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I think the three groups is awesome idea because the students don't have feel ashamed because they are behind a little bit or ahead a little bit. As educator you can see that students feel dumb or stupid if they get answer wrong while the kids who understand it better makes them look stupid. So if they are in a group who are just like them or similar they can feel smart or feel comfortable saying their, not feel worried saying something wrong.

With ADHD break the task down for the child instead give three or four steps give them one or two then once they finished their task give them the next few task so they don't feel overwhelmed or frustrated because they are behind or missed a step. Another great idea is do a first then next chart and let them take icons down and put what is next on the shedcule so they feel like they have some control of their day.

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I have a student at the high school I aide at in Australia. The student has mutiple diagnoses and struggles to maintain focus (as one of diagnoses is ADHD - unmedicated). We have a programme, where if they need to settle down, they goes outside the classroom for 6 minutes (timed by myself/teacher) and he does the 5 (5 things they can see, 4 things they can hear, 3 things they can smell, 2 things they can taste and 1 thing they can feel). They then do this for the 6 minutes or until they calm themselves down and can come back into the classroom to learn.

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the student had autism severe and was in a wheelchair -we had to make many adjustments to curriculum to environment and cognitive development to ensure the best outcomes were possible

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the student had autism severe and was in a wheelchair -we had to make many adjustments to curriculum to environment and cognitive development to ensure the best outcomes were possible

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In my 5 years of teaching, I have encountered three types of Special Students in my classes. The first one is a hyperactive student who cannot control himself when he gets mad. He is violent. He can hurt any of his classmates if he wants to. He is smart. He easily picks up the lesson, but his behavior is something to really be dealt with all the time.

One student doesn't like music, it is a noise for him. He also doesn't like loud voices. He is vocal when he doesn't like a person (whether because of physical appearance or because of what they do to him). He is so protective to people he knows are doing good to him, or the people he loves. On the other hand, he fights someone he sees is doing something violent to someone he loves. He is so good at ART.

The third one is so gentle and calm. He doesn't talk when he wants something. He is mostly dependent to his teacher. When he does things, there is a need of a go-signal from someone. He is very smart academically. He can solve math activities by himself.

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One of our autistic student has over sensory issue and he gets really cranky due to over sensory. He bangs his head and through out things and cry and find it really hard to control his emotions. Giving sensory room time was something that worked well for him.

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I had a child who did not want to do anything, just sit on her ipad instead of engaging with other children and doing any physical activity. I tried to find things she was interested with and make them into a game so she would interact. Like she was playing with toy cars so i made her roll them between two mats so she would have to get up and walk to the other mat to get the car. i had to learn what she was interested in and found a way to incorporate that into an activity.

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I had a student who was very disruptive in class and very less attention span.

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I had a student who was very disruptive in class and very less attention span.

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To engage him in the classroom I made him conduct part of the lesson plan, made him responsible to the disciple in the classroom in my absence.

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We had a child that loved structure and routine and would struggle to regulate his own emotions. As a school we began to do self-soothing massage to help children regulate their emotions and gave this child their own visual timetable to help him.

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I have a student before with autism and he is non-verbal. In our first week, I tried to get his iterests by flooding some activities and I got him in playing. So with that, all our lessons must be play-based. It is really tiring but you saw your students with their progress, it is worth it.

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I had a student with learning disorder. He has difficulty reading and writing.
He is older and taller than his peers.
I introduced to him phonetic sounds and presented concrete materials, flash cards and different  ways to master the letters of the alphabet. For his writing and numeracy,  i used hand-over hand technique . we worked extra time for him todevelop confidence in all his activities.
He is encouraged to write his journal evryday using open endded sentences given choices to fill them in.
I organized a mii-store where he can practice and master functional life his skills: reading land writing labels, counting and giving change, working with peers during mketing time and profit distribution.
I provided stories which are meningful and functional.
For spelling, i used  chunking , group and pairs for  mastery until he could do it alone usin.  Everyday drill/ repetition  is very useful method fr mastery ofrequired skills, As e grows older, I make him understand that we need to set a goal per day. per week and soon. We prepared a contract for study habit development and collaborate with his therapist and primay caregivers.
So far, he is now reading and writing independently though not yet on the level expected of him but ther is always something to celebrate and Iannounced it before the class and we applause for his accomplishments.

