What’s your own case study? by EUN Partnership aisbl

Raúl C, Spain

2018-11-05 12:37:30 UTC

I have a six year old students that he have problem with reading and maths. All the students in his class can read but he can't yet. I don't worry because this student have a lot of vitrtues that others do not possees as a great visual memory, great fine motor skills and special perception. I think that over time he will not have difficulties.

Carmen, Romania

csuritescu — 2018-11-05 13:31:28 UTC

At Liceul Atanasie Marienescu, we aim to foster a good working partnership with parents/carers. The class teacher may suggest ways in which you can support your child and include these on an individual plan. The plan may include suggestions of how you can support your child at home. Both you and your child will be involved in discussions regarding the best way to support your child.

If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of work are normally provided by them, and can be used at home.

Additional provision is overseen by our Special Educational Needs Co-ordinator.

In school, support staff have received training and provide support and advice for children who have a range of learning needs. We deliver a wide range of interventions to support children with difficulties. The intervention a child receives depends upon their individual needs.

The class teacher will involve your child in understanding their needs, how best to support them and the progress they have made.

csuritescu — 2018-11-05 13:32:50 UTC

Nektarios, Greece

nektariosf — 2018-11-05 14:41:55 UTC

Last school year I was teaching the third grade. One of my students had great difficulty in reading. Her parents could not help her at home and I hadn't enough time everyday for her (for extra reading activities).

Anita, Croatia

anita_simac — 2018-11-05 14:50:50 UTC

In our school we have a class dedicated to SEN students. They participate in some classes with peers who are not SEN children and in others they stay together in their SEN group. The children are of different ages yet as a group they love working together no matter that they differ in age, they have interests that are common. When they attend select classes with non SEN children, they are always warmly welcomed and integrated. They go on trips with their peers and are involved in projects as well. We endeavor to include them as much as possible so they truly feel part of our school.

Dajana,Croatia

dajanajelavic — 2018-11-05 15:44:28 UTC

At my school there is a special class for SEN students.We all pay much attention to them and they feel good and welcomed(we even celebrate their birthdays having a party).They attend some classes with other peers and like that very much.

manuela, Italy

manuelabasu — 2018-11-05 15:45:24 UTC

in my career I've had many SEN students so I have various experiences.
The one I mostly like to remember is the one with a 15 years old girl who actually refused to participate in all the activities proposed.
It took nearly all the year to involve her a little bit more but I managed. How? In many ways: cooperation with my colleagues and with the girl's parents was an highlight, but also working on the rest of the class.

Rosi, Austria

2018-11-05 16:01:20 UTC

My "case study" is called Thomas. He is now 15 years old. He has got down-syndrom AND he is autistic. So he is a big challenge for all teachers. He has got an assistance in school too. She helps him with dressing, goingt to toilette. When he came to our school he was like a wild animal :-)
But now, after 3 years really good, intensive work in a great team... he is working in the same classroom with others... and everybody loves him!

Sanja, Croatia

2018-11-05 16:23:31 UTC

Well I have a very gifted girl who loves English and she is bored at my class because the rest of the students are too slow for her. I often give her extra materials for older children like some stories to read so we can comment on the topic or comic. She does her projects differently and I encourage that.

Inge

2018-11-05 16:27:22 UTC

My class is a bit more complicated this year than in other years, although you experience problems in every class. I have two boys with ADHD, a couple with a suspicion. There are also three children with dyslexia, one with a suspicion. There is someone with DCD and someone who blocks at times when it becomes difficult. There is one that counts in a maths, but not in spelling. A few children with a difficult home situation and some with a very short concentration span. Then I have a number of children who work very fast, are very satisfied with their results ... but have not passed the practice and three who work very slowly and can not be chased ... something for everyone .. I have a separate programs spelling, homework, tempo and quantity ... I have two co-teachers in the class during the mathematics class of two hours each, and a care teacher who comes two hours, .. but for the rest is the computer my best buddy... headphones, studiebuddy, timetables, bingel, timetimers,... i use it all. they can not handle loosd moments and creative moments.But this also has to be said: this class wants to work, they want to go forward and they look for solutions themselves. They have set up a class council and make their own class rules and ensure that they are taken care of, according to the needs of everyone. And they have a tremendous interest in history and current affairs, they can listen and philosophise for a long time, despite their concentration problems.

Natalia,Italy

2018-11-05 17:08:46 UTC

in Italy in the classes all children are with different needs and educational needs, the hours soo few and it is very complicated to work but we do our best

Greta, Italy

2018-11-05 17:13:11 UTC

My case study is a student I have: he is in first grade, has ADHD and a tendecy to fight teachers. He has special needs but he is very smart and sensitive, very curious about the world so I always try to make sure that he is interested and focused on the activity we are doing in the class.

İSHAK KURT - TURKEY

kurtishak16 — 2018-11-05 17:31:04 UTC

I have a student. Highly talented. She gets bored in lessons because she knows the topics right away. Other students are impatient in the learning process. I'm making him progress by giving him high-end studies. And I assign him to conduct scientific experiments and observations.

Maddalena Farruggia (Italy

2018-11-05 17:48:34 UTC

I have not worked with these children, but I can report the experience a colleague has had. My colleague tried to help these students by giving simpler exercises, but trying to establish a human relationship with the class and above all trying not to make them feel inferior to the other classmates.

Sandra Leite - Portugal

2018-11-05 18:11:37 UTC

This school year I work in a unit of 6 children with severe special educational needs: we have students with severe autism, cerebral palsy and hyperactivity disorder. We are 2 teacher and 1 full time technique, working with these children.

Zeynep Taş- Turkey

zeyneptas0 — 2018-11-05 18:28:08 UTC

I work with gifted students who get generally bored so quickly, always want to move around in the classroom and always want to learn new things. I love working with them because they keep me active and make me a teacher who tries to improve herself every day. I had a gifted student last year who refused to sit in the classroom, always walked around and easily got distracted, however, he was a highly talented students but got low grades at exams due to his distractions. I helped him lean how to focus during exams and always challenged him with difficult tasks which improved him alot.

Emel, Turkey

e_calkam — 2018-11-05 18:38:03 UTC

I am an ELT teacher and there are some gifted students in my classes. They are so clever, creative and talented They are also quick finishers and I prepare extra materials for them.Otherwise they get bored.

Sara, Mexico

2018-11-05 19:01:05 UTC

I am an ELT I have seen different students, but the one I remember was a gifted students, he was nice, friendly but he knew his knowledge was higher. The problem was in the classroom he interrumped the class or he skeep ti because he considered he got bored. So, I tried to give him different material, and push him to participate more in the classroom, work in teams. After a while, he had more friends and he felt comfortable in the classroom.

Marco, Germany

2018-11-05 19:11:27 UTC

I have student who is struggling with school anxiety. He is a mediocre student, but in general a likeable guy. He finds languages particularly hard and often asks his teachers to call his mum, so that she can take him home before school ends. He health issues are not that serious and related to his anxiety.

Tülin /Turkey

2018-11-05 19:14:55 UTC

There are nine mentally disabled students in an autism class. They all have different needs. I have been doing researches to be able to work especially with my students.

Sabrina, Austria

2018-11-05 19:20:22 UTC

I had a student who had autism. She was great at languages, but had troubles with concentrating, noise, her feelings/reactions and too much information etc. at once. I tried to give her one task after another and talk to her in a friendly and empathic way. Walking outside in the garden, Talking, llistening to music and drawing or writing helped her to calm down

Jenny (Evgenia) Karoumpali, Greece.

jennykaroumpali — 2018-11-05 19:22:21 UTC

I have a pupil with ADHD. He is 14 years old. He often needs “breaks”, to go out of the classroom for a while. He finds difficult to concentrate on a task, even of this task is a pleasant one for the majority of the pupils (for example: singing a song). Even if he sits very close to the teacher, he finds difficult to concentrate.

dani/romania

2018-11-05 19:34:14 UTC

I have in all of my classes one or two children with special needs and I have to adapt the activities (including the worksheets) that I do to their special needs. However, we as teacher don't have enough time for everyone. For example, there is a student with autism in the III grade that understands and speaks English very well but it's very hard for him to take notes or to read, he is always drawing and I let him to express himself.

Anja, Austria

2018-11-05 19:45:47 UTC

I had a child with autism. He was really good at languages (especially English), but he hated PE and Maths. I gave him time and space and showed him how "cool" both subjects can be. It took me about three months, until he started to like those subjetcs. I also talked a lot in English with him.

Dilek,Turkey

2018-11-05 20:06:06 UTC

I am working with a group I dont know they are gifted or not but they are undertanding every subject quickly and they get bored easily so I am going to lesson with more activities.I am preparing for them.

Marianthi Arvanitidou-Greece

1canislupus22 — 2018-11-05 20:13:09 UTC

Start with the relationships. Create opportunities for students to interact by designing some relationship building activities. For example, one teacher mentioned taking three minutes in class to have students group themselves according to animals or foods they like, or their birthdays. When students see what they have in common with one another, they begin to build trust and relationships. Realizing that they might have a lot in common, that someone else in the class is “just like me”, can be used as a springboard to ongoing relationship building.

Dilek E. Turkey

2018-11-05 20:59:20 UTC

There are 14 people in her kindergarten. I have a student with 1 autism and 1 behavior disorder. I try to create lessons and activities that fusion students can participate in when planning activities. I offer garden activities. I'm using the technique of showing. I create behavioral charts and give them a sticker. I do not perform music because my students are uncomfortable with the sound (cry of crying) but I use short and big picture stories.

Paola T., Palestrina(Italy)

torniai_paola — 2018-11-05 21:08:04 UTC

There are many students with a dyslexia diagnosis in my classes. Benefits of diversity are very crucial. Supporting diversity and reducing
discrimination are important for increasing productivity and innovation, and reducing the economic costs
associated with discrimination and
resulting disadvantage.
It's very important building social cohesion and social
inclusion in every classroom.

Emine Yüksek/TURKEY

2018-11-05 21:41:50 UTC

When my 4-year-old student came DOWN with Down syndrome, he was just sitting, taking his shoes off and eating. He was just riding a swing in the park. I activated him. I moved it to the park. I directed some of your friends to throw a ball at him so he could move in class. At the end of the year, he climbed the flat wall.

Ana, Portugal

ana_montenegro5 — 2018-11-05 22:26:28 UTC

I have a child in the classroom that only speaks at home or when his family his around. However, even when his family is around, he tends to speak with a low voice, sometimes we aren't able to listen to him. In the beggining of this school year he has started to talk, first with his friends, and now he already speaks with the adults of the classroom. But I feel he has some difficulties and tends to do everything right so that no one gets to tell him that he could do better. He is a sensitive child and now we are watching if he evolves in order to speak more, louder and with more expression. Do you have some strategies I could use to help him? Thank you in advance :)

Lidija, Croatia

lidijaantolic — 2018-11-05 22:28:54 UTC

I had as student who had IQ level bellow average pupil in the second grade of primary school. He didn't talk a lot because some sort of trauma when he was younger. Copying from the blackboard was a struggle for him. Modifying the curriculum, allowing him to draw and to sit in the same desk with a person he feels comfortable with, made that child feel happy and willing to participate in some of activities during the lessons.

Daniela, Italy

2018-11-06 04:01:38 UTC

In the classroom I have a child DSA. DSA affect children and young people who generally do not have disabilities or special difficulties, but they can make life difficult for them at school if they are not helped in the right way. In Italy, children and youngsters with DSA are not entitled to support teachers. This does not mean that these students, thanks to Law 170/10, can benefit from educational and technological compensatory tools (speech synthesis, recorder, video-writing programs and spell-checker, calculator) and dispensing measures, to allow them to to replace some types of tests with other more suitable equivalents.
The strategies I try to put into practice are:
- Learn to know and understand the difficulties that the student DSA finds in the classroom

- Know how to structure the lesson that allow equal enjoyment by all students in the classroom

- Report techniques and methods of intervention aimed at motivating the students

- Learning teaching strategies aimed at involving the pupils

- Learning intervention strategies in the classroom aimed at developing inclusive education.

Only through continuous training will it be possible to reach the objectives to understand and "handle" the problem of the DSA perfectly.

Yavuz, Turkey

2018-11-06 06:51:00 UTC

One of our students was a special student with learning disabilities. His parents took him from school and sent him to another school. The child was unhappy there because he loved our teachers and our school very much. We interviewed the family and invited them back to our school. He went to school. In our school, we have four autism and six mild special education students. To be more useful to these students, it is best to get help from experts. We have an expert teacher. We provide all material and equipment support for these students ' education to be of greater quality. We're trying to communicate with her parents all the time.

Snjezana, Croatia

knjiznica_zlata — 2018-11-06 07:24:08 UTC

One of our pupils has learning dissabilities, he has an assistant from 1st grade and she helps him a lot. He listens to her and they cooperate together. He can read and write well, he has got good learning habits, communicates with others nad the whole class embrased him and they also help him if neccesary.

Eleni, Greece

2018-11-06 08:02:24 UTC

I have a student with dyslexia. He is 11 years old. He faces difficulties in reading and writing and it's hard to focus to make his homework. Also, it's difficult for him to make friends. This student loves science and math. He knows a lot of information for something that is interested. Also, he loves computers. He is a kind and sensitive boy.

Jasna, Croatia

2018-11-06 08:35:35 UTC

There are 15 pupils in my class. Two of them are SEN kids. Both girls 12 years old. One has IQ below average and the other has various difficulties due to celebral paralysis. They share one teaching assistant and have their own curriculums. Thanks to excellent teaching support, they do very well in class.

