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During my practicum I have encountered a student with ADHD where his behaviour changes over time and he might get aggresive with other students in the class. This causes other students to not be able to focus in the class and always fight. Therefore, I used differentiated instruction strategy to overcome this issue.

1. Addressing diverse learning needs: Students with ADHD often have unique learning needs, strengths, and challenges. Differentiated instruction allows teachers to adapt instruction, materials, and assessments to meet the specific needs of each learner, including those with ADHD.

2. Multiple modes of instruction: Differentiated instruction encourages the use of various teaching methods, such as visual aids, hands-on activities, auditory inputs, and kinesthetic approaches. This variety of instructional modes can help engage students with ADHD, who may struggle to stay focused during traditional lecture-style lessons.

3. Flexible grouping: Teachers can group students based on their readiness levels, interests, or learning preferences. For students with ADHD, this can mean working in smaller groups or with peers who can provide support and encouragement, fostering a more conducive learning environment.

4. Tiered assignments and materials: Differentiated instruction allows teachers to provide different levels of complexity or scaffolding for assignments and materials. Students with ADHD may benefit from having tasks broken down into smaller, manageable steps or receiving additional support materials or resources.

5. Choice and autonomy: Offering choices in assignments, projects, or methods of demonstrating learning can help promote engagement and motivation for students with ADHD. When they have a sense of autonomy and can pursue topics or activities that interest them, they are more likely to stay focused and invested.

6. Flexible learning environment: Differentiated instruction often involves creating a flexible learning environment where students can move around, work in different spaces, or use alternative seating arrangements. This flexibility can accommodate the need for movement and variety, which can be beneficial for students with ADHD.

7. Ongoing assessment and feedback: Differentiated instruction emphasizes ongoing assessment and feedback, allowing teachers to monitor students' progress and adjust instruction as needed. For students with ADHD, this ongoing feedback and support can help them stay on track and make necessary adjustments to their learning strategies.

By implementing differentiated instruction strategies, teachers can create a more inclusive and responsive learning environment that caters to the diverse needs of students with ADHD. This approach empowers teachers to provide accommodations, adaptations, and opportunities for success, ultimately supporting the academic and personal growth of these students.

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During my practicum, I did encounter a few students with learning difficulties in my classroom which need a special attention and instructions for them to follow the lesson or a topic for the day. So, I discuss with my senior teacher on how to handle them when they throw a sudden tantrum in classroom. I prepared a special task for the students to make sure that they are involved in our lesson. Their task and worksheet also a bit different from others by making it simpler and attractive with pictures of things that they love. I also have to make sure that my materials for the lesson that day are attractive and engaging enough to cather to their needs and at the same time attract other pupils attention. I use different teaching styles such as games, group work and quizzes.

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During my practicum, I was tasked with teaching a Year 1 class of 37 students, which was an incredibly rewarding experience. However, it also posed some significant challenges, particularly with two students who required special attention. Despite this, I was confident in my abilities as a teacher and was determined to overcome these challenges.

To do this, I utilized various teaching styles and activities, such as games, roleplay, and group work, to engage my students. This helped me understand each student's preferred learning style, allowing me to tailor my lessons accordingly. I also implemented a reward system that my students thoroughly enjoyed and that motivated them to actively participate in class. I always made sure to ask them about their needs and preferences during my lessons, including the two students who required extra attention.

Despite the difficulties posed by these two students, I was able to manage the class effectively. Sometimes, their peers offered to help them, which was beneficial. However, I was always aware of their behaviour and was able to manage it appropriately. Overall, I am confident that my teaching style and strategies were effective in ensuring my students' success and that I was able to handle challenging situations with confidence and professionalism.

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During my practicum, I have never experienced any students with special needs. However, I have pupils who do not really want to participate in my lessons. Therefore, there are a few strategies that I have implemented to ensure my students participate in my class. Firstly, I have implemented a reward system such as giving stickers and sweets. By implementing the system, my students were eager to complete the task that I gave them. Also, I have utilised diverse learning activities, such as Scavenger Hunt, Simon Says, Quizizz and more. Hence, I realised that those activities can help my students to stay focused during my lesson.