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I have 2 gifted students and 3 students with learning difficulties in my class. I prepared individual plans for each. I use a wide of varity teaching techniques like Orff, Dance, Drama, Art Theraphy, Web 2.0 tools. I encourage them to work together.

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We have one gifted student with hyperactivity disorder in my class. Except offer the different tasks and set up different goal for him, we also need to tolerance his drifting around the class during lesson as long as he is listening and didn't disrupt the class. He love being challenge and challenge others when he was boring. He frequently got into his own emotion problem. That is the most difficult part for him and for his homeroom teacher.

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We have one SEN student in our class. It was hard because shes moody, she easily got jealous with others, she scream and cry whenever she feel hot or if she needs something. We were trying to involve her in the reality life. We teach her how to be socialize with others

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I had such a student in Vietnam and at first I find it very difficult how to get him involved in all our class activities. He normally, doesn't like to be part of any activities. He just sit and draw. So, What I did, I designed classroom games that involved drawing. And it turned out it was really working.

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One of my students is diagnosed with autism. He likes to order things in colors. For his needs I always take care to design activities that will attract him.

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We have one SEN student in our class. It was hard because shes moody, she easily got jealous with others, she scream and cry whenever she feel hot or if she needs something. We were trying to involve her in the reality life. We teach her how to be socialize with others.

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I have an SEN student with cerebral palsy. She has difficulty speaking and writing. She can't write at all but she can do matching exercises, she can draw, she can repeat when listens to a text. I use lots of visuals, auditory methods, pictures,

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there are gifted students in my class.  there are also students with learning disabilities.  I apply different methods and techniques to both.

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My friend has such a student. She needs a lot of special attention in her classroom environment.

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in our school, usually children with these special educational needs work in a certain amount of time with the support professor, he is adapted to the class team together with the other colleagues.

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This is a gifted student of 7 grade. He works very fast, and he finds studying together with his classmates very boring. I always do extra activities for him or ask him to speak with eack classmate if it is a speaking lesson. He likes it.

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I have 7 students with SEN each with their own diagnostic.I have to adapt curricula for autistic students,ADHD students(hiper active and low attention),gifted students,etc.I must do for all that kids special working sheets for every lesson.I do also special type of evaluation according to their needs(simple,complex,etc)The key,i thinck ,is patience and encourage and also,every little progress to be pointed

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The student with Down Syndrome. He was in the process of literacy, in the alphabetical phase and knew figures up to 15 and counted up to 10 respecting the sequence.
When planning, I would go whenever possible in search of a strategy that would allow the involvement of all the students and at the time of making the records I thought about the best way to attend the student in the process of inclusion.
Some work done:
1 - In a Portuguese language class there was an activity that should be done in the textbook. The objective was to study a new textual genre that is comic strips and its characteristics such as the use of balloons to indicate dialogues, narrator speech, character expressions etc. In order for the student to be more involved, I brought to the class a basket with several comics from Turma da Mônica, whose characters were part of the book's comic strip. I gave time for all the children to choose a comic book, to go to the bottom of the class, to spread out on the floor and have fun with their reading. I waited for the student in question to choose one of them, to see the story alone, and then to have someone tell him. Then some told their stories, including him and then we returned to the portfolios to do the activities proposed by the book. Orally I made adaptations of the activities of the book, I requested that the answers be given according to the histories of the comics they had read in the comic book. In this way, it was more interesting for the student in the process of inclusion, who got involved and gave adequate answers taking into account their difficulties, and for every class that became more interested. The reading of the comics provided a greater involvement.
The proposed objectives for this activity were achieved, the student participated, got involved and worked with the presented content. Interacted with all his colleagues, because everyone read and shared their stories and content with others.
2 - In another activity, also of Portuguese, the objective was for the students to work with another textual genre: letters. The subject was initiated by the necessity of use of seal for the sending of letters. The planning was based on the use of the textbook. Also, to further involve the student in question, I asked the children to bring objects from home collections. The students brought several collections such as stationery, Coca-Cola caps, phone cards, but the most frequent was even collection of stamps. The student also brought his home collection. I used a stamp that one of the students had brought and printed it as part of one of the activities for the class to work on. The involvement of all was greater and his was total, because the content became more interesting.