Kristina, Croatia

2018-11-06 09:29:15 UTC

A boy name Tom in my kindergarten group was diagnosed with the sensory disorder. He is very loud and he always pushes kids around, he can't be calm during the 5 minutes story reading. The psychologist said that he can be in a regular group with no changes in the kindergarten environment or learning plan.

Carmelina, Italy In my class there is a child with dyslexia and dysorthography. He has difficulty in writing-bed. He reads very slowly, reversing different fomeni and makes several spelling mistakes. He is very good at drawing, singing and music. He has a great imagination, he invents stories, tales very beautiful tales. One of the most widely used teaching strategies, in addition to granting longer breaks and study times, to prefer oral tests, to use a multisensory approach (preferring the most congenial sound and visual channels to the pupil) is that of group collaborative work. On this occasion the pupil shows his skill in drawing or structuring stories.

2018-11-06 09:33:06 UTC

Vincenzo M. Italy

2018-11-06 10:19:18 UTC

Most of the students who have problems, are special students who have a lot of interest in learning, I repeat it is up to us teachers to understand and have them included in the class group.

Vasiliki Psaridou/Greece

2018-11-06 11:11:50 UTC

I had a boy in previous years with ADHD problems. He was very anxious, couldn't sit down and kept irritating his schoolmates. Although he was smart , he could follow the class curriculum since he was incapable of paying attetion.

Stanley,Nigeria.

2018-11-06 11:16:25 UTC

The kid we have in school now is an ADHD. Her attention is just very brief.She hardly wants to sit in class and when she does distract others or doing other things different from the entire class

Željka,Croatia

zeljka_v — 2018-11-06 12:02:59 UTC

In my school there is a boy that has autism. He has an assistant and works with SEN teacher. When children in regular classes have art or music lessons he joins them. I am not sure that the child benefits from that because classes are big and he needs more attention.

Violeta, Romania

violeta_crst — 2018-11-06 12:22:47 UTC

I have a 16 years old student who has muscular dystrophy, he is in a wheelchair. He cant come to school every day because he lives in a town far from the city, at 90-100 km from school, so twice a month we go at his place and we teach him there the lessons. He cant hold a pen in his hand so we, the teachers, write for him, we use alot the computer and the tablet because is easier for him. We communicate with him

via emails too, we send to him home works, tests, games, etc.

violeta_crst — 2018-11-06 12:28:51 UTC

Géraldine, France

2018-11-06 14:31:39 UTC

I’m an English teacher in a vocational school for special needs students. They all have learning disabilities associated with other troubles : dyslexia, autism,
ADHD. But I want to talk of one student who suffers from dysphasia. He cannot express himself with the right words and he cannot say some words or sounds which is quite challenging for me as I teach him English. When he is writing there is almost no difficulties but when it comes to the oral part we end up with strange and sometimes funny situation. The other day I was asking him: how are you? As usual he struggled to visualize the right answer in his head but instead of the sentence he wanted to say it’s a : I love you that came out. The poor boy was terrified and ran away. I had to reassure him but it’s very difficult for him.

Chris, Malta.

2018-11-06 15:17:52 UTC

I remember once a student where he was always on the go and used to distract class. We have devised a special program for him and the other students agreed that he needed help so they complied a lot. With his support teacher he had his own time table sort of where multisensory sessions, art, pottery were more frequent and even short walks along the school grounds, always assisted apart from following the curriculum in an adapted manner

HASAN TURGAY ÖZÇELİK-TURKEY

mavimavi2316 — 2018-11-06 15:56:55 UTC

The training program should cover different areas of intelligence.

• Interdisciplinary cooperation should be reflected in the curriculum.

• The units should not be independent of each other, they should be shaped in a spiral structure and structured by a structured education system.

• The education curriculum should be enriched. For example, mental arithmetic, mind and intelligence games, drama, musical instrument playing, simple scientific experiments or second, third language learning should be provided.

• A comprehensive and in-depth information network should be established instead of superficial information.

• In a classroom where there are intelligence differences and a variety of interests, an independent study corner should be established in the classroom.

• frequent brainstorming activities,

• Productivity and creativity development activities should be carried out,

• Induction, deduction, analysis, synthesis and abstract thinking skills-achievements should be handled well, • Instead of knowledge should be taught ways to reach information.

• Problem solving skills; learning through research, examination, and exploration.

• Students with similar intelligence areas can be clustered.

• Processes for improving affective, cognitive and psychomotor characteristics of children should be well monitored and enriched.

• Basic ethical values should be handled in concrete.

Michela, Italy

2018-11-06 16:45:26 UTC

I had a student with ADHD. He seemed interested in learning, but he was

easily distracted.

When he was assigned work to do,

he used to jump up to sharpen his pencil, or started to talk to his classmates, or rummaged through his desk searching

for things. He was very good at sports, but could not focus on any of his assignments.

Sara, Italy

2018-11-06 16:49:56 UTC

In my school there are a lot of pupils with dislexya. I have one who has difficulties in writing the words in the right way so we let him use the tablet that helps him in all his activities. Moreover we decide together when to do the oral and written tests, we give him more time to do the written tests, we give him less questions or less activities to do. He is often distracted so I go near him and explain him once again what to do and how to do. In conclusion, not only different ways of teaching and Learning, but also of approaching him. Friendly atmosphere and empathy are at the basis of a good relationship.

Melike-Turkey

2018-11-06 17:08:55 UTC

I had one autistic student who called Egemen, two years ago. In Turkey autism is not allows you to study in normal classes. But Egemen's guardian persistent demanded for educating at general secondary school. And he achieved it.than i began to search his autism. After a while he showed us his soft side. No shouting, no more angry , no more obsession and good self control...

Alessandra Amideo

2018-11-06 17:39:37 UTC

ITALY

In my courses I do an inclusive job starting from the use of words. Together with the students, we build a vocabulary of terms to build good collaborative relationships, so that diversity does not become a label to be affixed to the "different" pupil. It is very important to build the culture of diversity and to remove clichés.
The school becomes a good place to learn that diversity is wealth. Diversity is looking at the world from different perspectives.

2018-11-06 17:44:28 UTC

In my classes you do an inclusive job starting from the use of words. Togeth

Patrizia, Italy

2018-11-06 17:50:15 UTC

In my class, I have a ADHD student. He's eleven. He stop the lesson continuously: he says bad words aloud, he teases his classmates, he want to stay always in class, doing the same exercises. Everyone complains about his behavior: classmates, collegues, parents.
What can I do?

Dorota

2018-11-06 18:54:51 UTC

I have ADHD student in my class. He is very kind and nice but he doesn't like defeat and he gets nervous, throws notebook or pen, sometimes screams. He likes drawing.

Tanja, Croatia

2018-11-06 19:36:14 UTC

In my 7. Grade Physics class is an autistic girl. She is nice but is very hard work with her. She like eat and cook. In class she is always with a boy - "her peer teaching assistant". It only does what he tells her to do. I want to be more confined to self-employment, even if only a bit of independence.

2018-11-06 19:51:47 UTC

beautiful

Daniela, Italy

danielagiampiccolo — 2018-11-06 19:58:11 UTC

At present I’m taking care of a girl who is affected by spina bifida and is on a wheelchair, she has born hydrocephalus and has many scholastic difficulties. She’s now at the 4^th year of an art school and she makes a lot of manual activities that she loves very much but she’s very slow and she need a long time to finish her works. Since her first year at the secondary school, I followed the same curriculum of the classroom by making it simpler and shorter but this year I have understood that this can be very demanding for her and that she cannot face next year final exam according to the requirements adopted for the other students, so I decided to differentiate her goals even if contents will always remain very close to the classroom’s curriculum. Furthermore, I would like to get her more involved in the classroom’s activities by organizing more inclusive lessons.

Nazlı Ulutepe

nazliulutepe52 — 2018-11-06 20:06:30 UTC

I have in my class. She is like music,friends,cats.My asistant is this girl.

Nurullah Kaya, Turkey

gulortmen — 2018-11-06 20:34:59 UTC

A friend of mine has an autistic brother. He was not wanted in many schools because of his hardly controlled behavior in the classroom, but he is now growing to become a very successful sportsman at the sports school.

abdullahozturk42 — 2018-11-06 20:35:24 UTC

Regulatory arrangements should be made for special talented students. Teachers should be able to work according to their learning abilities. The materials to be used should be specially prepared.

Abdullah, Turkey

abdullahozturk42 — 2018-11-06 20:38:27 UTC

I told my visually impaired student that she could study in normal school. However, some of our teachers stated that this was not possible. After the talks we convinced the school administration and the teacher. The visually impaired student began studying with the normals. We made the adaptation of the student by making arrangements in school and classroom. The visually impaired student was very successful.

Ljubica Ruzhinska, Macedonia

rljubica_78 — 2018-11-06 20:55:00 UTC

In my teaching experience I've had few autistic students and each of them need it his/her own special approach and strategies to work with, because the autistic spectrum is wide and different for each child. Most of the teachers in my school have problems working with them and finding ways to "reach" them because they are usually closed off and teachers need to find ways to get close to them and form a bond first before they are able to find out their strengths and utilize them in order to be able to work with them. I on the other hand LOVE working with autistic children because it always fascinates me how they brain works and the ways they are able to connect things and information in totally unique and different way from other students. So I tent to spend a lot of time trying to find out the things that interests them and incorporate them in the activities I design for them. For example, some might enjoy doing artistic things, some might enjoy using technology so I use different digital applications and tools, some might be tactile learners so I use different materials and textures in activities est.

Nertila,Albania

nertilamucka — 2018-11-06 21:00:09 UTC

My pupil with SEN is 8 years old. Since the first day of school he showed behavioral disorders, lack of expression, poor vocabulary etc. After a year full of challenges for me since I had no experience in such cases, I see changes (mostly socially). He does not leave the classroom running through the corridors of the school, does not tear books, and does not rub on the table. He has created good relations with his friends, has his own preferences. But it still has problems in learning. Does not write any letters or numbers except number 1. Beyond all the difficulties I and his friends are happy to have him in class.

Maria, Greece

2018-11-06 21:06:33 UTC

This school year one of my cases is a five-years old hyperactive George. My class is big with 25 pupils, the fact that doesn’t make things easier for him or for us and there is no assistant in the classroom. George won’t be able to concentrate and sit quiet more than one – two minutes. He likes to tease his classmates, run here and there, speak loud, throw books and toys, kick the other schoolmates and sometimes he can become dangerous for them. However, he is smart and sensitive. He usuallyapologizes his bad behavior. It’s not easy to be one step ahead him every time. I try to make him play with puzzles and play-dough, do crafty work, paint and watch books. I also encourage him to help others in our activities because I don’t want other pupils to start avoid playing with him. His parents worry about his progress and we all try to do our best.

Christos, Greece

christos_chachoudis — 2018-11-06 21:15:31 UTC

This year I work in a SEN school and all my students are SEN students. I have one student who is 18 years old and I will talk about him. I have a pupil with autism who does not speak verbally and he doesn't write. His speech is limited to sentences of at most two words and tends to stereotypical motions and habits. He is very good at puzzles and he likes computers very much. As for computers, however, it has the habit of seeing specific videos that when it does not find it, he has crises in which he is self-inflicted. He is a very communicative child, he seeks contact, he has good eye contact, but lacks social skills. The aim of our intervention is to educate him in social skills first and then to strengthen the cognitive part of his education. From my part, I have made an interference program using PC to change his behavior and be able to use the computer for both training and fun by gradually removing the stereotyped computer use. The first results of the intervention are promising and we continue ......

Vincenza Rinaldi - Salerno Italy

2018-11-06 21:16:54 UTC

I once had an autistic student. At first she could not write and never entered the classroom. She was always with the support teacher in a dedicated room and had no relationship with anyone. When, for personal reasons, the support teacher took a period of leave, a very sweet and very motivated substitute arrived who managed to make her learn to write and also to do simple arithmetic operations (additions and subtractions), but she still never entered the classroom. The next year there was another teacher of support and the situation got worse because the girl was all morning in front of the computer and the tablet at the same time and did nothing but surf the Internet by opening a page after another in search of cartoons in different languages and by zapping from one page to another. Even this teacher of support at some point took an expectation period for illness and the principal of my school asked me to replace it for a couple of months. I'm a mother and she could have been my daughter. I started to wonder what I could have done for her and I thought the first thing to do was get her into class. The first attempt failed: I tried to take her to her class, which she did not know, but she stopped at the door and refused to enter. Then it occurred to me to bring her to my class, among students that I knew well and had prepared. I had placed a computer with a cartoon on the desk and left the door open and when we passed the classroom she was attracted to the screen and entered very easily. The other students remained quiet, making noises and continuing to work. She sat up and started looking at the cartoon and stayed there for about two or three hours. the next day we went directly to the classroom and I managed to turn off at least the tablet leaving the PC on. Slowly we began to work with the notebooks, at first leaving the computer turned on and making long breaks between short and very simple tasks. At the end she would come to school willingly, say hello when she arrived and when she left, interacted with her classmates to borrow items and materials, and thank them, she did not want to leave school when her parents came to pick her up. Besides, she did not want me to move away and hugged and kissed me often in an affectionate way, whereas before she did not want to be touched. He worked in class all the time and did some simple workshop activities too. And of course the merit was not mine alone. I have certainly made appeal to all my experience and my teaching expertise, but above all to my instinct and my motherly sense (these elements are also important for a teacher). The credit is above all of my students, special children, very sensitive, who managed to welcome her who was different from them, to communicate with her even without words, who were really inclusive, demonstrating that even autistic students can have benefit from the relationship with others.