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Since you just returned from practicum, there's a chance that you had an inclusive education in your class.

Share your experience teaching the class, concentrating on your strategies in dealing with the special need students.

If you have not faced with such circumstances, consider what strategies that you might use in class to meet the need of the students,

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I have never encountered any special need students in my class during practicum. However, if I do, I will work closely with special education teachers, therapists, and parents to understand each student's specific needs, disability, strengths, and strategies that have been successful in the past. Besides that, I would like to communicate with the student. For instance, getting to know the student and their preferences directly, ask them how they learn best, what accommodations they find helpful, and any concerns they might have. I would also try to create an inclusive environment by establishing clear expectations for behavior, participation, and classroom procedures. Post visuals and provide reminders but be flexible as needed.

Finally, I will focus on encouraging desired behaviors with positive reinforcement instead of relying solely on corrections and celebrate their successes and individual growth.

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Unfortunately, for me, I had no experience with special needs pupils during my first phase practicum. However, I noticed that some of my pupils find it difficult to focus on what I'm teaching in class, due to the background noise. Therefore, this is closest as I could get in relating my experience with teaching special needs pupils, specifically hearing impaired individuals.

Since hearing-impaired students rely heavily on visual cues, incorporate visual aids such as pictures, videos, flashcards, and written materials to reinforce language concepts.

Also, I need to offer written instructions and materials to supplement verbal instructions, ensuring that students have access to information in multiple formats. I learned this the hard way!!

In addition, I would have to work closely with specialists such as speech-language pathologists, special education teachers, and interpreters to develop individualized learning plans and strategies that meet the unique needs of each hearing-impaired student. Or, just seek help from experienced teachers who are actually qualified.

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During my practicum, I have experienced teaching a Year 4 class that includes one student from PPKI, who is a slow learner. To support this student effectively, I implemented several strategies tailored to her needs. Firstly, I differentiated instruction by providing personalized learning tasks and materials that matched her learning pace and style. For example, I gave her a worksheet that has fewer question compared to other students which also contained images so that she is motivated to answer the question. Additionally, I incorporated multisensory teaching techniques, such as using visual aids, and interactive activities (Tangible - Shooting Board Game, Matching Board Game) and asked her to try out the activities to engage her and reinforce learning concepts. I also fostered a supportive and inclusive classroom environment where the student felt comfortable asking questions, seeking help, and participating actively in discussions. This is because, I personally went to her and asked whether she was okay or need any help and her classmates were all supportive and ready to help her. Fortunately, she was quite expressive and she told me if she had problems. Therefore, through these targeted strategies and ongoing support for her, I aimed to ensure that she received the necessary resources and encouragement to thrive academically and develop confidence in her abilities.

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I did not have students with special needs in my classroom when I did my practicum, so I've never experienced that. However, I have done some research to gain more knowledge on how to deal with the special need students in the classroom setting and it is as follows:

1. Keep the classroom organized.

Structure is very important for special needs students and it can be very helpful for the teacher. Teacher should stick to a daily routine as much as possible as it will help both the teacher and students. Keeping the classroom organized will also help to minimize stress and distractions.

2. Discuss and establish behavioral expectations.

Describe how students are expected to behave during the lesson. For example, “Talk quietly to your friends during seatwork” or “Raise your hand if you need anything from me.”

3. Help the student participate during the lesson.

Don’t rush the students with special needs. Try to ask them probing questions only after they’ve had enough time to solve an equation.

Wait at least 15 seconds before giving the answer or picking another student, then ask follow-up questions so that students can demonstrate their understanding.

4. Provide follow-up directions.

After instructing the entire class, provide additional oral directions for a student with special needs. For instance, ask them whether they understood the directions and repeat them together.

Provide follow-up directions in writing. For example, write the page number and details for a task on the chalkboard, then remind the student to look at the chalkboard if they forget it.

