Module 4 d managing students with special needs
This presentation is the property of its rightful owner.
Sponsored Links
1 / 13

Module 4-D Managing Students with Special Needs PowerPoint PPT Presentation


  • 81 Views
  • Uploaded on
  • Presentation posted in: General

Module 4-D Managing Students with Special Needs. TED 377 Methods in Sec. Ed. Module 4-D. Students will explain types of motivation and behavior management problems presented by Secondary students, including integrated students with disabilities. Managing Students with Special Needs.

Download Presentation

Module 4-D Managing Students with Special Needs

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Module 4 d managing students with special needs

Module 4-DManaging Students with Special Needs

TED 377

Methods in Sec. Ed.


Module 4 d

Module 4-D

Students will explain types of motivation and behavior management problems presented by Secondary students, including integrated students with disabilities.


Managing students with special needs

Managing Students with Special Needs

  • When dealing managing a classroom, teachers need to be aware of students with special needs (physically or cognitively handicapped, or possess some characteristic that affects classroom performance).


Emotional and or behavioral problems

Emotional and/or Behavioral Problems

  • Recommendations for the teacher:

    • Reinforce student attempts at self-control.

    • Recognize behavioral cues and anticipate an outburst.

    • Help students recognize signs of increasing tension and recommend how to defuse before an outburst occurs.

      • Can increase self-control and self-esteem.

    • Do not take the outburst personally – you are a convenient target.


Asperger s syndrome

Asperger’s Syndrome

  • Have limited understanding of information they learn, and inability to apply information.

  • Have extremely poor communication skills:

    • Stand too close.

    • Avoid eye contact.

    • Talk to long and loud.

  • Extremely resistant to change of routine.


Asperger s syndrome1

Asperger’s Syndrome

  • Recommendations for the teacher:

    • Use visual cues and prompts, and demonstrate how to accomplish something.

    • Make instruction concise.

    • Do not insist on direct eye contact.

    • Reward students with their favorite activities or interests.


Attention deficit hyperactivity disorder adhd

Attention Deficit Hyperactivity Disorder (ADHD)

  • Easily distracted.

  • Short attention span.

  • Inability to organize.

  • High level of movement.

  • Impulsive.

  • Many times academically discouraged by the time they reach high school.


Attention deficit hyperactivity disorder adhd1

Attention Deficit Hyperactivity Disorder (ADHD)

  • Recommendations for the teacher:

    • Use a positive, relaxed, well-structure approach to learning.

    • Ensure you have student’s attention before giving instructions.

    • Make instructions clear and concise.

    • Reinforce that accuracy is more important than speed.

    • For complex activities, provide written as well as oral instructions.


Deaf or hard of hearing

Deaf or Hard-of-Hearing

  • Recommendations for the teacher:

    • Use assistive technology devices if used by student.

    • Face students when speaking, not the board.

    • Use overhead instead of the board.

    • Provide written as well as oral instructions.

    • Repeat student questions to ensure they are heard.

    • Monitor for student comprehension.


Visually impaired or blind

Visually Impaired or Blind

  • Recommendations for the teacher:

    • Allow students to use audio recording devices.

    • Read aloud any visual material.

    • Allow students to walk up to the board or to any displays to view them better.

    • Seat students facing away from windows to reduce glare.

    • Help students fit in socially (they may miss visual cues).


Extreme poverty

Extreme Poverty

  • These students:

    • Do not want to appear weak in front of peers.

    • Speak more loudly than average student.

    • Quick to be defensive.

  • Recommendations for the teacher:

    • Reprimand these students privately.

    • Encourage students to achieve.

    • Teach goal-setting.

    • Have extra supplies for these students to use.


Limited english proficiency

Limited English Proficiency

  • Recommendations for the teacher:

    • Creatively use gestures, facial express, and body language to illustrate your message.

    • Use visual aids and demonstrate.

    • Speak clearly, using limited vocabulary when helping these students one-on-one.


Review module 4 d

Review:MODULE 4-D

  • Emotional and/or behavioral problems.

  • Asperger’s Syndrome.

  • Attention Deficit Hyperactivity Disorder (ADHD).

  • Deaf or hard-of-hearing.

  • Visually impaired or blind.

  • Extreme poverty.

  • Limited English proficiency.


  • Login