Isabel Quirino

2018-11-06 21:50:34 UTC

I have an autistic student, with high performance in same areas. He is in class, and we, the adults, try to model the interaction with other students with our own hebavior

ALEV KAPAN-TURKEY

2018-11-07 08:45:46 UTC

I have an autistic students at first time this year ,12 years old boy. He is talented with an brilliant memory especially in foreing languages every day he learns new words in different languages this makes me so curious and haapy

Catherine Dourmousi ,Greece

2018-11-07 09:03:51 UTC

I have a student with ADHD. He is very smart, he takes in everything instantly, when of course he manages to pay attension. He bring with him little objects which he used to have his hands occupied whith something when he doesn't have to write something. He does a lot of things that distract the other students as well, and sometimes he even makes odd sounds . He says" I cannot stand staying here any more" and he seems to suffer, as he needs breaks . His emotional intelligence is really high.

Melek Göksu/Turkey

2018-11-07 14:02:59 UTC

I had a student with learning disabilities. She forgot tomorrow that she learned it.
After doing a lot of different activities in flash cards, songs, games, colors, painting, but learning was taking place. however, he often wanted backward repetitions. was able to learn beyond 2 years of age.

Maria, Italy

damoramary7 — 2018-11-07 15:33:16 UTC

I have an Asperger student in my inclusive class. He know his syndrome, so he don't want be helped... the other children don't know his syndrome...although he has a correct behaviour, i would help him to overcome his difficulties for example the anxiety management.. but it's so difficult also because i have few hours in this class

Erkan,İSTANBUL

2018-11-07 16:35:17 UTC

We have students with diverse intellectual abilities, so we try to offer a relaxing Environment for everyone. This is not always straightforward. Some children may be reluctant to include their peers in conversations or in playground activities. A lack of understanding can result in hurtful remarks or bullying.To deal with this, we have a plan for each stage of school, to make sure the atmosphere is supportive and that everyone feels included and understood

Sylvie, Belgiuù

2018-11-07 16:59:55 UTC

This year I have the opportunity to work with a talented group of children. (class 6) They are respectful, grateful for all the possibilities en challenges they're put on. Their smiles and comments at the end of a day makes my teaching job very motivating. I know every year is different and I hope we all keep finding the strenght to keep up the good work we're providing all the kids!

N

2018-11-07 17:23:56 UTC

One of my SEN students is bright. I differentiate during Center time; however I can say that I don’t have accelerated learning material that would augment my teaching strategies. Therefore, I use the materials I do have and add my own teacher-developed activity that address the stident’s level. I have to say that although the parents and grandparent tell me how “advanced” he is, I don’t find the same to be true in all areof his learning.

Marija, Croatia

mhsaban — 2018-11-07 17:46:05 UTC

I have a really gifted student in one of my classes. He's got a very rich vocabulary and his pronunciation is excellent. He is always the first to finish every task I give them and then I ask him to go around the class and help some students who have problems with English. Whenever we come across some new and difficult word I ask him to pronounce and explain it to the others. Sometimes I give him the role of the teacher and he feels so proud and important especially as he is not so good in other subjects like maths and physics. I’m lucky the school board has given me some extra classes for him and other gifted students with whom I practice for competitions in English language.

2018-11-07 18:09:59 UTC

I have a child who loves music and I help myself with the sounds in class.

Ayşegül/TURKEY

yavuzcanayse2 — 2018-11-07 18:10:54 UTC

In my class I have a few gifted students. We plan our daily lessons and activities together. They finish their studies long before the other friends in the class. They come forward in every kind of activity. Quick learners help others.

Adina A., RO

avacovici — 2018-11-07 18:28:45 UTC

B.B. is a gymnasium student with dyslexia. with poor response to instruction. He has difficulty in reading, and/or fluent word recognition . He does not like Math but is good in Geography. I give him abstracts of each lesson on yellow papers or written in different colours

Jasna, Croatia

vinkovicj — 2018-11-07 18:44:34 UTC

One of my SEN students is Luka. He is peculiar little boy. He has troubles with talking, writing and reading. He understands really well, but everything is kind of distorted. Socially, he is bellow his age. He likes math a lot and works really hard. Recently I've been thinking that it isn't fair to give him simpler tasks because he can do much more, but his mother can be mad if I gave him regular tasks so I'm confused. I know him for two months now, so I don't know him or his mother that well. What do you think it would be best?

Valbona ,Albania

valbona_mata2 — 2018-11-07 19:10:45 UTC

I have an autistic student in my class.
he hits his friends and destroys the surrounding objects

Angelica P., Italy

angy_prof2012 — 2018-11-07 19:17:18 UTC

Some years ago I had an autistic student in my class. At the begin he seemed nervous and didn’t work anyway . He had troubles with talking, writing and reading but he understood really well. I tried to offer a relaxing environment for him and other students because some were reluctant to include him in conversations or in study activities. I think that organizing cooperating activities regulated by specific rules can help his behaviour and integration.

Marija, Croatia

2018-11-07 19:53:21 UTC

I've been teaching a boy who very rarely spoke to me (as his English teacher who spent two hours a week with him) or even his class teacher. He had a few class assistants but he rarely spoke to them either. He had very weak motor skills as well as intellectual abilities. Despite all that, children accepted him for what he is and I tried to work individually with him as much as I could (since the class is quite big). With extra help he managed to learn basic vocabulary in the first few years of learning English as a second language.

Alma, Lithuania

abidve — 2018-11-07 20:32:39 UTC

I have a 7-year-old student with a behavioral emotion disorder who can only work in the lesson for 10 minutes, then he's angry, hiding, laying on the floor, making various sounds, not wanting to do anything the teacher asks, and not taking part in a joint activity.

Rossana; Italy

2018-11-07 20:32:51 UTC

The most serius one and dear to me is a 17-year-old student, now in his final year, who has been diagnosed as autistic only in the second year of high school, with a bordline schizofrenia sindrome as well. Sometime a bit agressive, he has problems of concentration as well as of conceptualization and memorization, and problems of social relations outside his own environment (both the class and the family) but he loves and is bright in the subject I teach (English) and in my opinion he is even genial in some aspects of his approach to life. He is well integrated in his class (luckily a small number of peer students, both girls and boys, who all care about him); he has been supported for three years by the same special need teacher (a capable male teacher)

for 18hs a week, a colleague

who I always collaborate with and try to find the best solutions (but we mainly discuss the problems in informal, off-hand situations). The family (mother , father, one younger brother) is present and collaborative, but a bit problematic in itself; above all the figure of the father is a bit problematic.
This year we'll have the problem of the final state exam, because we are conscious that he won't be able to fully deal with it, but this are his and his family expectations. There's also a bureaucratic isssue due to the current Italian law, which makes the final decisions more complex.

Barış.

2018-11-07 21:11:11 UTC

I have an autistic student in my class . He also has a hearing problem. He's using a hearing aid. But when we can't find out what he wants ,He starts to yell at events involving sound .He's violent with his peers. If we paint, he'il calm down. He is very successful in mathematics.What do you suggest?

2018-11-07 21:20:45 UTC

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

Doinita B., Romania

2018-11-07 21:38:13 UTC

Some of my students have, to a tolerable extent, a disgrace. For them, I use the following strategies:

- I provide registered material to supplement the notes received and prepare them for the written requirements;

- I make a step-by-step plan that divides writing into small requirements;

- I create lists that contain keywords that will be useful in the writing process

- I provide a clear and constructive feedback on the quality of work, I explain both the strengths and weaknesses of the theme, I comment on its structure and the information included

- I use technology assistance, such as voice software, where the mechanical aspects of writing are a major obstacle.

Senka, Croatia

2018-11-07 21:54:23 UTC

It's difficult to pick one. This boy still has no diagnosis, but he is in a process of getting one. He has been ill and frequently in and out of school, so it was hard to pin point his disadvantages. His family situation is not good and it seemed to me that he was often neglected. His academic progress was non existent. He has trouble understanding directions, expressing himself and doing things on his own. He is in fifth grade now and it took me three years to help him understand the difference between he/she and they, count to ten, and recognize basic colours...he would remember something in class and after a week it seemed like he had never heard of that before....so we would do it again. His peers accepted this situation and him and we all tried to help him. I'm still not sure what are his main problems, but I hope that his next teacher will and thus be able to help him more adequately.

Barbara Trivelli

dotriv — 2018-11-08 07:43:12 UTC

In my class i have a pupil aged 4 who finds difficult to follow the activities with the classroom (i have 28 pupils aged 3, 4,5), so sometimes we form a little group to make him work.
He likes listening to stories, PE and painting.

irem aksu, turkey

Merimm — 2018-11-08 08:07:47 UTC

My SEN student is an autistic student. He is a very active student, he can't make an eye contact. He is 5 years old. He is not in a harmony with his peers. He just prefers to play alone on his own.

Hana, Croatia

2018-11-08 09:54:51 UTC

There are 3 pupils in my class. Part of the curriculum is listening in my classroom and the other part in her main classroom. As an example I will list a girl with specific learning disabilities and ADHD. The student is dear and loves to work, but her difficulties prevent her from adopting the material more quickly. Her attention is short-sighted and cruel. Every new sound around her interrupts her concentration. Along with this, the student has a constant need for movement, leg movement, resignation. That is why these students are given short assignments, after which there are small breaks where they can play didactic toys or take a walk to the classroom and the hallway. When it comes to dividing work papers, she gets the job to share it with other students. Additionally, we try to establish the normal functioning of its body in a variety of exercises (Brain gym).

I'm not a teacher but I'm a parent of two elementary children and a Class Reppresentative. Two years ago we had a very smart boy in the classroom, he was very active, never able to stay even one minute quiet. unfortunelly, teachers had no means to help him, for example a room equipped for him where he could let off steam, very often he did it with his peers and scaring them. When he needed to have a break, teachers brought him out in the garden giving so time to be clam. But, sadly his family was in trouble and was absolutely absent and at the end they had to place him in a foster care.

2018-11-08 10:00:54 UTC

Renata. Lithuania.

aiduke — 2018-11-08 11:17:41 UTC

Our school has a girl who has cerebral paralysis, weakly controls the side of the left hand. She has a visual disorder. She is always accompanied by a teacher's assistant. She is always faced with a separate task, she is always accompanied by a teacher. She is trained in social learning lessons, she has to do with a touch screen computer. The girl is very sociable, she likes other children and is very brave.

Rosa. Italy

2018-11-08 13:40:54 UTC

It is very difficult to deals with cases like my student with autism spectrum. It is a very delicate situation, we often have difficulty managing his behaviours because he can’t communicate easily, he can express his needs with few words and skips. Respect to last year the stereotypies have decreased and the shots of anger are less frequent. The difficulty is that there are not adequate spaces to let him to relax before entering the classroom. His classmates are always available because they include him in the group, they take him by the hand and help him. I organize simple and practical activities to include him. He can cut, paste and read images related to real situations and environments. He loves watching cartoons such as Peppa Pig on you tube in English. I try to create a very quiet environment because he the noise annoys him.

Sandra, Croatia

2018-11-08 14:11:41 UTC

In a class I have an ADHD student. Since it is special and has a specific way of tracking and participating in the teaching process, it is necessary to adapt the curriculum to its abilities. He always gets tasks where he will be able to move freely and "supervise" the work of others and help them to gain importance and at the same time adopt the subject.

laura - italy

laura_brazzabeni1 — 2018-11-08 14:49:25 UTC

I have a student with big cognitive problems, she would like to become a bauticia, but this is impossible because she has no manulaity in the field. so she does the therecatical lessons with the rest of the class Always together with the support teacher and for the lab we proposed a special need currriculum in a farm lab.

Ana, Portugal

2018-11-08 15:04:46 UTC

Miguel was a student diagnosed with Dyslexia, accompanied the learning but he didn't read very well, or had good spelling. It was sad, with low self-esteem, when someone asked him to read he said he had headaches or stomachaches, He confused the letters, numbers, words. He didn't like reading and writing. With this student I tried the multisensory learning (look, listen, and touch). I also used ludology, games and hobbies for reading and spelling. The learning was stimulated with praise. Miguel started to read.

Svetlana, Serbia

svetlanamed5 — 2018-11-08 15:46:19 UTC

I know one student who is different, and I think that he has ADHD and Gifted brain in the same time. For him school is boring, and he knows a lot, but he don t learn at home. He is also talented for the music, sport, but he is not well organized in everyday jobs (like wake up in time, preparation for school..and hi don like to be touched or kissed). What are you think that is good for him now in the field of education?

Samuel is 14 and has ADHD diagnosis. Every day he takes specific medication but, even so, it's not enough to regulate his behaviour and it's very difficult to maintain him in the mainstream classroom due to his disturbing behaviour. His main problem is lack of social skills and, frequently, he is in conflict with pears or adults. Samuel has an adapted curriculum and doesn't learn History subject. In turn, these hours are occupied with art pratical lessons and, once a week, he meets the school psychologist who supports him and teach how to develop social skills.

2018-11-08 15:52:44 UTC

Arzu Taş, Turkey

2018-11-08 16:16:14 UTC

My SEN student has a mental disorder. She has difficulty in understanding the instructions, concentrating on the tasks given and producing work. We work in cooperation with the SEN coordinator in our school. I prepared a differentiated programme for her at the beginning of each unit which lasts six weeks. We have a meeting with her parent and decide on the plan, materials to be used and the assessment tools. She does not have an assistant in the class Even though I have differentiated materials specially designed for her, it is hard to implement them
in a mainstream class as she often needs being assisted.