3 - Science classes were planned in a way that involved more involvement of the students as a whole. I presented the contents planning various strategies where I could contemplate the different abilities of the students. It presented texts only at the end of the planning to systematize what was worked on during the process. There were experiments in the laboratory, in the classroom or in the playground, as well as group work where students were to make posters by putting research, engraving, or drawing.
In this way they all contributed according to their abilities in what was easier. Some wrote, others drew and others painted or cut. The contents, whenever possible, were worked using different strategies to involve all the students, so these contents were presented in a playful and academic way for systematization.

One of the themes worked on Sciences was on the Environment. In addition to texts I presented films, excursion and class in the laboratory. I set up a game with data and the students made the course where everyone had to walk according to the number obtained in the data and the rules to each number.

4 - This same type of game was used in the development of Social Studies planning for the study of Traffic Rules.

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I have a student with ADHD who is quite noisy, impatient, running in the classroom. He only wants to work on a computer task.

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Amalia.Sole, Italy  I  have a talented student with an individual skill potential for excellent performance in particular matter, but  this is also be a problem in a class, because in other situation in school  he is distracted and uncooperativeThe operational and intellectual development of a brain area or an imbalance in different types of intelligence could often be associated with specific learning disorders or other special needs. It is therefore necessary to work with this student to achieve a balanced development of learning and the social relations associated with it. The interaction and diversification of various types of alternating activities is an effective method for these  students, who can become leaders or isolate themselves in a group where they do not feel deeply understood.

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Amalia.Sole, Italy  I  have a talented student with an individual skill potential for excellent performance in particular matter, but  this is also be a problem in a class, because in other situation in school  he is distracted and uncooperativeThe operational and intellectual development of a brain area or an imbalance in different types of intelligence could often be associated with specific learning disorders or other special needs. It is therefore necessary to work with this student to achieve a balanced development of learning and the social relations associated with it. The interaction and diversification of various types of alternating activities is an effective method for these  students, who can become leaders or isolate themselves in a group where they do not feel deeply understood.

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I worked with a guy from 1 Grade with hyperactive syndrome. I changed activities every 15 minutes, but he never concentrated on the school subject. I just try to play and count at math, and talk and play on reading lessons.

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Mersin/Türkiye

Until now I did not have a student with special education needs.nevertheless I want to learn.I'm trying to learn to understand and comment on trainings

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What’s your own case study?
Describe one of your SEN students (if you do not have any, then describe one student of one of your colleagues, or post a question) with a few sentences, as has been done in this module b

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My little student is 5 years old with ASD. He attends regularly his preschool. He communicates through nonverbal means and uses solely for behavioral regulation. He communicates  requests primarily by reaching for the communication partner’s hand and placing it on the desired object. When cues, he used an approximation of the “more” sign. He knew about 10 approximate signs when asked to label, but these were not used in a communicative fashion. Protests were demonstrated rarely through pushing hands. In the small peers group, he plays  functionally with toys when seats and uses eye gaze appropriately during cause-and-effect play,moreover eye gaze is improved. He sometimes  appeares to be non-engaged and responds  inconsistently to his name.

The child’s School team and family members are developing  communication goals that includ spontaneously using a consistent communication system for a variety of communicative functions and initiating and responding to bids for joint attention. Research suggests that joint attention is essential to the development of social, cognitive, and verbal abilities.

Recently because child  cannot meet his needs through verbal communication, AAC has been considered. He had been taught some signs but did not use them communicatively. More importantly, his motor imitation skills are very rich. Additionally, a visual schedule was used at home and school to aid in transitions and to increase his symbolization.

At school a variety of joint activity routines that are  socially pleasing to him  are  identified. These are  infused throughout his day in various settings and with various people. Most of the time his activity are differentiated but he works often  together with his peers at the same effort.