5. Keep things simple.

It is important to break down tasks into small, manageable steps – the teacher should also keep projects short and sweet. The more complicated teacher make things, the more likely the students are to become confused or frustrated.

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During my practicum, I never got to teach an inclusive classroom or students with special needs. however, there are a few strategies that I can use for an Inclusive classroom with my students:

Provide differentiated instruction. Present lessons and materials at different levels of complexity so students can learn at their own pace and ability level. This could involve simplifying assignments, shortening readings, etc.

Use multisensory teaching methods. Incorporate visual, auditory, and hands-on elements into lessons to engage multiple learning styles. For example, show videos while also having students do a related activity.

Give clear, simple instructions. Break tasks down into small, manageable steps and provide verbal and visual instructions (written instructions or checklists).

Provide additional support. Consider partnering special needs students with peers for support during activities. Provide one-on-one help or tutoring as needed.

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I have never experienced the special need students in my classes during my practicum. However there are strategies that I could consider that would help me to face the students in need.

Break Learning Tasks Down into Smaller Parts

Instead of giving one big task, break it into smaller, easier steps.

Make sure students understand each small part before moving on to the next one.

Give less information at once so it's easier to understand.

Find successive steps: If a student is stuck, find the smallest step they can do and start from there.

Once they've mastered one step, add on more steps gradually.

Adapt for different needs: Adjust the approach based on individual student needs, such as processing disorders, learning disabilities, or ADHD.

Present Information in a Variety of Ways

Different people, different ways of understanding: Every student's brain works differently, and their background affects how they understand new things.

Give information in different ways like talking, writing, showing pictures, and doing hands-on activities.

Discuss about the topics: Start by talking about what's new to understand it better.

Use visuals: Make pictures or charts to show important information visually.

Hands-On Learning: Act out or do activities related to the new topic to help understand it better.

Make connections: Using different ways to learn helps students connect ideas and understand them deeply.

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During my practicum, I did not encounter any students with special needs. However, if I were to be put in the situation where I am going to teach special needs students, one strategy that I would use in class is providing visual aids such as flashcards and interactive whiteboards for students with visual impairments, as visual aids can cater to visual learners, creating a more inclusive and effective teaching approach.

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During my practicum, I encountered two autistic pupils and one of them has a Tourette syndrome. The Tourette syndrome pupil, Uwais is really hyperactive and always disturbing his friends during classroom activities. So, my solution is I always asked him to stay by my side and do the activities together with him to prevent any fighting in the class. Since, he always disturbing his friends, they will end up fighting with each other. I also will give him extra worksheets to keep him busy. Another pupil who has autistic is Taufeeq. Taufeeq is a really quiet student in the class. He is an auditory learner and rarely make eye contacts whenever teachers talk to him. So, whenever I talked to him, I asked him to make eye contact with me. It helps him to focus on what I was saying and he can read my facial expressions. After several times of practicing, I noticed that whenever I asked him questions in the class, he will make eye contact with me. In term of teaching both of them, I think I don't have difficulties in teaching because both of them are high proficiency students, so I don't encounter much problems in teaching. However, in terms of their behaviour, I need to focus on both of them especially on Uwais because he is a hyperactive student. Throughout this practicum, I've learnt that as a teacher, it is important to implement differentiated learning and creating an inclusive learning environment in order to achieve effective teaching and learning classroom.

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During my time teaching a Year 4 class for my practicum, I faced a challenge with one student who was always hyperactive. He would disturb the class and sometimes mess up the teaching materials I prepared. At first, it was tough to handle, and there were moments when I wanted to leave the class.

However, I realized I needed to find a way to keep him busy with positive things. So, I started giving him special tasks during class, like collecting books, helping me with stamps, or getting things from the teacher's room. This not only helped control his disruptive behavior but also made him feel responsible.