Jessica, United States

2018-11-08 17:02:06 UTC

I currently have a student whom has difficulty with blurting and shouting inappropriate language. They have a behavior intervention plan and a emotional disorder, any thoughts on how to help? I've offered multiple sensory tools, chunking, frequent feedback, praise, token reward.

Nelly, France

neline — 2018-11-08 17:16:50 UTC

Last year one of my pupil had dyspraxia. He was a very bright kid but he had troubles expressing himself orally and of course writing. Although the pupils at first started mocking him, they fianlly realised that he was an excellent pupil who was able and they finally became extremely nice and patient with him . I would write the lessons for him or give him prepared documents (photocopies, computer files...)

Paola, Ital

2018-11-08 17:25:17 UTC

My SEN student is an ADHD thirteen years old boy. He is often distracted and when I'm not with him he is just lost in his "wonder cartoon world" singing and chatting with himself all the time! But as soon as I manage to interest him with multiple way of learning adapting the content to his specific way of tracking and participating in the teaching process we reach the goals together. It 's necessary to adapt the curriculum to its abilities. He always gets tasks where he will be able to move freely and "supervise" the work of others and help them to gain importance and at the same time adopt the subject.

Katjusa, Italy

2018-11-08 17:48:41 UTC

In my school there are some students diagnosed with dyslexia. They find it very frustrating to read aloud and to spell words correctly. They find it difficult to organise spacially when they write and to organise themeselves generally.
They may get frustrated because they need more time to carry out their assigments.
What we do is to let them more time/shorten their class-based tasks, give mind maps and charts as well as texts written in Arial 12, which should be easier to decipher. We are very clear about schedules.

Monica, Italy

2018-11-08 18:26:25 UTC

Giovanni is a 10 year old boy who attends the 5th grade. The mother reports that Giovanni was seen by a psycho-pedagogist who detected a motor trouble in the hands and a general slow response to stimuli; cognitive abilities are normal. The child has an anomaly in gripping the pen, placing it between the index finger and the middle finger, the spelling is very bad. Tends to write the words attacked: Lamamma writes, even knowing that the word is mom while the article is, often attacks three or four words, when he is pointed out the error, detaches the words with dashes. He has difficulty in orientation in space, does not follow the line (a problem visible above all in squared sheets) and does not respect the margins, sometimes he tries to insert a very long word in an extremely narrow space. Moreover, when he writes he goes back and goes over the previously written letters, creating scribbles: it has been noticed that this attitude increases when the child is in a state of discomfort. Explaining how to number and making it exercise, it seems that something acquires, but it is noted that this acquisition is only momentary, in fact after a few days he starts to number wrongly. Another difficulty of Giovanni concerns the memorization of the names of the months of the year: even suggesting him the first month of the year, January, he is not able to remember the other names and the correct sequence. In the meantime we work on the spelling proposing exercises for the manual: cut out, color etc. Giovanni has difficulty in cutting, he can not even insert his fingers into the rings of the scissors: in the attempt he distorts the wrist, the arm, the shoulder and therefore the back. One realizes that one must start from the most basic exercises. It is proposed a drawing on which the glue has been spread: the exercise consists in filling the design with some grains of rice. The child, initially with difficulty, and then gradually with greater fluency and precision, takes one grain at a time, using thumb and forefinger, and pastes it onto the sheet. Since Giovanni must learn to write well also with pen and paper, we prefer to alternate the use of the PC with the use of manual writing; in the meantime the various manual exercises begin to give good results, in fact the child starts to hold the scissors well, even if he still cuts zig-zag.

Lisa, Flanders

2018-11-08 18:37:11 UTC

Since I don't work as a teacher I don't have an own case study. Currently I am working on a guideline about universal design and accessibility for higher education institutions in Flanders (Universities and University colleges). So my question is: what are some of the things you already do in your classroom which are non-invasive, and help ALL students (including those who need some extra attention or help)?

Mirjana, Croatia

2018-11-08 19:04:15 UTC

This school year, for the first time, I have SEN ADHD student – a first grader, 7 years old. He has speech difficulties (he began speaking at the age of five). He is often restless, he gets up from the chair, wants to go out of the classroom, he rolls on the floor. He likes to talk, even while writing, he talks to himself. Learns letters with difficulties and does not connect the pronunciation of letters with the letter. He is very impatient and does not wait for instructions or not listening at all. I place him near my desk. For a better memorizing of the letters, I printed large font letters and stick it on the objects all over the classroom (B on board, D on door etc.). We often interrupt school work by dancing, singing or playing. He loves working outside the classroom, so when possible we go to the library, puppet theater, in the school grounds. At that time, he is calm and quiet. I have a very good cooperation with the student's parent.

Doğan, Turkey

2018-11-08 19:55:36 UTC

I have been working with special children for years in my class. This 
year, I have a superior talent test (wisc r), 3 discrete and 3 disakrafi, 60% hearing loss. I've been reading and writing last year in the 1st year. I keep these students close to my desk. Sometimes I stand near the mirror. Sometimes I work with chalks on the asphalt in the school yard. I work with short, interesting texts.

Anamaria, Romania

2018-11-08 20:03:18 UTC

I have a student wich can add to 10, two students wich can add to 100, a student wich can add to 1000, a student wich learn about multiply by 2 and other 9 normal students. I use lists of adapted exercises for each students. Twice a week we work in the computer lab. I have an eTwinning project for them.

Adriana Laze Albania

adrianalaze — 2018-11-08 20:31:36 UTC

My student Erion , 14 years old , at the sixth grade . is suffering from autism. He is clever , he can write , not very good , of course , but he can not speak very well. He is active , can be concentrated may be not all 45 min , or all the 45 min, depends from the activity that I give him. Ho knows numbers , but some times do not detect the right number . I try to give much love to him. On the first lesson he didn't want to come into the classroom because of me , but after I was looking after him , he likes to see me in the classroom and often tries to tell me something about his friends or what he has done . He is quiet , but he can not stay inside the classroom for a long time. We teach a subject for 90 min in our country. So he can stay 45 min into the classroom but the other 45 min he gets out., which is a problem for me because I can not look after him outside the classroom , even though it is very quiet in our school.

Kasia, Poland

2018-11-08 21:28:36 UTC

My student has an autism. He could speak very well, but he couldn't do his best. He was very aggressive in case we tried learn him reading, writing, counting... He liked only art lessons and physicall. He often spoke "You can't command me!"

Elisabete, Portugal

2018-11-08 21:50:26 UTC

Ricardo’s Case

Ricardo failed three times (all in primary school). Later on, he was diagnosed with severe cognitive impairment.

He is a fifteen-year-old student, who is currently included in an 8th-grade class of twenty-five students (average students’ age is thirteen). He has to attend all the subjects’ lessons of the curriculum, just like his classmates.

Some of his lessons last 90 minutes, some 45 minutes, but the fact is that it is always too long for him to sit quietly and actually learn something, since he finds it very hard to focus and to understand things by himself, and he gets easily tired and confused.

He can hardly read or write, has difficulty organising his thoughts and ideas and expressing them, and interpreting directions. He can hardly ever accomplish any task all by himself, and he feels sad for not being able to.

There is not much he likes to do, except for listening to some music and singing.
His mother abandoned the family when Ricardo was really young, and he lives with his father, who is his only support. He is usually nice and friendly.

Can you suggest a few strategies and activities so as to try and motivate Ricardo for learning, and make him actually learn something and make some progress?

I have a student with a dyslexia who came to my class already hating English because it involved a lot of reading and writing. I didn't know what to do, how to tease him out of his shell and then one lesson I organized class in groups and they had to prepare a set of questions for the game I wanted to play with the class. The group with my dyslexic student actually won because their questions were the most original and creative thanks to his ideas. Now I play more, do more project work and team work and do a lot of listening activities. We have more fun and I have one less grumpy student

quince6219 — 2018-11-08 21:52:32 UTC

Do you have any other activities or games that could help me to improve my work with dyslexic students?

Ivana, Croatia

ivana_jandricko — 2018-11-08 22:09:15 UTC

I had student with mild mental retardation. In the third grade (9 years) he taught read and write, count to 20. While he could read the short words, he was not capable in counting. When he started counting, he could no longer read. He was not indepedent, he needed constant help. We did the same for the whole year but there was no progress. I tried different methods and approaches but did not help.

Tania, Italy

tania_vagnoli — 2018-11-08 22:12:36 UTC

I have student with Asperger, in a class of 25 students. He is 12 years old and he is often alone, quiet, isolated. His classmates try to invite him to do various activities but he often refuses probably because he's afraid of a failure. He hasn't a SEN teacher and if by chance you ask him something he doesn't know he starts crying quietly. He is interested in Science and, most of all, in animals and nature and so I'm trying to teach him my subject, English, through the things he is interested in. I'd like so much to help him, to get him out of his isolation but it isn't easy.

Leonor, Portugal

2018-11-08 22:31:58 UTC

I have a student, who attends the first cycle, and who has severe dyslexia.
The process of learning to read and write has been quite difficult. Multisensory strategies, educational games, recordings of word list readings have been used. The student also attends speech therapy sessions.
However, the student continues to do a syllabic reading and can not write short sentences with just help.

What other strategies / activities can I use?

Gönül,Turkey

eksigonul — 2018-11-08 22:57:15 UTC

My SEN students is an ADHD seven years old boy.Learns letters with difficulties and does not connect the pronunciation of letters with the letter.He loves working outside the classroom,so when possible we go to the school grounds.

Isabel Nunes, Portugal

2018-11-08 23:53:11 UTC

I support a student with dyslexia, presents difficulties reading and understanding. I have developed the use of electronic games as an alternative to lessen the effects of dyslexia Games provide the development of attention.
Of course I need to dose the games. However, as a complement to the pedagogical activities, the games have been great allies.

Raffaella from Genova, Italy

raffaturbi1 — 2018-11-09 01:18:31 UTC

I had a very intelligent and talented adult student in my class of secondary school. But he had anxiety and a strong depression and had to take time out some month before the final exams because of stress. I feared he wouldn’t come to the exam, and I was also worried for his health. I knew he needed his time and I didn’t want to annoy him by phoning or mailing too much. But I didn’t know how to help him. I asked his school mates to keep in touch with him and at last he came back and had his degree. But I still keep asking me how I could make better lessons for these gifted students that have yet failed in mainstream classes and try the evening vocational course as the last chance to study and get a degree.

Petra, Croatia

2018-11-09 09:02:08 UTC

I have student with cerebral palsy and learning difficulties. She use wheelchair in everyday activities. She has difficulties in writing (write only capital letters, needs an extra time), maths (has troubles understanding math concepts, needs calculator or concrets for calculation to 20), reading (only capital letters and short words) and fine motor activities. Despite that she is very motivate for learning an she always tries her best in doing schoolwork. She is not isolated, she has friends in and out of class and that is big plus for her.

Angelica, Italy

2018-11-09 10:52:29 UTC

During my internship in a primary school, I met this student who was particularly smart and used to finish every single task faster that his classmates. The regular teacher of that class used to ignore this fact and just help students that needed more time. I think every student need differentiated instructions, otherwise if we ignore their need they can end up deeply demotivated to learn anything. When I planned a project for my internship I tried to think about solutions for this kid. I used to give him more tasks or exercises, usually more difficult than the previous ones. Once I asked him to help me with the materials of the next activity while the other students were still learning. He seemed to me happier, more motivated to go to school and learn.

Catarina R., Portugal

canrodrigues — 2018-11-09 12:43:56 UTC

In the beginning of my professional activity I had a child with a severe degree of cognitive delay. He couldn't read nor write so I began to use songs in association with graphemes and gestures, flashcards and games, trying him to learn how to read and write

Simona, Italy

2018-11-09 14:45:58 UTC

I teach in a third grade class. This year there are 4 pupils with dyslexia, two of them are newly arrived so I've just begun to know them. First of all I've tried to discover their abilities and their likes, then their needs. One of them caaan can

Simona, Italy

2018-11-09 14:55:52 UTC

I teach in a third grade class- This year there are 4 pupils with dyslexia, two of them are newly arrived so I've just begun to know them. First of all I've tried to discover their abilities and their likes, then their needs. One of them can only read and write in capital letters, so that's how I write nowon the whiteboard for everyone. They can't read numbers higher than 1000 so I have written a map and laminated it so that theycan write cyphers with a whiteboard felt pen, read the value of each cypher in he map and say it, then cancel and do the same with other numbers. As for writing rules I'm preparing a lapbook with all pupils where they write and illustrate spelling and grammar rules and which they can use any time there's a writing assignment. I read aloud illustrated books quite every day, so that they are not denied the pleasure of reading. All classmates are very supportive, they like to collaborate, like peer -to-peer activities and do not stigmatize those who need special help.

Maria Cristina T., Italy

mctofoni — 2018-11-09 17:07:56 UTC

I am an English teacher now but I've been a SEN teacher for almost 10 years. I learned a lot from that. My strongest experience was with autism. The guy was big and strong and very aggressive. It was hard because he very often hit me. It is difficult to work with someone when you are scared. But at the same time I found a way to work with him. I observed him a lot. Teachers and assistants from the primary school told me he liked music but that he was always singing non sense words.. I recognised some sentences and I realised they belonged to some famous pop songs. Then I started talking to him. He couldn't talk too. Just some words. I started telling him sentences like "if you work now I'll let you listen to ...(a song I recognised in his words)" . It worked. No miracles, don't misunderstand me but I could do something for him for a while. It was quite rewarding but I had to leave him anyway after a while, because it was a too hard case. He was too aggressive. I felt really guilty for long time.