He shows high cognitive and motors skills.

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A. N - Hyperactive and Frequent Speaking. Processes used: nonverbal, working with the Portige image set, with slides to create color concepts, spatial and temporal succession, action names, etc. activities done through attention games and understanding, memorizing and comparing notions. Activities carried out using boards. Computer activities and games

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Jeane de Fatima, Rio de Janeiro - Brazil

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Jeane de Fatima, Rio de Janeiro - Brazil

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This is Joao Gutembergue who has Down Syndrome, he does not speak well, can not pronounce correctly, listens well and interacts with the other students.
I started using the computer with the game Scratch and he managed to pronounce some words this more and more participatory day.

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My students was a 18 years girl born outside Italy but with a full knowledge of Italian. Otherwise she was completely out of English language, that was uneasy and obscure. For years teachers accused her not to study accurately, but they didn't realize the the girl suffered from dyslexia. In fact she didn't feel safe, as she wasn't able to orientire

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I have two 16 year old students that have no basic academic competences (In maths and readind is like if they were in the middle of the first year). They hate school, they want to work and get paid for working in the construction or agriculture as their parents. School is compulsory till 18. How can I motivate them?

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My student with Down Syndrome suffered from harmony and there was a tendency towards violence against his friends.

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Ed was 3.5 yo when he started the preK. Seemingly ordinary boy, but it changed when we realized that he does not like to be touched, has specific diet, he did not do any activity on his own, he only watched others. For a year. The parents always denied any disability. So he is not diagnosed with anything but it felt like working with a SEN child.

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In every generation of my students, I had SEN students. I gave each of them the maximum of myself. In the first years of my work, there was little literature and information at all. In the last generation, I had two students with dyslexia. One had ADHD with dyslexia. It was very difficult to achieve her activity. In my work, I have used many methods, including multisensory approaches. She was delighted with the materials that were colorful, simple and entertaining. Such materials have made it possible, when she makes a mistake, she can correct herself.

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I have worked with children SEN. I was seeking for all kind of classroom inovations for them.

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I have worked with children SEN. I was seeking for all kind of classroom inovations for them.

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My SEN student, 13 years, he said bad words and hated many teachers, I approached him with individual help and involving him in group activities with a special and fundamental role. I discorver that giving help and often saying "Thank you" for everything good he produce, it has worked

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I have worked with children SEN. I was seeking for all kind of classroom inovations for them.

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A student of mine was with Autistic disorder and trued to ruin every class we have. He was hitting and bullying the other children, crying or laugh

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In the past I worked with a dyslexic child. I was his hometutor and he felt frustrated because teachers at school didn't wait for his own time, they didn't use special tools, conceptual maps or compensative instruments. I tryied to work too on his self esteem because he was very smart and talented.

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I have 2 Sen Students in 7 grade class and the class is very crowded and can't do a special works.

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I work with a group of 30 children, two of whom have SEN. A little girl has Autistic Spectrum Disorder, she did not make any sound except crying, did not eat, did not drink water at the kindergarten for a week. After a half-hour cry that I held in my arms, I spoke to her very slowly, the first reaction came: she was quiet, then ate biscuits. From that moment he gets food from me. For me this is an important success, that she trusts me.

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I have experiences with autistic children:
-does not respond to the name or the demands of the adult (than when he "wants") and does not seem to hear or understand what he is asked for;
-he does not look where he shows up and does not look at the adult if he wants something from him,although he can tolerate other children around him, and may even be happy about their presence, does not actually interact with children;
-protests when he is asked for something and insists on receiving an answer;
-the game is marked by a stereotypical character (uses objects or toys in the same way, for example: closing / opening them, knocking objects in certain places, spinning them, etc.) or is not attracted to toys but rather to empty bottles , strings, bags, etc .;

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Rogers is affected by autism syndrome.

He is at his fifth year of secondary school.

When he arrived, he was really shy and was not fully integrated in his classroom.

He used to rock during the lessons, especially when he got nervous,

Nowadays, he has changed a lot: he interacts with his classmates, speak to them, hug them and even kisses them!

