module 4 d managing students with special needs
Download
Skip this Video
Download Presentation
Module 4-D Managing Students with Special Needs

Loading in 2 Seconds...

play fullscreen
1 / 13

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


  • 127 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Module 4-D Managing Students with Special Needs' - sheehan


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
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.
ad