Kristian, Croatia

2018-11-09 17:17:38 UTC

I am a teaching assistant and I had a undergraduate student with autism. She is very clever, tries very hard to do all the tasks and it was very important to her that her teachers and assistant stick to a pre-set time plan. E.g. vhen a exam starts at 10 a.m. it couldn't be 10:05 because it causes stress to her. I could really good work with her, she asked everything what she wanted to know and it was a pleasure to meet her.

Darija, Croatia

darija_troselj — 2018-11-09 17:23:13 UTC

I am currently teaching an autistic student who is very good at math. To gain his attention, the student sits in the first bench. When processing new lessons, it is very active and wants to take part in teaching, likes to report and solve the tasks on the board. In solving tasks, it is often among students who first solve tasks. When solving tasks, it always requires additional solving tasks. When examining knowledge, the student has more time to answer, answering to him more written exams than oral exams. After processing the new lessons, I always give it a teaching leaflet with the essentials of doing that lesson.

Zeynep, Turkey

abdullahozturk42 — 2018-11-09 17:39:07 UTC

I'm a special education teacher. I am currently working with high school students with severe autism. It is very difficult for them to perform routines. All behavioral disorders occur when you change routines. Therefore, I arrange the trainings according to the student's routines.

Last year I had a 9 year old student, autistic, separated from his family. He lives in an institution since his 2 years-old. Me and my colleague did our best to give him a safe environment and affection. He was obsessed by insects and at the middle of the year it was extremly difficult for him to stay calm and focused in learning. We did our best, integrated multissensorial activities, mindfulness, relaxation and a lot of art therapy. Nevertheless in autism we are frequently reaching the unreachable...

franca_filipa — 2018-11-09 17:40:47 UTC

Here is J in a mindful moment:

Francesca, Italy

francesca_borghi — 2018-11-09 17:53:55 UTC

I am a general English as second language teacher. I have 6 classes and some SEN students. This year my most challenging student is the one with an oppositional defiant disorder. He is 13 years old and he is no more a child. It is not easy to get a good relationship with him and he is beginning to behave as a bully towards some classmates. He has no particular difficulties in learning except for foreign languages. Have you got any advices for me?