By keeping him occupied with these tasks, he stayed engaged and became more responsible. This approach not only helped him but also created a better learning environment for the whole class. I learned that adjusting teaching methods to meet each student's needs can turn challenges into opportunities for positive change.

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While I was doing my teaching practice, I had a Year 2 student with ADHD. He found it hard to pay attention and would often move around, disturbing his friends. So, I asked everyone, including him, to move their chairs closer to the table and put their bags beside the chairs. This helped reduce distractions and made it easier for everyone to concentrate. When I heard any sounds indicating someone trying to walk around, I could address it immediately.

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I did not encounter such circumstances during my practicum. However, I would use assistive technologies that can aid students in overcoming barriers to learning. This may include text-to-speech software, speech-to-text tools or other assistive devices. Other than that, I would also provide visual supports such as charts to support students who benefits from visual learning. Visual supports can enhance comprehension and communication for students with diverse learning needs.

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During my practicum, I taught a kid who have anger issue. At first it was just being orally loud when annoyed by his peers. Later it slowly turns to using vulgar language, inappropriate hand gestures, and using sharp object to attack his peers.

The way I react to this behavior is by talking to him and asking him his point of the situation. Turn out he easily get emotional therefore I comfort him and told him it is alright to be angry but he should not have resent. I also put him closer to me to avoid his peers to pick on him.

Therefore, by doing this he feel safe in my class and able to concentrate more on my lesson; his work improved and he is able to answer my questions.

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During my practicum, I did not encounter any special students. However, I had students who struggled academically since they were slow learners and some students were short-sighted, so their visions were not that good. Hence, I had applied a flexible seating arrangements. For example, I had placed students who couldn't see the whiteboard to sit at the front row including slow learners as well. This is how I would be able to monitor their signs of progress easily. Next, I also applied differentiated learning in my classroom. For example, I created extra materials to help slow learners catch up with the rest in terms of worksheets preparation. I also made all of my teaching materials to be in bigger sizes so that the whole classroom could see them clearly.

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During my practicum, I have encountered 2 pupils who are quite "special" in the class. One of them has learning disability which the teacher of the class said that he had fever when he was small and his parents didn't send him to see the doctor, and this may be the factor that caused him to have learning disabilities. He was not able to listen to what the teacher say and does not understand what the teacher teach in class. The teacher in charge said that we could not do anything with this child because he is in the mainstream classroom and now he’s in standard five. The pupil should be sent to school for special needs students as they can help him and provide him with better education which cater his needs.

Another pupil is normally “normal” in class, but sometimes he will suddenly throw tantrums in class. According to the teacher in charge, he shows this type of behaviour is because he has mental problems and depressive disorder due to family problems such as parents divorce. To deal with him, I will let him cool down first and tell other pupils to move their seats with a distance with him because he will start throwing things and kick his table and chair to other people. I will tell the other pupils to not upset him during the lesson and encourage them to be in a group with him during classroom activities.

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From my experience, I did not faced any inclusive students but I did have one pupil that has different perspective from his friends. Although he quite excellent in english but for only certain skill which is speaking. He loves to answer questions that sometimes overshadowed some of his friends that wanted to answer. Sometimes, he done excellent job in answering questions that his friends cannot answer, he do think weirdly than his other friend (Not normal in a way). I try to deal with his behaviour by giving him less attention (as he loves to gain my attention by calling me for no reason during class) and give him worksheet for remedial pupils to him as he did not know how to answer questions as in writing them in sentences.

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During my practicum, I was able to realize the fact that every student has different learning styles and needs was 100% true. It is because my students in both classes from Year 3 and Year 5 were consisting of diverse requirements and preferences in their learning. Therefore, I utilized diverse learning materials in the classroom during the lesson. For example, integrating technology-based sources, and visual aids. Implementing videos, Quizzes, Bamboozle (which my friend, Vissalini introduced to me), and random generators were some of the interesting and engaging sources for the students in the classroom.