I think, the contact with other teenagers has been a stimulus for him.

During the lessons I try to use ICT as much as I can: I always use the LIM, or I introduce my lessons with power point. We also watch videos that can be easily remembered. Rogers enjoys taking part to the lessons, especially when we talk about geography that he likes most.

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my student is 9 years old and elder of classroom.she hasnt learnt reading and writing.in tests doc said she is normal.she mixes what we work in a short time in 5 minutes.in addition her family dont know how to read too.mom,dad,older brother.

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In my 8th grade I have dyspraxia+ADHD boy. I work with him from 5th grade and I give him my lesson plan and preparation, in agreement with his parent we use TesTeach and Google Classroom so his focuse in class is not on writing from blackboard but on activities that we do. I give him more time for writing and reading, step-by-step card, rules card for lesson we do, use colors and doodle maps.

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My studEnt is 9 yearS old and elder oF C

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My student has cerebral palsy and epilepsy. She also has vision problems. She is 13 years old. She has a specific curriculum and the activities develop the autonomy and the preparation of the student for the active life. Twice a week we go to know the public services in her area of ​​residence. She learns to use money to be an autonomous person. She learns to cross the road. She learns to cooking. She learns the housework. We also look at the various professions to help her decide a future and have a job, according to her potential.

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I ha

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I have a student with Asperger''s. He is so good at some English grammar tasks. When I praise his progress, he looks away and feels ashamed. The other acknowledge his superiority in solving the task and hind his reaction to my praise cute.

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This year I have 10 years boy with muscular dystrophy, bad vision and big speech difficulties. He can only say yes or no. At first I was afraid, but he has a big, big smile when he is on my subject. . Listening can recognize everything we do: orchestras, voices, performers, instruments. I put him specially formulated questions and I do games that can be played with his parent's home and whenever he wishes. Next year I`ll have in may class ADD boy, and two boys with low cognitive abilities. I have to prepare for them.

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A 10-year-old child who is a gifted-pupil in one of the classroom I teach. The diasdvantage is some activities that normals do may be boring for him. So, all the time I have extra materials and activities for him. the advantage side is that I can attend to competitions with him to win :)

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I have a student with ADHD. It has difficulty in organizing, often loses objects and distracts it easily. Often they have an aggressive behavior towards others, they are hard to relate to others, they will be frustrated if they lose a game and get very irritated. in exchange, overactive children will be far behind colleagues because they can not concentrate.

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I have a student with learning impediment and we struggle with English classes. He cannot learn many words and he can't even make simple sentences. He can read simple sentences and can also copy given words and small texts.

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I have 10 year old boy with dyspraxia in my school and we use different plan for him anand we give homework

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I have a student with ADHD, he has very big difficulties staying still and pay attention, always drops things on the floor. He is hard to work with, although he is a well behaved child. He distracts other students and always talks , disrupting the lesso

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Lian

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ADHDHD

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Liana

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I am a class teacher in a 3rd Primary school, I taught 10 years ago as a support teacher for 7 years.When I teach as a class teacher, I have always had children with individualized plans and with compensatory and dispensative tools. it's the first year I do not have the support teacher. I have children who have difficulty writing and who have a "mental disorder" .... I plan a lot of individual and collective practical and motor activities to improve the coordination and the basic motor patterns. The motor experiences are then often written in succession with the drawings (so children are more motivated). I organize many activities in small groups. I invite children to write in the computer and on the blackboard. They like it.
http://svel.to/106v

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I have a student with autism (Asperger S.)

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I have a student with autism (Asperger S.)

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I have an Aspie, a very singular student with hight functioning autistic syndrome. Sometimes it's hard but also it's a new challenge for me

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I have an ADHD student, he rarely pays attention to tasks, he  teases other children and is often misbehaved. 

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I have an ADHD student, he rarely pays attention to tasks, he  teases other children and is often misbehaved. 

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I teach in  inclusive school in a small  country. I usually teach in my classroom  but when the student needs dual relationship I and my collegue  offer it also outside the classroom. I Think that nobody must be different in an inclusive school because eversione are individual person.