franca_filipa — 2018-11-09 18:10:09 UTC

Francesca, Italy Francesca, Italy I am a general English as second language teacher. I have 6 classes and some SEN students. This year my most challenging student is the one with an oppositional defiant disorder. He is 13 years old and he is no more a child. It is not easy to get a good relationship with him and he is beginning to behave as a bully towards some classmates. He has no particular difficulties in learning except for foreign languages. Have you got any advices for me? 1 comment Anônimo 1m Try to discover his talents, interest and negociate with him a collaborative role in your class. Try positive reinforcement focused in his behaviours. Patience! Seu avatar Adicionar comentário Last year I had a 9 year old student, autistic, separated from his family. He lives in an institution since his 2 years-old. Me and my colleague did our best to give him a safe environment and affection. He was obsessed by insects and at the middle of the year it was extremly difficult for him to stay calm and focused in learning. We did our best, integrated multissensorial activities, mindfulness, relaxation and a lot of art therapy. Nevertheless in autism we are frequently reaching the unreachable... Last year I had a 9 year old student, autistic, separated from his family. He lives in an institution since his 2 years-old. Me and my colleague did our best to give him a safe environment and affection. He was obsessed by insects and at the middle of the year it was extremly difficult for him to stay calm and focused in learning. We did our best, integrated multissensorial activities, mindfulness, relaxation and a lot of art therapy. Nevertheless in autism we are frequently reaching the unreachable... Here is J in a mindful moment: 2 comentários Anônimo 20m It's very dificult to work with autistic student. It is a good strategy to give him a safe environment and to be concrete and assertive. Anônimo 19m Ana, Portugal Seu avatar Adicionar comentário Zeynep, Turkey Zeynep, Turkey I'm a special education teacher. I am currently working with high school students with severe autism. It is very difficult for them to perform routines. All behavioral disorders occur when you change routines. Therefore, I arrange the trainings according to the student's routines. Seu avatar Adicionar comentário Darija, Croatia Darija, Croatia I am currently teaching an autistic student who is very good at math. To gain his attention, the student sits in the first bench. When processing new lessons, it is very active and wants to take part in teaching, likes to report and solve the tasks on the board. In solving tasks, it is often among students who first solve tasks. When solving tasks, it always requires additional solving tasks. When examining knowledge, the student has more time to answer, answering to him more written exams than oral exams. After processing the new lessons, I always give it a teaching leaflet with the essentials of doing that lesson. Seu avatar Adicionar comentário Kristian, Croatia Kristian, Croatia I am a teaching assistant and I had a undergraduate student with autism. She is very clever, tries very hard to do all the tasks and it was very important to her that her teachers and assistant stick to a pre-set time plan. E.g. vhen a exam starts at 10 a.m. it couldn't be 10:05 because it causes stress to her. I could really good work with her, she asked everything what she wanted to know and it was a pleasure to meet her. 1 comment Ruth Sanders 44m This is so true of autistic students. Everything is literal and has to be so structured. Seu avatar Adicionar comentário Simona, Italy Simona, Italy I teach in a third grade class- This year there are 4 pupils with dyslexia, two of them are newly arrived so I've just begun to know them. First of all I've tried to discover their abilities and their likes, then their needs. One of them can only read and write in capital letters, so that's how I write nowon the whiteboard for everyone. They can't read numbers higher than 1000 so I have written a map and laminated it so that theycan write cyphers with a whiteboard felt pen, read the value of each cypher in he map and say it, then cancel and do the same with other numbers. As for writing rules I'm preparing a lapbook with all pupils where they write and illustrate spelling and grammar rules and which they can use any time there's a writing assignment. I read aloud illustrated books quite every day, so that they are not denied the pleasure of reading. All classmates are very supportive, they like to collaborate, like peer -to-peer activities and do not stigmatize those who need special help. Seu avatar Adicionar comentário Simona, Italy Simona, Italy I teach in a third grade class. This year there are 4 pupils with dyslexia, two of them are newly arrived so I've just begun to know them. First of all I've tried to discover their abilities and their likes, then their needs. One of them caaan can Seu avatar Adicionar comentário Catarina R., Portugal Catarina R., Portugal In the beginning of my professional activity I had a child with a severe degree of cognitive delay. He couldn't read nor write so I began to use songs in association with graphemes and gestures, flashcards and games, trying him to learn how to read and write 2 comentários Anônimo 3h Simona, Italy Anônimo 42m Great! Was it successful? Seu avatar Adicionar comentário Angelica, Italy Angelica, Italy During my internship in a primary school, I met this student who was particularly smart and used to finish every single task faster that his classmates. The regular teacher of that class used to ignore this fact and just help students that needed more time. I think every student need differentiated instructions, otherwise if we ignore their need they can end up deeply demotivated to learn anything. When I planned a project for my internship I tried to think about solutions for this kid. I used to give him more tasks or exercises, usually more difficult than the previous ones. Once I asked him to help me with the materials of the next activity while the other students were still learning. He seemed to me happier, more motivated to go to school and learn. 1 comment Catarina Rodrigues 5h I think you use a very good approach asking the student to help you. Maybe he could also help other students. Catarina R., Portugal Seu avatar Adicionar comentário Petra, Croatia Petra, Croatia I have student with cerebral palsy and learning difficulties. She use wheelchair in everyday activities. She has difficulties in writing (write only capital letters, needs an extra time), maths (has troubles understanding math concepts, needs calculator or concrets for calculation to 20), reading (only capital letters and short words) and fine motor activities. Despite that she is very motivate for learning an she always tries her best in doing schoolwork. She is not isolated, she has friends in and out of class and that is big plus for her. 2 comentários Anônimo 7h This is quite a challenging case. I have never taught children suffering from cerebral palsy, so, I may not add be adding anything significant. Anyway, I think I would use a multisensory approach, that would go beyond sight, hearing and touch. and would also involve smelling and tasting, for example, in order to try and make the student try to establish certain associations; I would also use short, very direct and clear directions and 'chunking' (presenting things by means of chunks, very simple, short, clear), flash cards, dices, objects that have different shapes, colours and textures, etc. Anônimo 7h Previous comment by Elisabete, Portugal Seu avatar Adicionar comentário Raffaella from Genova, Italy Raffaella from Genova, Italy I had a very intelligent and talented adult student in my class of secondary school. But he had anxiety and a strong depression and had to take time out some month before the final exams because of stress. I feared he wouldn’t come to the exam, and I was also worried for his health. I knew he needed his time and I didn’t want to annoy him by phoning or mailing too much. But I didn’t know how to help him. I asked his school mates to keep in touch with him and at last he came back and had his degree. But I still keep asking me how I could make better lessons for these gifted students that have yet failed in mainstream classes and try the evening vocational course as the last chance to study and get a degree. Seu avatar Adicionar comentário Isabel Nunes, Portugal Isabel Nunes, Portugal I support a student with dyslexia, presents difficulties reading and understanding. I have developed the use of electronic games as an alternative to lessen the effects of dyslexia Games provide the development of attention. Of course I need to dose the games. However, as a complement to the pedagogical activities, the games have been great allies. 1 comment Raffaella Turbino 17h I think technologies are very helpful, as a game or as didactic instrument. But there are also old creative methods like drawing and painting objects or create shapes with play dough. Seu avatar Adicionar comentário Gönül,Turkey Gönül,Turkey My SEN students is an ADHD seven years old boy.Learns letters with difficulties and does not connect the pronunciation of letters with the letter.He loves working outside the classroom,so when possible we go to the school grounds. 1 comment Raffaella Turbino 17h You could try with animals. Let’s draw or mime an animal beginning with each letter and then draw it giving to its body the shape of the first letter. Seu avatar Adicionar comentário Leonor, Portugal Leonor, Portugal I have a student, who attends the first cycle, and who has severe dyslexia. The process of learning to read and write has been quite difficult. Multisensory strategies, educational games, recordings of word list readings have been used. The student also attends speech therapy sessions. However, the student continues to do a syllabic reading and can not write short sentences with just help. What other strategies / activities can I use? 1 comment Anônimo 3h Simona Italy I have learnt from a special educational needs teacher specialized in autism who's working in my classroom that some activities of the ABA method can be very useful to teach how to read whole words. Seu avatar Adicionar comentário Maria Cristina T., Italy Maria Cristina T., Italy I am an English teacher now but I've been a SEN teacher for almost 10 years. I learned a lot from that. My strongest experience was with autism. The guy was big and strong and very aggressive. It was hard because he very often hit me. It is difficult to work with someone when you are scared. But at the same time I found a way to work with him. I observed him a lot. Teachers and assistants from the primary school told me he liked music but that he was always singing non sense words.. I recognised some sentences and I realised they belonged to some famous pop songs. Then I started talking to him. He couldn't talk too. Just some words. I started telling him sentences like "if you work now I'll let you listen to ...(a song I recognised in his words)" . It worked. No miracles, don't misunderstand me but I could do something for him for a while. It was quite rewarding but I had to leave him anyway after a while, because it was a too hard case. He was too aggressive. I felt really guilty for long time. Seu avatar Adicionar comentário Tania, Italy Tania, Italy I have student with Asperger, in a class of 25 students. He is 12 years old and he is often alone, quiet, isolated. His classmates try to invite him to do various activities but he often refuses probably because he's afraid of a failure. He hasn't a SEN teacher and if by chance you ask him something he doesn't know he starts crying quietly. He is interested in Science and, most of all, in animals and nature and so I'm trying to teach him my subject, English, through the things he is interested in. I'd like so much to help him, to get him out of his isolation but it isn't easy. 3 comentários Anônimo 19h For this student it would be very important that he benefit from psychological support, but if it is not possible, I think that music, more specifically music therapy, could be a way to help him out of his isolation. Leonor, Portugal Anônimo 12m Ana, Portugal It is a good strategy to give autistic student a safe environment and to be concrete and assertive. Anônimo 10m Previous comment from Ana, Portugal. Seu avatar Adicionar comentário Ivana, Croatia Ivana, Croatia I had student with mild mental retardation. In the third grade (9 years) he taught read and write, count to 20. While he could read the short words, he was not capable in counting. When he started counting, he could no longer read. He was not indepedent, he needed constant help. We did the same for the whole year but there was no progress. I tried different methods and approaches but did not help. 2 comentários Catarina Rodrigues 5h Was he loved and well accepted by the class? I think that the challenge is not to give up on them! Catarina R., Portugal maria cristina tofoni 43m I agree with Catarina. Even though we sometimes feel a sense of failure with these students because they do not learn what we teach them, we have to think about the person as a whole. If he or she is happy in the class and lives school as a place where he/she feels well, we have done a good job! Seu avatar Adicionar comentário I have a student with a dyslexia who came to my class already hating English because it involved a lot of reading and writing. I didn't know what to do, how to tease him out of his shell and then one lesson I organized class in groups and they had to prepare a set of questions for the game I wanted to play with the class. The group with my dyslexic student actually won because their questions were the most original and creative thanks to his ideas. Now I play more, do more project work and team work and do a lot of listening activities. We have more fun and I have one less grumpy student I have a student with a dyslexia who came to my class already hating English because it involved a lot of reading and writing. I didn't know what to do, how to tease him out of his shell and then one lesson I organized class in groups and they had to prepare a set of questions for the game I wanted to play with the class. The group with my dyslexic student actually won because their questions were the most original and creative thanks to his ideas. Now I play more, do more project work and team work and do a lot of listening activities. We have more fun and I have one less grumpy student Do you have any other activities or games that could help me to improve my work with dyslexic students? 1 comment Elisabete A 20h I am a teacher of English as a Foreign language and sometimes I get students with dyslexia, just like you, which is not an easy task. Sometimes, I use brainstorms, sometimes, mindmaps or using story telling, sometimes I ask them to create vocabulary banks or wall charts. I also try to present information by chunks (not too much, not too complicated, not all at once), using key words, too. At other times, I use music or short films, games, puzzles, or I ask the students to prepare a roleplay or an interview. Well, just a few ideas which may (not) not work, of course. Anyway, lots of luck to you. Seu avatar Adicionar comentário Kasia, Poland Kasia, Poland My student has an autism. He could speak very well, but he couldn't do his best. He was very aggressive in case we tried learn him reading, writing, counting... He liked only art lessons and physicall. He often spoke "You can't command me!" 3 comentários gulcan ayaz 20h I had a student like yours. Do you know what he likes? I have learnt my student likes horses. After that I started to go to class with a worksheet including horse picture. We were writing, painting on horse picture together. After a while he got used to working with me Elisabete A 20h Since your student likes art, you may try to motivate him to create a project for decorating one of the classroom walls, or to create a mural, by means of a collage, of drwaings, paintings, photographs, etc. Anônimo 3h Simona, Italy. That's exactly what my pupil with autism spectrum syndrome always says! We answer her that we are not forcing her to do something because it's what all pupils are supposed to do at school and what her school mates actually are doing. We use a reward method where she can gain a reward (a little toy, watching a cartoon, or anything she particulary likes) when she completes a series of tasks. Tasks are counted with stickers, so she can see how many stickers she has gained and how many are left to reach the reward. Seu avatar Adicionar comentário Adriana Laze Albania Adriana Laze Albania My student Erion , 14 years old , at the sixth grade . is suffering from autism. He is clever , he can write , not very good , of course , but he can not speak very well. He is active , can be concentrated may be not all 45 min , or all the 45 min, depends from the activity that I give him. Ho knows numbers , but some times do not detect the right number . I try to give much love to him. On the first lesson he didn't want to come into the classroom because of me , but after I was looking after him , he likes to see me in the classroom and often tries to tell me something about his friends or what he has done . He is quiet , but he can not stay inside the classroom for a long time. We teach a subject for 90 min in our country. So he can stay 45 min into the classroom but the other 45 min he gets out., which is a problem for me because I can not look after him outside the classroom , even though it is very quiet in our school. 1 comment Elisabete A 20h It's just an idea, of course, but maybe one of the things that might motivate him to work more and better (in the classroom or in the school library, for example, if possible), to focus, etc., could be creating a folder containing ideas and materials (different kinds of resources, in paper or digital or others) for him to analyse, choose from and develop some project work (you may even discuss with him themes for project work). Define goals clearly and in an easy way, define guidelines , set up deadlines for each phase of the work, etc. In the end he might present his work to the class or school, who knows. Seu avatar Adicionar comentário Anamaria, Romania Anamaria, Romania I have a student wich can add to 10, two students wich can add to 100, a student wich can add to 1000, a student wich learn about multiply by 2 and other 9 normal students. I use lists of adapted exercises for each students. Twice a week we work in the computer lab. I have an eTwinning project for them. 2 comentários Anônimo 21h It looks like typical class for me ;-) Anônimo 12m Great! I want to integrate eTwinning too in my group. Seu avatar Adicionar comentário Elisabete, Portugal Elisabete, Portugal Ricardo’s Case Ricardo failed three times (all in primary school). Later on, he was diagnosed with severe cognitive impairment. He is a fifteen-year-old student, who is currently included in an 8th-grade class of twenty-five students (average students’ age is thirteen). He has to attend all the subjects’ lessons of the curriculum, just like his classmates. Some of his lessons last 90 minutes, some 45 minutes, but the fact is that it is always too long for him to sit quietly and actually learn something, since he finds it very hard to focus and to understand things by himself, and he gets easily tired and confused. He can hardly read or write, has difficulty organising his thoughts and ideas and expressing them, and interpreting directions. He can hardly ever accomplish any task all by himself, and he feels sad for not being able to. There is not much he likes to do, except for listening to some music and singing. His mother abandoned the family when Ricardo was really young, and he lives with his father, who is his only support. He is usually nice and friendly. Can you suggest a few strategies and activities so as to try and motivate Ricardo for learning, and make him actually learn something and make some progress? 3 comentários Anônimo 9h i think Ricado can't benefit from this regular classroom. He need s special education teacher and adjusted curriculum that respect his existing knowleddge and experience. He might benefit from using ICT when presenting new learning stuff. Anônimo 9h Previous comment from Petra, Croatia Elisabete A 7h Thank you for your comment, Petra! All the best to you! Seu avatar Adicionar comentário Doğan, Turkey Doğan, Turkey I have been working with special children for years in my class. This year, I have a superior talent test (wisc r), 3 discrete and 3 disakrafi, 60% hearing loss. I've been reading and writing last year in the 1st year. I keep these students close to my desk. Sometimes I stand near the mirror. Sometimes I work with chalks on the asphalt in the school yard. I work with short, interesting texts. Seu avatar Adicionar comentário Mirjana, Croatia Mirjana, Croatia This school year, for the first time, I have SEN ADHD student – a first grader, 7 years old. He has speech difficulties (he began speaking at the age of five). He is often restless, he gets up from the chair, wants to go out of the classroom, he rolls on the floor. He likes to talk, even while writing, he talks to himself. Learns letters with difficulties and does not connect the pronunciation of letters with the letter. He is very impatient and does not wait for instructions or not listening at all. I place him near my desk. For a better memorizing of the letters, I printed large font letters and stick it on the objects all over the classroom (B on board, D on door etc.). We often interrupt school work by dancing, singing or playing. He loves working outside the classroom, so when possible we go to the library, puppet theater, in the school grounds. At that time, he is calm and quiet. I have a very good cooperation with the student's parent. Seu avatar Adicionar comentário Lisa, Flanders Lisa, Flanders Since I don't work as a teacher I don't have an own case study. Currently I am working on a guideline about universal design and accessibility for higher education institutions in Flanders (Universities and University colleges). So my question is: what are some of the things you already do in your classroom which are non-invasive, and help ALL students (including those who need some extra attention or help)? 