Moreover, I utilized TPR activity in the classroom too during the lessons. For example, the game ‘Simon Says’ was my students' favourite set induction activity during the lesson. They will eagerly follow the ‘Simon Says’ game steps because it helps them to stay focused and prevents them from dozing off during the lessons.

In addition, I set ground rules in my classroom for the students to follow during English lessons. Simple ground rules helped them to change their mindset and attitudes in the classroom. The students were respecting the views of other classmates without teasing them. This enabled them to learn in a safe and inclusive classroom where every student has the freedom to voice their opinions in the classroom. Thus, it also helped me as a teacher to create a conducive and motivating classroom atmosphere.

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In my first practicum, I was in charge of a Year 4 and a Year 5 classes. In both classes, I don't have any special needs children. However, in my Year 4 class, I had 3-4 pupils who were reluctant to learn English. After talking to them casually, I learned that they do not have an interest in learning English and even they do not have any exposure to English outside the classroom.

A way that I tried to make them interested in learning English was by connecting the topic to their interest. For instance, a student of mine, Aqif who usually doesn't speak at all because of the fear of making mistakes loves to talk or express himself if I ask him about rugby. In order to make them speak or even write, just give them the freedom to write on their interest. However, I usually try to adapt the syllabus/ topic to match with the pupils interest and set several rules for them too. From this way, it's a win win situation for me as a teacher and for the pupils too.

Another way of mine was to include more TPR activity. The simplest activity I often carried out was to ask them to jump left/right according to the answer. This way when a pupil makes mistakes, the other pupils try their best to make him understand his mistakes. They explain to themselves and during this activity, there would be non-stop questions from the pupils. (Vissa, 32H)

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During my practicum, I met a quiet, introverted standard 2 pupil who hardly ever spoke, seemingly caught inside his own thoughts, muttering to himself. Communication was tough, but I also found that he was really passionate about books especially those having colorful illustrations.

In my relief classes, I implemented a strategic approach. I would give him a colorful picture book, and by analyzing the pictures he would get talking. This showed that each student communicates in a way, and for him, it was through the fascinating world of books.

This lesson was revealing in the sense that individuals’ interests were shown to be one of the keys that could unlock a potential for student expression and engagement.

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As for me, I did not face such circumstances during completing my practicum. However, there is one strategy that I would like to use in the future if I ever encounter any special needs students during my next practicum. I will make sure that all students can understand the instruction given clearly with a few methods. First for normal students, I will verbally explain the instruction repeatedly. Then, I will include written instruction to assist students with hearing impairment. Meanwhile, I will prepare the instruction in braille writing form for visually impaired students. Moreover, I will use a few methods that have been done during the last practicum session to attract students' attention. For example, using pictures, songs, online quizzes, youtube videos and so on.

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During my first practicum, there was a student who is in the Inclusive Education, where she is a PPKI pupil, but will join the mainstream class for the major subjects. She is diagnosed as slow learner. Apparently, she was very good, kind, and polite so I did not have any issues dealing with her attitude. But, since she was quite slow in learning, I needed to give her more attention. After dealing with other pupils and let them do their work, I will focus on her and guide her to complete her work. I also prepared remedial activities to help her. Besides, I would try to incorporate arts in the activities since she loved it and she can understand the lesson better.

In the same class, I also had a pupil with signs of autistic. He is a Malay, but he cannot speak Malay at all. He would only speak in English, that he asked his Malay teacher to translate the teaching session in English. He cannot listen to too much noise, he would cover his ears. He would also turn around the class without any reason, all of a sudden. He could also cry for the whole class session if I call his name with a loud voice. So, I needed to talk softly and slowly to him. I had to give him extra attention so that he didn’t cause any harm to himself.  Extra worksheets would also be prepared since he could do his tasks fast. Although it was a very challenging moment, I am so grateful that I was exposed to these situations during my practicum session.

