners with special needs to understand. Hence, various strategies are needed to intervene on this issue.
When teaching idioms to learners with special needs, educators can start by taking it slow. They can begin by giving explanations about what idioms are and their examples and meanings (Duran, 2020). However, they need to give few idioms, as few as three idioms, with their explanations. The educator then can purpose to repeat these idioms daily so that they understand them clearly. Learners can easily understand them if the teacher starts with what they are already familiar with. Hence, they will be able to notice them on their own.
Again, the teacher can tell stories to the learners, which incorporate idioms. In this case, they have to gain the learner’s attention and their desire to listen to the teacher. Once they are focused on the teacher, he or she can use idioms while giving the story and then pause to explain its meaning (Chao, 2020). Such a strategy would effective as the teacher would be helping them understand how and when these idioms are used. The educator should not use complex idioms or language. This would make the learning fun, and the learners can enjoy what they are being taught daily and easy to remember. The teacher can look for hidden information on most communications and explain to them when appropriate (CAST, 2018).
In addition, educators can utilize visual tools for learning support when using symbols in learning. Learners with autism often tend to experience communication challenges but are very receptive to visual objects due to their enhanced visual skills (Cowan, 2020). Such students tend to easily understand what they see as compared to what they hear. Visual supports, including picture symbols, photographs, and objects, aid in language processing, remembering information, and organizing their thinking. An example of such visual tools include Mayer-Johnson’s Boardmaker, which acts as a graphic database that prints educational and communication materials.
Comprehension
As an educator, I have learnt how to activate their prior knowledge. While reading through the checkpoint “Activate or supply background knowledge,” I have utilized some of the concepts given (CAST, 2018). An instance is when introducing a new topic that acts as an extension from the primary school level. The use of visual imagery tends to help activate prior knowledge among these learners. Scaffolding is also another strategy to activate prior knowledge.
According to Alber (2011), an educator can utilize scaffolding by showing and telling. Students tend to process information differently. Some might understand it faster when telling them, while others understand it just by showing them (Alber, 2011). Hence, it is essential for an educator to demonstrate or show to the learners on what he or she expects them to do. By demonstrating, the educator can utilize fishbowl activity, which involves a small group on behalf of a larger group. Prior to doing it, the teacher needs to show learners the outcome. An example is when giving students a persuasive essay, the expectations or outcome of the writing is provided in a rubric that is accessible to them before they could start writing. The teacher also has to demonstrate the thought process as it aids the learners to utilize critical thinking in a similar manner to attain the same or expected outcome.
In scaffolding process, the educator must seek to tap into the existing students’ knowledge. The teacher can ask them concerning their past experiences with regard to a particular content or issue (Ni’matuzahroh et al., 2020). Such would aid them in connecting and relate it with their lives. The teacher can also offer some suggestions or hints so that they can individually grasp the concept or content.
I will give the students time to talk. It is normal for learners to require time for processing new information and ideas. At the same time, they need to express it verbally with others who had similar experiences. Visual aids are also essential in scaffolding is vital. Tools that I can use here include pictures, charts, and graphic organizers (Posey & Novak, 2020). Graphic organizers tend to be quite specific and enable learners to visually organize information, represent ideas, and understand concepts. In addition, I will ensure to ask questions, pause, and review. Pause gives learners time to think about the strategic question posed by the teacher and hence coming up with the best response possible (van Dijk & Lazonder, 2013).
Taking Action
Diversity among students calls for teachers to embrace various strategies to ensure that all learners have equitable opportunities. In a class that demonstrates a range of exceptionalities, the students’ behavior is varied and calls for a different approach. If the teacher utilizes the same methods yearly, it might result in a rigid curriculum that does not work for every student. Rather than the students being forced to adapt to the curriculum, the teacher should make the curriculum accommodating to all learners. Hence, utilizing universal content learning would need to be implemented in various ways (Print, 2020).
First, the educator should utilize different approaches to teaching. Traditionally, lessons are prepared with “typical” learner in mind (Parrish, 2019). Teachers use almost one similar strategy designed for all learners, especially slide presentations or lectures. However, considering all learners, the teacher needs to understand what they need at that moment. For instance, he or she can ask questions about what they know with regard to the new topic. The teacher can then go ahead and scaffold instruction and plan for the lesson and content, which is more relevant to them. One can also vary teaching methods such as using direct instruction, demonstrations, and video clips in just one lesson and in another lesson, students participating in groups and even listening to a podcast (Parrish, 2019).
I would also ensure that there is a provision of choices as a way of sustaining student engagement. Giving them an opportunity to choose when learning allows them to learn in the appropriate way for them. They might choose to practice in a group or do a role play (Valdes, 2019). At the same time, the teacher can accommodate them. Other than utilizing a 504 or IEP plan, I would provide what students frequently need. For instance, some students need a copy of notes, and hence they need to have a platform where they can easily access them, such as Google Classroom and Blackboard.
However, as I try to make curricular materials accessible, some challenges often emerge. For instance, it takes time to prepare curriculum materials for students with special needs. The materials require modification for an easy understanding of the content (Pak et al., 2020). The students also require guidance when accessing those materials and especially those who are visually impaired. Those who are gifted and talented rarely need those materials.
Case Study
Prior to Daniel joining his new school, Marcy Wong had not come across a case that demanded special attention. She possessed little knowledge about handling learners with special needs. Although she did her job well, the presence of Daniel introduced her to new challenges that she had to overcome as a teacher. Because she did not pay much attention to Daniel, learning was an issue for him (Hutchinson, 2003). Therefore, based on these facts, I would make the appropriate arrangements for Marcy Wong to receive in-school training concerning students with disabilities. Having worked with Frank, a special education consultant in the past, I would make arrangements for Marcy to obtain both consultation and regular guidance from him. I would also instruct Marcy to take the initiative to do research about students with cerebral palsy. This would prepare her to embrace a different approach from what she had done in the past (Ralabate, 2017). Having Daniel in a class that has no other special needs cases means that the previous traditional teaching approach has to be abandoned. Once this is done, Marcy can cooperate with the special education consultant to plan for an inclusive teaching approach.
I would also modify the infrastructure within the school to fit Daniel’s needs. For instance, the pathways would be modified by eliminating stairs. The classroom would be rearranged to position Daniel in the front-middle row for clear visibility with the writing board and the teacher. I would equip Marcy Wong, his teacher, with the appropriate teaching materials such as visual tools, including PowerPoint presentation accompaniments (CAST, 2018). I would also inform Marcy to interact with him and develop a genuine friendly student-teacher relationship and endeavor to understand his best learning model (Schulze, 2017). If he suggests that he understands better through demonstration, the teacher will have to utilize this teaching approach in her lesson plan.
I would also inform the teacher always to try to understand any prior knowledge in Daniel. Once she gets to know it, she can proceed to help link it to the relevant topic. Such would help prevent the creation of a knowledge gap between Daniel and his fellow classmates (Bryer & Beamish, 2019). To summarily state, I would help both the student and the teacher through various methods such as modifying infrastructure and seeking change in the teaching approach.