1 comment Anônimo 20h I try to include different types of activities and to vary them. I also try to show them there are different learning techniques and that what's important is not the pace of learning but the result. Seu avatar Adicionar comentário Monica, Italy Monica, Italy Giovanni is a 10 year old boy who attends the 5th grade. The mother reports that Giovanni was seen by a psycho-pedagogist who detected a motor trouble in the hands and a general slow response to stimuli; cognitive abilities are normal. The child has an anomaly in gripping the pen, placing it between the index finger and the middle finger, the spelling is very bad. Tends to write the words attacked: Lamamma writes, even knowing that the word is mom while the article is, often attacks three or four words, when he is pointed out the error, detaches the words with dashes. He has difficulty in orientation in space, does not follow the line (a problem visible above all in squared sheets) and does not respect the margins, sometimes he tries to insert a very long word in an extremely narrow space. Moreover, when he writes he goes back and goes over the previously written letters, creating scribbles: it has been noticed that this attitude increases when the child is in a state of discomfort. Explaining how to number and making it exercise, it seems that something acquires, but it is noted that this acquisition is only momentary, in fact after a few days he starts to number wrongly. Another difficulty of Giovanni concerns the memorization of the names of the months of the year: even suggesting him the first month of the year, January, he is not able to remember the other names and the correct sequence. In the meantime we work on the spelling proposing exercises for the manual: cut out, color etc. Giovanni has difficulty in cutting, he can not even insert his fingers into the rings of the scissors: in the attempt he distorts the wrist, the arm, the shoulder and therefore the back. One realizes that one must start from the most basic exercises. It is proposed a drawing on which the glue has been spread: the exercise consists in filling the design with some grains of rice. The child, initially with difficulty, and then gradually with greater fluency and precision, takes one grain at a time, using thumb and forefinger, and pastes it onto the sheet. Since Giovanni must learn to write well also with pen and paper, we prefer to alternate the use of the PC with the use of manual writing; in the meantime the various manual exercises begin to give good results, in fact the child starts to hold the scissors well, even if he still cuts zig-zag. Seu avatar Adicionar comentário Katjusa, Italy Katjusa, Italy In my school there are some students diagnosed with dyslexia. They find it very frustrating to read aloud and to spell words correctly. They find it difficult to organise spacially when they write and to organise themeselves generally. They may get frustrated because they need more time to carry out their assigments. What we do is to let them more time/shorten their class-based tasks, give mind maps and charts as well as texts written in Arial 12, which should be easier to decipher. We are very clear about schedules. 1 comment Anônimo 23h Mirjana, Croatia For easier reading of texts, shorten them to what's important and replace some words with images. Use more verbal exams. That helped my SEN student. Seu avatar Adicionar comentário Paola, Ital Paola, Ital My SEN student is an ADHD thirteen years old boy. He is often distracted and when I'm not with him he is just lost in his "wonder cartoon world" singing and chatting with himself all the time! But as soon as I manage to interest him with multiple way of learning adapting the content to his specific way of tracking and participating in the teaching process we reach the goals together. It 's necessary to adapt the curriculum to its abilities. He always gets tasks where he will be able to move freely and "supervise" the work of others and help them to gain importance and at the same time adopt the subject. Seu avatar Adicionar comentário Nelly, France Nelly, France Last year one of my pupil had dyspraxia. He was a very bright kid but he had troubles expressing himself orally and of course writing. Although the pupils at first started mocking him, they fianlly realised that he was an excellent pupil who was able and they finally became extremely nice and patient with him . I would write the lessons for him or give him prepared documents (photocopies, computer files...) 1 comment Anônimo 8h Maybe it could be useful to talk about dyspraxia with the students, so that every classmates can understand more this pupil and then learn how to work with him, without having wrong prejudices. Seu avatar Adicionar comentário Jessica, United States Jessica, United States I currently have a student whom has difficulty with blurting and shouting inappropriate language. They have a behavior intervention plan and a emotional disorder, any thoughts on how to help? I've offered multiple sensory tools, chunking, frequent feedback, praise, token reward. 1 comment Anônimo 22h Mirjana, Croatia Your student`s difficulty with shouting etc. is probably his way of dealing with tension or frustration. Try motion activities during lesson. Seu avatar Adicionar comentário Arzu Taş, Turkey Arzu Taş, Turkey My SEN student has a mental disorder. She has difficulty in understanding the instructions, concentrating on the tasks given and producing work. We work in cooperation with the SEN coordinator in our school. I prepared a differentiated programme for her at the beginning of each unit which lasts six weeks. We have a meeting with her parent and decide on the plan, materials to be used and the assessment tools. She does not have an assistant in the class Even though I have differentiated materials specially designed for her, it is hard to implement them in a mainstream class as she often needs being assisted. Seu avatar Adicionar comentário Samuel is 14 and has ADHD diagnosis. Every day he takes specific medication but, even so, it's not enough to regulate his behaviour and it's very difficult to maintain him in the mainstream classroom due to his disturbing behaviour. His main problem is lack of social skills and, frequently, he is in conflict with pears or adults. Samuel has an adapted curriculum and doesn't learn History subject. In turn, these hours are occupied with art pratical lessons and, once a week, he meets the school psychologist who supports him and teach how to develop social skills. Samuel is 14 and has ADHD diagnosis. Every day he takes specific medication but, even so, it's not enough to regulate his behaviour and it's very difficult to maintain him in the mainstream classroom due to his disturbing behaviour. His main problem is lack of social skills and, frequently, he is in conflict with pears or adults. Samuel has an adapted curriculum and doesn't learn History subject. In turn, these hours are occupied with art pratical lessons and, once a week, he meets the school psychologist who supports him and teach how to develop social skills. 1 comment Adriana Laze 21h One year ago at another school I meet a boy 16 years old with the same problem , but at the time I meet him, his friends told me that he hadn't been so very quiet . Seu avatar Adicionar comentário Svetlana, Serbia Svetlana, Serbia I know one student who is different, and I think that he has ADHD and Gifted brain in the same time. For him school is boring, and he knows a lot, but he don t learn at home. He is also talented for the music, sport, but he is not well organized in everyday jobs (like wake up in time, preparation for school..and hi don like to be touched or kissed). What are you think that is good for him now in the field of education? 1 comment Anônimo 1d Dear Svetlana, In my opinion, the first thing you should do is to encourage his parents to have his ADHD diagnosed. Experts sometimes suggest using medication to help kids with ADHD. Thi may help him focus on his tasks more. What you can do in class is differentiating the materials he will be using by adding visual, audial and kinesthetic ones. In one class time, he should be using many different materials about one single topic. You also need to provide him some extra time to complete the tasks given. Good luck! Arzu Taş, Turkey Seu avatar Adicionar comentário Ana, Portugal Ana, Portugal Miguel was a student diagnosed with Dyslexia, accompanied the learning but he didn't read very well, or had good spelling. It was sad, with low self-esteem, when someone asked him to read he said he had headaches or stomachaches, He confused the letters, numbers, words. He didn't like reading and writing. With this student I tried the multisensory learning (look, listen, and touch). I also used ludology, games and hobbies for reading and spelling. The learning was stimulated with praise. Miguel started to read. 5 comentários Anônimo 9h Good work Ana! I think Miguel needs clar and simple instructions, every paragraph should be labeled with different color, there sholud be more space lines between paragraphs and some visual support. Anônimo 9h Previous comment was written by Petra, Croatia Elisabete A 7h (I don't know what happened to the comment I left here yesterday. Anyway, here it is, again). That's great news, Ana. I sometimes get students who have dyslexia, too, and it is not easy to deal with it, especially when we have big classes, of course, and even less when you are a Foreign language Teacher, like me. Then, things can become quite complicated. Sometimes, I use brainstorms, or use materials/resources that help the student tell stories, too, I also usually ask students to create their own vocabulary banks, in such a way that helps them memorise words or ideas, and that makes it easy for them to consult if they need to. And of course, I use music or short films, games, puzzles, if I have the chance, too. Sometimes, I also ask the students to prepare a roleplay or an interview. All the best to you, Ana. Anônimo 16m Ana, Portugal. Thanks for your help and suggestions. Anônimo 15m Previous comment was written by Ana from Portugal Seu avatar Adicionar comentário laura - italy laura - italy I have a student with big cognitive problems, she would like to become a bauticia, but this is impossible because she has no manulaity in the field. so she does the therecatical lessons with the rest of the class Always together with the support teacher and for the lab we proposed a special need currriculum in a farm lab. Seu avatar Adicionar comentário Sandra, Croatia Sandra, Croatia In a class I have an ADHD student. Since it is special and has a specific way of tracking and participating in the teaching process, it is necessary to adapt the curriculum to its abilities. He always gets tasks where he will be able to move freely and "supervise" the work of others and help them to gain importance and at the same time adopt the subject. 2 comentários Anônimo 1d I have found that for students with ADHD, putting a bungee cord on the legs of their chair, allow them to bounce in fidget in a setting without distracting others. Anônimo 1d *Previous comment by Jessica, United States Seu avatar Adicionar comentário Rosa. Italy Rosa. Italy It is very difficult to deals with cases like my student with autism spectrum. It is a very delicate situation, we often have difficulty managing his behaviours because he can’t communicate easily, he can express his needs with few words and skips. Respect to last year the stereotypies have decreased and the shots of anger are less frequent. The difficulty is that there are not adequate spaces to let him to relax before entering the classroom. His classmates are always available because they include him in the group, they take him by the hand and help him. I organize simple and practical activities to include him. He can cut, paste and read images related to real situations and environments. He loves watching cartoons such as Peppa Pig on you tube in English. I try to create a very quiet environment because he the noise annoys him. 2 comentários Anônimo 1d Katjusa, Italy Anônimo 21h Do you use AAC (alternative communication). Lack of communication often causes aggression... Seu avatar Adicionar comentário Renata. Lithuania. Renata. Lithuania. Our school has a girl who has cerebral paralysis, weakly controls the side of the left hand. She has a visual disorder. She is always accompanied by a teacher's assistant. She is always faced with a separate task, she is always accompanied by a teacher. She is trained in social learning lessons, she has to do with a touch screen computer. The girl is very sociable, she likes other children and is very brave. 2 comentários Anônimo 22h Mirjana, Croatia It's good that she is accepted and learns in the surroundings of her peers. Anônimo 8m I had a similar student, she is now 20. She is a warrior and always did her best. Her family helps a lot in all areas, supporting school and in her emotional balance. Seu avatar Adicionar comentário I'm not a teacher but I'm a parent of two elementary children and a Class Reppresentative. Two years ago we had a very smart boy in the classroom, he was very active, never able to stay even one minute quiet. unfortunelly, teachers had no means to help him, for example a room equipped for him where he could let off steam, very often he did it with his peers and scaring them. When he needed to have a break, teachers brought him out in the garden giving so time to be clam. But, sadly his family was in trouble and was absolutely absent and at the end they had to place him in a foster care. I'm not a teacher but I'm a parent of two elementary children and a Class Reppresentative. Two years ago we had a very smart boy in the classroom, he was very active, never able to stay even one minute quiet. unfortunelly, teachers had no means to help him, for example a room equipped for him where he could let off steam, very often he did it with his peers and scaring them. When he needed to have a break, teachers brought him out in the garden giving so time to be clam. But, sadly his family was in trouble and was absolutely absent and at the end they had to place him in a foster care. 2 comentários Anônimo 1d Jessica, United States Anônimo 1d Students with high energy levels that may result in inappropriate outbursts, sometimes benefit from weighted blankets, vests or allowed to take walk with heavy materials, help relieve some of the stress. Jess, United States Seu avatar Adicionar comentário Hana, Croatia Hana, Croatia There are 3 pupils in my class. Part of the curriculum is listening in my classroom and the other part in her main classroom. As an example I will list a girl with specific learning disabilities and ADHD. The student is dear and loves to work, but her difficulties prevent her from adopting the material more quickly. Her attention is short-sighted and cruel. Every new sound around her interrupts her concentration. Along with this, the student has a constant need for movement, leg movement, resignation. That is why these students are given short assignments, after which there are small breaks where they can play didactic toys or take a walk to the classroom and the hallway. When it comes to dividing work papers, she gets the job to share it with other students. Additionally, we try to establish the normal functioning of its body in a variety of exercises (Brain gym). Seu avatar Adicionar comentário irem aksu, turkey irem aksu, turkey My SEN student is an autistic student. He is a very active student, he can't make an eye contact. He is 5 years old. He is not in a harmony with his peers. He just prefers to play alone on his own. 1 comment Anônimo 19h At my school, students with autism benefit from music therapy sessions and this therapy has been fantastic for the development of communication and interaction of these students. Leonor, Portugal Seu avatar Adicionar comentário Barbara Trivelli Barbara Trivelli In my class i have a pupil aged 4 who finds difficult to follow the activities with the classroom (i have 28 pupils aged 3, 4,5), so sometimes we form a little group to make him work. He likes listening to stories, PE and painting. 1 comment Merimm 1d Dear Barbara, Since he likes painting, you can use Quiver app to attract him. It is very enjoyable and different app. Seu avatar Adicionar comentário Senka, Croatia Senka, Croatia It's difficult to pick one. This boy still has no diagnosis, but he is in a process of getting one. He has been ill and frequently in and out of school, so it was hard to pin point his disadvantages. His family situation is not good and it seemed to me that he was often neglected. His academic progress was non existent. He has trouble understanding directions, expressing himself and doing things on his own. He is in fifth grade now and it took me three years to help him understand the difference between he/she and they, count to ten, and recognize basic colours...he would remember something in class and after a week it seemed like he had never heard of that before....so we would do it again. His peers accepted this situation and him and we all tried to help him. I'm still not sure what are his main problems, but I hope that his next teacher will and thus be able to help him more adequately. 1 comment Anônimo 1d Dear Senka, your student seems to have problems about his short term memory. You can use visual aids more to help him remember things. These can be charts or posters. You can also make use of music. You can adopt songs to your teaching. Learning things by the help of songs is always effective. You should also find a way to colloborate with his parents. Good Luck! Arzu Taş, Turkey Seu avatar Adicionar comentário Doinita B., Romania Doinita B., Romania Some of my students have, to a tolerable extent, a disgrace. For them, I use the following strategies: - I provide registered material to supplement the notes received and prepare them for the written requirements; - I make a step-by-step plan that divides writing into small requirements; - I create lists that contain keywords that will be useful in the writing process - I provide a clear and constructive feedback on the quality of work, I explain both the strengths and weaknesses of the theme, I comment on its structure and the information included - I use technology assistance, such as voice software, where the mechanical aspects of writing are a major obstacle. Seu avatar Adicionar comentário What’s your own case stud 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 Seu avatar Adicionar comentário Barış. Barış. I have an autistic student in my class . He also has a hearing problem. He's using a hearing aid. But when we can't find out what he wants ,He starts to yell at events involving sound .He's violent with his peers. If we paint, he'il calm down. He is very successful in mathematics.What do you suggest? 2 comentários Merimm 1d Dear Barış, as we saw in the previous videos in this course you can put a sand bag in one of the corners of your class. Anônimo 5m There are some relaxing tools for autism and anxiety. You could involve him, ask his collaboration to choose the best ones. Regards! Seu avatar Adicionar comentário Rossana; Italy Rossana; Italy The most serius one and dear to me is a 17-year-old student, now in his final year, who has been diagnosed as autistic only in the second year of high school, with a bordline schizofrenia sindrome as well. Sometime a bit agressive, he has problems of concentration as well as of conceptualization and memorization, and problems of social relations outside his own environment (both the class and the family) but he loves and is bright in the subject I teach (English) and in my opinion he is even genial in some aspects of his approach to life. He is well integrated in his class (luckily a small number of peer students, both girls and boys, who all care about him); he has been supported for three years by the same special need teacher (a capable male teacher) for 18hs a week, a colleague who I always collaborate with and try to find the best solutions (but we mainly discuss the problems in informal, off-hand situations). The family (mother , father, one younger brother) is present and collaborative, but a bit problematic in itself; above all the figure of the father is a bit problematic. This year we'll have the problem of the final state exam, because we are conscious that he won't be able to fully deal with it, but this are his and his family expectations. There's also a bureaucratic isssue due to the current Italian law, which makes the final decisions more complex. 2 comentários svetlanamed5 1d This can be a problem with final exam, but I think that the main problem is waiting him when he go out the school.. Elisabete A 7h With students who have been diagnosed with autism (I haven't taught that many, so far) I have already tried to motivate them to create collages, word banks, wall charts, watch short films and tell about them in their fabourite way (by writing, by speaking about them, by drawing or painting, by creating some music around it, ...). I have also used storytelling and roleplaying, but it certainly depends on the cases and situations. Now, as for exams, that can be a real problem, but in my country, students who get diagnosed with some issues, can have the right to perform adpated exams to their own needs. I do not know whether this is something feasible in your country, of course. Best of luck to you, Rossana! Seu avatar Adicionar comentário Alma, Lithuania Alma, Lithuania I have a 7-year-old student with a behavioral emotion disorder who can only work in the lesson for 10 minutes, then he's angry, hiding, laying on the floor, making various sounds, not wanting to do anything the teacher asks, and not taking part in a joint activity. 