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There was an ADHD pupil in my year 1 class. He was sitting in the first role and front of the teacher’s table. However, this didn’t stop him from interrupting others. He was also the ‘regular customer’ of the Senior Assistant for Student Affairs office. During my class, he will punch his table for attention, walk out of the classroom without permission, shout during reading, and sleep when he’s bored. I had to mention his name a couple of times in one lesson, that was very distracting but I didn’t surrender. Instead, I always praise him when he completes his homework and request him to help me carry the books to the office. I also gave him a fist pump whenever he helped me to carry books. As time passed, he started to pay more attention and settle down during English classes. Those 3 months of practicum jogged my memory of the importance of classroom management in generating an inclusive learning environment.

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I didn't have any experience to teach special needs students but I will make sure that I integrate some of the strategies that I have done during practicum which is reward system. This strategy might work because students need encouragement in order to learn English as it is not their mother tongue. Besides, differentiated learning approach in inclusive classroom is important to help special needs students for example use a mix of instructional methods such as auditory instructions or preparing visual aids to cater their needs in the classroom.

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I didn't have any inclusive learners in my class but I had a few slow learners that were a bit hard for me to push to the same level as the others. But over time with the help of my supervisor and the teachers I managed to help them understand my lesson even if it took me a long time and I had to give more attention to them. My students are 8 years old. And young minds are always interested in creativity, imagination and freedom compared to logic and facts. So instead of making them read and write I change the lesson to read and draw with colour. Even if they take more time to read and understand when the activity involved colour they were very excited and gave their full attention to the lesson. When I explained any words they were able to grasp it immediately. And if I wish to use this I'm an inclusive classroom it will be very helpful in the sense of involvement of all students in a lesson. Since I mostly used drawing as a group work the inclusive students will feel isolated by the others. In a way these activities will help them to make new friends. Other than that we can also incorporate songs into our inclusive lesson specifically if we have autism students. Research have stated that music therapy can help children with autism to learn new thing. The reason behind this is because music involves creativity, imagination and language which makes both sides of a human brain function synchronously. So when a teacher plays the nursery rhymes " head shoulder knees and toes" the typical students together with the autism student will be able to sing and enjoy the song. The autism child may not move and touch his body part like the others but he will for sure understand that those are the parts of his body might imagine them instead of showing them. If the teacher keeps on having more activities that involves both imagination and language it will improve the inclusive students' social interaction and also communication skills.

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i did not have any special needs pupils in my class. but i do have pupils that did not want to participate in the class activities because they were shy or just did not want to. so one of the things that i did to make sure they participate was i always make sure i ask them twice more than others until they gave me their own answer. for reading, i have been in the state where while other pupils were completing their essay, i sat under the table with that one boy and forced him to read together with me and eventually he did pretty well. i also always use the positive method. when other pupils neglected the passive pupils, i always include them and use them as positive examples in any of my activities so they felt heard and it worked. they tried to participate in the class and other pupils that used to tease them a lot actually behaved and helped them in the activities. the more we ignored them and make them felt different, the more passive they'll become. we SHOULD use different approaches to help them with their learning but it MUST be implicit and make sure they don't even realize they got taught in different ways than others. :)

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During my practicum, I did not encounter such circumstances to teach special needs students, however there are few strategies that I have implemented to ensure my students are engaged in my class. The strategies are reward system and gift giving. I am rewarding each students who showed effort in my classroom. By giving stickers and candies, the pupils were really eager to learn and complete the work I gave to them. I also have implemented various fun activities such as quiz, simon says, "Radio Rosak", "I act You guess" and many more.

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I had a physically disabled student named Rayyan, who used a wheelchair, in my Year 4 class during my practicum. When I first entered the class, my cooperating teacher Ms. Sheena briefed me thoroughly about Rayyan's condition. Initially, I conducted a game activity requiring students to stand up or sit down to answer questions. In my enthusiasm to execute the planned lesson, I completely forgot about Rayyan. My CT pointed out that Rayyan felt lost during the activity, not knowing what to do while others stood up and sat down. She advised that I should always be conscious of Rayyan and ensure his inclusion. I felt terrible realizing my mistake and ignoring Rayyan's needs. Then, I started researching and learning about incorporating inclusive activities for children with disabilities. People make mistakes right?...but the most crucial part is learning from them.