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I teach in  inclusive school in a small  country. I usually teach in my classroom  but when the student needs dual relationship I and my collegue  offer it also outside the classroom. I Think that nobody must be different in an inclusive school because eversione are individual person.

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I had a very clever student with ADHD. He was 7 years old and his parents refused to accept that he had special needs so he couldn't get the right support. It was quite difficult make him write something down but he loved dancing and music activities.

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I have at least one student with ADHD. The one I am thinking about in particular has trouble in sticking to classroom rules. He moves all the time, speaks without raising his hand, sometimes uses unsuitable language and seems to want to be the centre of attention. Well, it's even difficult when I teach him in a 12-student-group, but one of the things that I feel that help him is to let him conduct activities, especially games. He feels happy when he can teach others something. Unfortunately in a bigger group and with so many topics to cover in class it isn't easy. Do you have any suggestions?
Sara Miranda (Portugal)

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I have experience with Autistic children. a child with speech delay, a child with ADAH and a child with ODD

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I need to share a doubt that is becoming a concerning...When a student reveals high performances, but his family or for other reasons, the student is not recognizes as SEN, and when the main Teacher can't give him more curricula contents or attention than to other sudents, what to do?

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I work with several students with Hyperative Disorder. I use to walk with them around the school, providing conditions to conversation, dialogue and critical thinking.development.

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The student is affected by impairment of visual perception.
The student benefits from the use of compensatory tools: a computer connected to a 24-inch monitor and a printer, in this way he is able to autonomously manage the reading and writing performances; uses textbooks in digital format and is assisted by both support and curricular teachers in organizing teaching materials such as writing notes; photocopies in A3 format of schemes and / or text pages.
The boy sometimes accuses visual fatigue for which it is necessary to provide working time adapted to his needs with a reduction of contents and / or deliveries; it also presents performance anxiety (in the case of written verifications and queries) that in any case tries to manage and resize.
In the classroom context the pupil is well integrated and well liked by his classmates.

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I have not had before any experience with special needs children

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I am a SEN student. For him I carefully prepare my lessons in collaboration with the assistant professor: many video and audio images, music, games, animated videos, illustrated worksheets, simple practical math problems ...

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I have one dyslexic student who is really stuggling at school. Unfortunately, our educational system just lets SEN students pass by, without teaching them how to teach. So basically, what I do is trying to teach him some ways of studying alongside giving him tailor-made materials. he has a low self-esteem and really low expectations. But we are slowly making progress.

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Before 13 years ago I had a student with Dawn syndrome. She was a very good student and she loved religious themes and prayed. After completing the grade he received the sacraments he had not received until then. It was a very nice experience for her and her family.

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One of my students has been diagnosed with a learning disability, and she has problems with reading and writing. She knows she has a problem, but doesn't want anybody to know about it. We try to keep track of her notes (which are very messy because she doesn't feel the need to organise them) and I help her with it; at the same time, her rand writing is very neat. She needs to be encuraged all the time. What I love about her is her reading: she always wants to read, and she reads very steadily and expressively. Her understanding of the text is always better if I let her read out loud.

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This year I have two students with Down syndrome. As a school pedagogue I don't work with them in classroom but I often talk with them and their parents. We are carefully observing their progression and using team work to help them. The members of the team are school pedagogue, school psychologist, student's personal assistants and we have weekly meetings. Of course, we don't make any final decions without the teachers and the parents, this is more a way of "fine tuning".

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This year I have two students with Down syndrome. As a school pedagogue I don't work with them in classroom but I often talk with them and their parents. We are carefully observing their progression and using team work to help them. The members of the team are school pedagogue, school psychologist, student's personal assistants and we have weekly meetings. When

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This year I have two students with Down syndrome. As a school pedagogue I don't work with them in classroom but I often talk with them and their parents. We are carefully observing their progression and using team work to help them.