From then on, I always kept Rayyan's condition in mind when planning lessons. I ensured to provide alternative ways for him to participate in movement-based activities such as raising his hands, asking other "typical students" to move to his table to complete certain activities, asking him to give game instructions to his friends (becoming a mini teacher) which requires him to comfortably sit while actively take part in the T&L session. Over time, I saw Rayyan was indeed a very capable student - very fluent in English and he would translate my instructions into simpler language for his remedial friends. He was active in class through his responses to my questions and completing the task given on time. Though I entered practicum unprepared to deal with special needs children, I learned a lot through these invaluable experiences. With some effort to include diverse learning abilities, we can provide meaningful education access that empowers these students and gives them self-confidence to achieve success. Students like Rayyan are precious gems. We, as teachers, could not change the world, but we would be able to shape the kids' future into a meaningful one by providing equal opportunity and access to education. Nothing can match the satisfaction when they achieve something and succeed. I am grateful to my CT, Ms. Sheena, for nurturing my passion for teaching and for introducing me to the world of educating and including students with special educational needs (SEN). Now, I feel confident in my ability to make a difference and am continuously learning and preparing myself to meet the needs of special needs students, ensuring that they feel valued and included. I am glad that this course (Inclusive Edu) is giving us more and more insights and knowledge to be aware of what's happening in the real education world. Hence, we can better equip ourselves to be a help!

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There was a boy with mild autism in one of my Year 4 classes. During my first meeting with him, I wasn't able to tell that he was autistic. I was quite overwhelmed as it was my first time meeting my pupils and there was a lot to take care of. As I conducted the class, everything went well and the pupils were following well.

However, during a random glance at my pupils, I noticed the boy had moved his desk and chair to the very back of the classroom and was sulking. That gave me quite a shock as I did not know what to do. Having the thought that he might have quarrelled with his friends, I approached him and asked him what happened, yet there was no reply. The other pupils then informed me that it was his usual behaviour.

After that lesson, I approached the English teacher of that class immediately to gather more information about the boy and discuss strategies for supporting him in the classroom. She then told me that the boy is always in his own world and he is really mood-driven, in the sense that he would just disconnect from the class and become withdrawn.

Having that in mind, I paid special attention to the boy during every lesson. I would tell others to look out for him and inform me if he had unusual behaviours. I also used a rather gentle tone when talking to him. At first, he was reluctant to respond to my cues and questions and paid no attention to my lessons. Eventually, I found out that he had a soft spot for arts and crafts, especially drawing. Therefore, I started implementing more arts activities in my lessons, and that caught his interest, along with the other pupils' as well.

The boy started participating in my lessons, not very actively but it was better than nothing. He would also raise his hand and say in a high-pitched voice "Teacher, done!", whenever he finishes his work. It was really heartening to witness the positive changes in his engagement. Those three months of interacting with a special pupil have also reminded me of the importance of differentiated instruction and creating an inclusive learning environment.

(Jun Jing, 32E)

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I did not encounter such a student in my class. However, there were PPKI classes in the school I went to. Although I did not encounter such students personally, the first thing I would do is completely stop bullying. It's not an easy process as society has shaped us to look at people with special needs weirdly. This needs to stop first and this has to start in the school itself. This negative attitude and stereotypes against them have to be stopped. So, to do that I could educate the pupils in classrooms to respect their friends with special needs. Moreover, as a teacher, I will collaborate with advocacy groups to promote awareness and inclusivity in school. Personally i have been bullied alot everywhere and its not cool, it hurts alot. Of course, i can never compare myself with them but the hurt is the same. As a human i wouldnt want anyone to face the hurt. Thus, as a teacher, by combining education and advocacy, communities and schools can work towards creating environments that celebrate diversity and ensure the full inclusion of individuals with disabilities.