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This year I have two students with Down syndrome. As a pedagogue I don't work with them in classroom

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This year I have two students with Down syndrome in

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In my classes there are many different SEN students their common characteristic is their kinetical disability. many of them are facing duchenne muscular dystrophy, these mostly are very intelligent. In a class with 7 students with Duchenne  dystrophy a a stydent with  athrogriposy syndrome and depression, with not very good academic achievents had to work with them. it was very hard to accept him as an eqaul member of the class and as a classmate. I had to design and create very carefully all the activities to my lessons using the cooperative learning technics and to use an elearning platform and 1 year so that he could be included in his class

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I had hearing problem student. She had speech trainer and develop very well. Her problem was Mathematics what nobody recognizes. Now she is in eight grade and has a lot of problem with maths.

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Albania
There are no students who need special education in my classroom, but there are some autistic students and a deaf pupil in my school.
It is really hard for their teachers to achieve the lessons' goal, bearing in mind that there are no qualified teachers for this group of students. However, their teachers work hard, and we ( other teachers) often discuss together or try to help these kids even though they are not part of our classrooms.
The deaf one does not hear and of course he does not speak, but what has surprised me is the fact that he tries harder than anyone else in order to keep up with others. His eyes talk a lot. And he refuses to do any different tasks from his friends. He gets up and screams pointing to the others' notebooks, asking to do the same thing as the others. The most moving moment is the music lesson, when he sees the others singing, but he does not realize what they are doing...
Anyway, I would say that having him in an inclusive classroom is the best we can do for this individual, because at the same time we encourage the others to accept him as part of the society, He is different, but he is human.... He deserves the same chances as all the others.

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There are more than one special education students in our school.The most difficult is our child who is both mental  and behavior disorder.playing in our class is the most refreshing method.

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Once I had an autistic students . I was also his class teacher . he was trying tolearn hard bul unfortun ately he couldnt success. I studied with him ona by one in my free time and he go better marks in the exams

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The first student who was in my mind to describe is a boy with „prader willi syndrom“. He was 6 years old and I come with him 4 years in primary school. Meanwhile he ist 15 years old. To explain his special needs I´d like to explain the main characteristics of PWS: a different development in motorik activity and intelligence, lack of satiety, massive overweight, speech problems, behavior problems and in his case great developmental backlog. He was like a 3 year old child. We worked really hard to controll his ask for food and that he follow the rules oft he group. He got special support from experts: doctors, physiotherapists etc. Our goals at the beginning were very small: he should know about the digits till 10 and learn about important letters. At the beginning we act day by day, than week by week and so on. At the age of 10 he could read simple phrases and count till 30. He was well integrated in school and in his group.

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I speak to you of a case of a very intelligent child who does not have the courage to listen to his voice. In order to be heard, he writes messages in the notebook. With parents it is very talkative. What do you have to do?

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I’m a general teacher and teach English in a class of the lower secondary school where there are two eleven years old SEN students with mental retardation. A SEN teacher supports their inclusion in the class, but she isn’t always in class during my lessons. One of the SEN students is particularly exuberant and has often an oppositive behaviour towards the teachers, he always wants to do something different from what the teacher proposes to him. Particularly, he gets upset when he sees he’s doing something different from his mates. Nothing seems to persuade him and this is a problem when the activity is a personalized test. I don't want to deceive him, and I've always tried to explain to him that it is necessary to do so. Do you think it would be better to give him the same test as his mates, just to keep him quiet, and ask him to do his own in a different time?

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Although Kadir was a 5th grade student, he could not learn to read. But he listened to the lessons and 80% answered correctly. But he could not read or write, he learned to read but could not read fluently. I am waiting for your help in my purpose of attending this course. Thank you in advance for your help

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In kindergarten we have autistic kid who is going to be 1st grader next year. He is not comunicating at all, still with diapers. And this year he steped back with his behaviour. All day he is running in a class, throwing things, spining around, trying to eat not eatable things. If someone tries to get closer, or try to involve into group (and ect.), he starts panicing. His mom is not helping at all, she is saying it is your job to deal with him. What we should do in this kinda case?

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I have got a student who's 6 years old and he has a lenguage disturb and ADHD. He is in 1° grade. He has difficult maintaining social interactions with his peers and he has problem with his daily routine. Do you have any recommendations for help me?