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There was a boy in my Year 3 class with mild ADHD. Initially, I did not notice that he was actually a hyperactive child until his English teacher(she) told me to be aware of him, as the teacher knew his condition better than me. In my class, he usually had a short attention span and could not sit still for an hour-long lesson. To be honest, I did not apply any special strategy to him, but I did pay additional attention to him. In my lesson, I normally called upon his name to answer my question and asked if he could follow my lesson. Besides, I also often walked to his place to give him extra guidance to ensure he was on track with me. Although his English teacher told me he was always the source of headaches for her, I found that he was actually cute, although he was mischievous, and still, I could manage to handle him. Of course, sometimes he did disturb my lesson, but luckily my lecturer did not enter this class for my observation hahaha!

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I encountered a Year 5 pupil who was extremely quiet and unable to engage with his peers or respond to my questions during my practicum days. His silence wasn't due to a lack of understanding but rather a struggle with communication, needing ample time to acclimate. The teacher shared that even simple tasks like asking to use the restroom took nearly a year for him to achieve. Hence, it is apparent that he needs a long time to acclimate. With only three months in the classroom, I knew time was limited to build rapport. Thus, I tried using sock puppets to get him talking, but it didn't do much. Probably because it still demanded speaking in front of others, making it no different for him whether he addressed the puppet or me directly. However, I observed a breakthrough when incorporating exciting games into lessons. For example, he eagerly participated in activities where quick responses were rewarded. It may be due to the thrill of the game that momentarily subdued his fear and shyness. Hence, I try to incorporate as many games as possible into my lessons, hoping to draw him out more.

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I had an inclusive student in my Year 6 class during my practicum. He only had mild disabilities like being hyperactive and talkative in the classroom. For instance, whenever I shared information regarding a topic, he would volunteer to add to the information being shared. And, he was also very proficient in English as he used British accent in his speech. Whenever he shared or contributed something to the lesson, he sought motivation and encouragement from me. Besides, since he only had mild disabilities, I did not face any troubles with him during the class. I treated him just the way how I treated the other students. However, during the classroom activities, I have always given him extra attention as he sometimes faced issues understanding the instructions/ rubrics on the worksheets. Other than that, he has not shown any undesired or disruptive behaviour during my lesson. (Shwetaa, 32E)

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I dealt with special need students in my class back during the practicum days. Personally for me it’s hard to cater to their need considering the number of students in that class; 38. But over time, i learned their behaviour and start to apply certain strategies to ensure they are not left out during the TnL session. For example, one of my students needs a direct instruction told to him in order for him to understand. So what i did is after explaining it to the class, I will go to his desk and explain it to him personally. As a result, he could focus better and manage to complete his work on time. Other than that, I was also using peer coaching technique. This is done by asking his peers to explain the instructions or confusion to him. I found this to be effective as they are on the same level and age, which means their mental capacity is within the same range. This results to them explaining it better using simpler words and simplified instructions.

(Jazhan,32E)

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I will make sure I am well prepared with enough activities so that the other students can learn and these inclusive students can benefit in my class.

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I did not face such circumstances during my practicum, however, in the future, one of the strategies that I might use in class to meet the needs of the students includes preparing differentiated tasks and exercises. I would make sure that the tasks will be suitable for the pupil and if it is possible/able for them to do it successfully. Apart from differentiated tasks, I might also use differentiated instruction methods and materials since I have to cater to the needs of every pupil including the special needs pupil. For example, suppose there is a pupil with hearing impairment and I am using audios in the classroom for the other pupils. In that case, I will have to tailor my method and use various other materials like visual aids to teach the special needs pupil. Other than that, I might also incorporate technology as one of the strategies to make the lesson more interesting for the pupils. For instance, using Quizziz in the classroom where the special needs pupils also get to participate and compete with their other friends would indirectly motivate them and make them feel included at the same time. Applications like Kahoot, Quizziz, and more not only provide the fun element but also allow multimodality which would help catering the needs of all pupils in an inclusive classroom.