3 comentários Anônimo 1d Katjusa, ItalyMaybe you could create a spot either in your classroom or elesewhere in the school where the child might spend some time to calm down, as we saw in one video of the course? Anônimo 23h Lisa, Flanders. In one of the schools I know in Flanders, they created an 'emotions corner'. It's a both a place in the classroom and an other place outside, where students can go when they are feeling overwhelmed with emotions (happy, energetic, angry, sad, etc.). They can push a punching bag, they can hug a stuffed animal, they can write a note and put it in a box to be discussed in class or with the teacher, etc. This could be a nice idea for you Anônimo 22h Mirjana, Croatia After 10 min work in the lesson, try to work in the school gym. Your student can run, jump or skip the rope. After body workout, perform breathing exercise to calm dawn. Seu avatar Adicionar comentário Angelica P., Italy Angelica P., Italy Some years ago I had an autistic student in my class. At the begin he seemed nervous and didn’t work anyway . He had troubles with talking, writing and reading but he understood really well. I tried to offer a relaxing environment for him and other students because some were reluctant to include him in conversations or in study activities. I think that organizing cooperating activities regulated by specific rules can help his behaviour and integration. 1 comment Anônimo 2d Autistic children are locked minds. But there must be a key everytime. Seu avatar Adicionar comentário Ayşegül/TURKEY Ayşegül/TURKEY In my class I have a few gifted students. We plan our daily lessons and activities together. They finish their studies long before the other friends in the class. They come forward in every kind of activity. Quick learners help others. 2 comentários Anônimo 2d For such students, I formulate more difficult issues to solve. But I also appreciate the method of helping their colleagues. Anônimo 23h Lisa (Flanders). If you work together with other teachers, maybe it could also be an idea to let your students help in higher years to explain certain topics to older students (not much older for the social relationships). In this way he gets challenged in a fun way while not boring him or giving him extra tasks. Seu avatar Adicionar comentário Valbona ,Albania Valbona ,Albania I have an autistic student in my class. he hits his friends and destroys the surrounding objects 1 comment Angelica 2d It could be at the begining, but he will became more quiet when the classmates will became friends. Seu avatar Adicionar comentário Jasna, Croatia Jasna, Croatia One of my SEN students is Luka. He is peculiar little boy. He has troubles with talking, writing and reading. He understands really well, but everything is kind of distorted. Socially, he is bellow his age. He likes math a lot and works really hard. Recently I've been thinking that it isn't fair to give him simpler tasks because he can do much more, but his mother can be mad if I gave him regular tasks so I'm confused. I know him for two months now, so I don't know him or his mother that well. What do you think it would be best? 1 comment Anônimo 2d Senka, Croatia In my opinion you should try talking to his parents about your observations and the idea to give him more challenging tasks. Seu avatar Adicionar comentário Adina A., RO Adina A., RO B.B. is a gymnasium student with dyslexia. with poor response to instruction. He has difficulty in reading, and/or fluent word recognition . He does not like Math but is good in Geography. I give him abstracts of each lesson on yellow papers or written in different colours 1 comment abidve 2d Alma, LithuaniaA structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the student to develop confidence and self esteem when reading. The dyslexic learner types in a word how they think it’s spelled, often phonetically, and the spell checker will return a correctly-spelled match. This helps the child strengthen their confidence in both writing and spelling and commit correct spellings to memory. Give the dyslexic student a sheet containing key information that you’ll be covering throughout the lesson and blank out key words. The student can then take notes just like others without the stress of trying to copy everything before it’swiped off the board. This helps them focus and commit key information to memory Seu avatar Adicionar comentário Marija, Croatia Marija, Croatia I've been teaching a boy who very rarely spoke to me (as his English teacher who spent two hours a week with him) or even his class teacher. He had a few class assistants but he rarely spoke to them either. He had very weak motor skills as well as intellectual abilities. Despite all that, children accepted him for what he is and I tried to work individually with him as much as I could (since the class is quite big). With extra help he managed to learn basic vocabulary in the first few years of learning English as a second language. Seu avatar Adicionar comentário I have a child who l I have a child who loves music and I help myself with the sounds in class. Seu avatar Adicionar comentário Marija, Croatia Marija, Croatia I have a really gifted student in one of my classes. He's got a very rich vocabulary and his pronunciation is excellent. He is always the first to finish every task I give them and then I ask him to go around the class and help some students who have problems with English. Whenever we come across some new and difficult word I ask him to pronounce and explain it to the others. Sometimes I give him the role of the teacher and he feels so proud and important especially as he is not so good in other subjects like maths and physics. I’m lucky the school board has given me some extra classes for him and other gifted students with whom I practice for competitions in English language. 2 comentários Anônimo 2d Vincenza Rinaldi - Salerno Italy I believe you do the right think because otherwise your students could get bored. In this way, instead, he has a task to be proud of. Anônimo 2d Senka, Croatia To my gifted students I give some stories in English and when they read it if they like it they can retell it to whole class. Seu avatar Adicionar comentário N N One of my SEN students is bright. I differentiate during Center time; however I can say that I don’t have accelerated learning material that would augment my teaching strategies. Therefore, I use the materials I do have and add my own teacher-developed activity that address the stident’s level. I have to say that although the parents and grandparent tell me how “advanced” he is, I don’t find the same to be true in all areof his learning. 1 comment Anônimo 1d Sandra, CroatiaA student needs to be encouraged to develop his advanced abilities, and to assign such tasks and activities to see if the student is really advanced and could show up to his parents. Seu avatar Adicionar comentário Sylvie, Belgiuù Sylvie, Belgiuù This year I have the opportunity to work with a talented group of children. (class 6) They are respectful, grateful for all the possibilities en challenges they're put on. Their smiles and comments at the end of a day makes my teaching job very motivating. I know every year is different and I hope we all keep finding the strenght to keep up the good work we're providing all the kids! 2 comentários Marija Huzjak-Saban 2d Marija, Croatia Ruth Sanders 26m I am the same this year and my class is called Class 6 too. I have been teaching them for 4 years now and they have all come on so well. I think it is because we try to see beyond their additional learning needs and have high expectations of them. This has resulted in them achieving at a far higher level than was ever expected. Yes, they still have their needs but on the whole each day I am with them is so rewarding:) Seu avatar Adicionar comentário Erkan,İSTANBUL Erkan,İSTANBUL We have students with diverse intellectual abilities, so we try to offer a relaxing Environment for everyone. This is not always straightforward. Some children may be reluctant to include their peers in conversations or in playground activities. A lack of understanding can result in hurtful remarks or bullying.To deal with this, we have a plan for each stage of school, to make sure the atmosphere is supportive and that everyone feels included and understood Seu avatar Adicionar comentário Maria, Italy Maria, Italy I have an Asperger student in my inclusive class. He know his syndrome, so he don't want be helped... the other children don't know his syndrome...although he has a correct behaviour, i would help him to overcome his difficulties for example the anxiety management.. but it's so difficult also because i have few hours in this class 2 comentários Angelica 2d I know these difficulties, but I believe that these students enrich others so eventually they become a resource for all of us. Jasna Vinković 2d I think it would be good if other students knew about his difficulties. They would have more understanding and he would feel more accepted. Seu avatar Adicionar comentário Melek Göksu/Turkey Melek Göksu/Turkey I had a student with learning disabilities. She forgot tomorrow that she learned it. After doing a lot of different activities in flash cards, songs, games, colors, painting, but learning was taking place. however, he often wanted backward repetitions. was able to learn beyond 2 years of age. 1 comment mary damora 2d Perhaps he can't remember new knowledge. I think your strategies are very good... you can transform knowledge in competence, in something to do, for example to learn numbers she can built numerbers making biscuits.. Seu avatar Adicionar comentário Catherine Dourmousi ,Greece Catherine Dourmousi ,Greece I have a student with ADHD. He is very smart, he takes in everything instantly, when of course he manages to pay attension. He bring with him little objects which he used to have his hands occupied whith something when he doesn't have to write something. He does a lot of things that distract the other students as well, and sometimes he even makes odd sounds . He says" I cannot stand staying here any more" and he seems to suffer, as he needs breaks . His emotional intelligence is really high. 1 comment mary damora 2d You could try desk with cycle, if your school can buy it. It's a special desk created for ADHD students to improve their attention and behaviour, Maria from Italy Seu avatar Adicionar comentário ALEV KAPAN-TURKEY ALEV KAPAN-TURKEY I have an autistic students at first time this year ,12 years old boy. He is talented with an brilliant memory especially in foreing languages every day he learns new words in different languages this makes me so curious and haapy 2 comentários tania_vagnoli 22h Tania, Italy tania_vagnoli 22h Also "my" autistic student (11 years old) is really good in English (oral skills). Apparently he doesn't seem to be interested during the lesson but once in a while he suddenly participates and I discover he has learned a lot of new words and sentences! Tania, Italy Seu avatar Adicionar comentário Isabel Quirino Isabel Quirino I have an autistic student, with high performance in same areas. He is in class, and we, the adults, try to model the interaction with other students with our own hebavior 2 comentários Anônimo 2d Dear Isabel Anônimo 2d I believe that you can also organise cooperating activities where rules are established or peer-tutoring as this exchange, regulated by specific rules, may help his behaviour and integration in the peer group.Daniela, Italy Seu avatar Adicionar comentário Vincenza Rinaldi - Salerno Italy Vincenza Rinaldi - Salerno Italy I once had an autistic student. At first she could not write and never entered the classroom. She was always with the support teacher in a dedicated room and had no relationship with anyone. When, for personal reasons, the support teacher took a period of leave, a very sweet and very motivated substitute arrived who managed to make her learn to write and also to do simple arithmetic operations (additions and subtractions), but she still never entered the classroom. The next year there was another teacher of support and the situation got worse because the girl was all morning in front of the computer and the tablet at the same time and did nothing but surf the Internet by opening a page after another in search of cartoons in different languages and by zapping from one page to another. Even this teacher of support at some point took an expectation period for illness and the principal of my school asked me to replace it for a couple of months. I'm a mother and she could have been my daughter. I started to wonder what I could have done for her and I thought the first thing to do was get her into class. The first attempt failed: I tried to take her to her class, which she did not know, but she stopped at the door and refused to enter. Then it occurred to me to bring her to my class, among students that I knew well and had prepared. I had placed a computer with a cartoon on the desk and left the door open and when we passed the classroom she was attracted to the screen and entered very easily. The other students remained quiet, making noises and continuing to work. She sat up and started looking at the cartoon and stayed there for about two or three hours. the next day we went directly to the classroom and I managed to turn off at least the tablet leaving the PC on. Slowly we began to work with the notebooks, at first leaving the computer turned on and making long breaks between short and very simple tasks. At the end she would come to school willingly, say hello when she arrived and when she left, interacted with her classmates to borrow items and materials, and thank them, she did not want to leave school when her parents came to pick her up. Besides, she did not want me to move away and hugged and kissed me often in an affectionate way, whereas before she did not want to be touched. He worked in class all the time and did some simple workshop activities too. And of course the merit was not mine alone. I have certainly made appeal to all my experience and my teaching expertise, but above all to my instinct and my motherly sense (these elements are also important for a teacher). The credit is above all of my students, special children, very sensitive, who managed to welcome her who was different from them, to communicate with her even without words, who were really inclusive, demonstrating that even autistic students can have benefit from the relationship with others. 1 comment Christos Chachoudis 2d It is obvious that the teacher figure is one of the key points to achieve things in SEN. We have to show how much we care and love what we do. Let's think and act like parents first and after like teachers that's the meaning of working in SEN schools!!! The actions made by Vincenza was the right ones for the occassion. Seu avatar Adicionar comentário Christos, Greece Christos, Greece This year I work in a SEN school and all my students are SEN students. I have one student who is 18 years old and I will talk about him. I have a pupil with autism who does not speak verbally and he doesn't write. His speech is limited to sentences of at most two words and tends to stereotypical motions and habits. He is very good at puzzles and he likes computers very much. As for computers, however, it has the habit of seeing specific videos that when it does not find it, he has crises in which he is self-inflicted. He is a very communicative child, he seeks contact, he has good eye contact, but lacks social skills. The aim of our intervention is to educate him in social skills first and then to strengthen the cognitive part of his education. From my part, I have made an interference program using PC to change his behavior and be able to use the computer for both training and fun by gradually removing the stereotyped computer use. The first results of the intervention are promising and we continue ...... Seu avatar Adicionar comentário Maria, Greece Maria, Greece This school year one of my cases is a five-years old hyperactive George. My class is big with 25 pupils, the fact that doesn’t make things easier for him or for us and there is no assistant in the classroom. George won’t be able to concentrate and sit quiet more than one – two minutes. He likes to tease his classmates, run here and there, speak loud, throw books and toys, kick the other schoolmates and sometimes he can become dangerous for them. However, he is smart and sensitive. He usuallyapologizes his bad behavior. It’s not easy to be one step ahead him every time. I try to make him play with puzzles and play-dough, do crafty work, paint and watch books. I also encourage him to help others in our activities because I don’t want other pupils to start avoid playing with him. His parents worry about his progress and we all try to do our best. 3 comentários Christos Chachoudis 2d The role you gave him to help is very important for his social profile. You can also give him the space for extinguishing his tense when it's needed. You can have a place of self-regulation in you class if that's possible. Good luck you are in a good way. Also work with the family, it's always very helpfull to do so. Anônimo 2d Senka, Croatia When I allowed having a spinner while writing a test my hyperactive students started to get better marks...so maybe you should also give it a go.... Anônimo 1d Sandra, Croatia Perhaps the emphasis should be put on developing students' skills, rather than theoretical knowledge. Seu avatar Adicionar comentário Nertila,Albania Nertila,Albania My pupil with SEN is 8 years old. Since the first day of school he showed behavioral disorders, lack of expression, poor vocabulary etc. After a year full of challenges for me since I had no experience in such cases, I see changes (mostly socially). He does not leave the classroom running through the corridors of the school, does not tear books, and does not rub on the table. He has created good relations with his friends, has his own preferences. But it still has problems in learning. Does not write any letters or numbers except number 1. Beyond all the difficulties I and his friends are happy to have him in class. 2 comentários Anônimo 2d I think you can use multisensorial elements to teach your student to write or you can use templates or patterns. The fact that he has friends is a very good thing for him because, in time, he will want to be similar to them and will strive to write more and better. Anônimo 2d Senka, Croatia Try cutting number with him....and stici get them in the right column, also you could make a game for him where he could write in his notebook like open and close book numbers in sequence and reward him after completion! It worked with one of my students...or feel and touch book... Seu avatar Adicionar comentário Ljubica Ruzhinska, Macedonia Ljubica Ruzhinska, Macedonia In my teaching experience I've had few autistic students and each of them need it his/her own special approach and strategies to work with, because the autistic spectrum is wide and different for each child. Most of the teachers in my school have problems working with them and finding ways to "reach" them because they are usually closed off and teachers need to find ways to get close to them and form a bond first before they are able to find out their strengths and utilize them in order to be able to work with them. I on the other hand LOVE working with autistic children because it always fascinates me how they brain works and the ways they are able to connect things and information in totally unique and different way from other students. So I tent to spend a lot of time trying to find out the things that interests them and incorporate them in the activities I design for them. For example, some might enjoy doing artistic things, some might enjoy using technology so I use different digital applications and tools, some might be tactile learners so I use different materials and textures in activities est. 1 comment Anônimo 2d Daniela, Italy Dear Ljubica I understand that you have a great care towards your autistic students and I know, as I started my teaching experience with some of them, that autism can be very differnt from one to another student. The main thing is to create empathy with them and make sure to have a period during which you observe all their behaviours in order to plan a good and efficacious intervention. For the most of them a structured and visual planning and environment is of great help. Seu avatar Adicionar comentário Abdullah, Turkey Abdullah, Turkey I told my visually impaired student that she could study in normal school. However, some of our teachers stated that this was not possible. After the talks we convinced the school administration and the teacher. The visually impaired student began studying with the normals. We made the adaptation of the student by making arrangements in school and classroom. The visually impaired student was very successful. Seu avatar Adicionar comentário Regulatory arrangements s Regulatory arrangements should be made for special talented students. Teachers should be able to work according to their learning abilities. The materials to be used should be specially prepared. Seu avatar Adicionar comentário Nurullah Kaya, Turkey Nurullah Kaya, Turkey A friend of mine has an autistic brother. He was not wanted in many schools because of his hardly controlled behavior in the classroom, but he is now growing to become a very successful sportsman at the sports school. 2 comentários Anônimo 1d I think sport is a right way to improve behaviour , specially in SEN children. They take their turn and respect rules. Inclusion is the key. Ruth Sanders 24m Each child has their own talents and we need to target their strengths as in the case of sport with your friend's brother. I am so glad that he has found success:) Seu avatar Adicionar comentário Nazlı Ulutepe Nazlı Ulutepe I have in my class. She is like music,friends,cats.My asistant is this girl. Seu avatar Adicionar comentário Daniela, Italy Daniela, Italy At present I’m taking care of a girl who is affected by spina bifida and is on a wheelchair, she has born hydrocephalus and has many scholastic difficulties. She’s now at the 4th year of an art school and she makes a lot of manual activities that she loves very much but she’s very slow and she need a long time to finish her works. Since her first year at the secondary school, I followed the same curriculum of the classroom by making it simpler and shorter but this year I have understood that this can be very demanding for her and that she cannot face next year final exam according to the requirements adopted for the other students, so I decided to differentiate her goals even if contents will always remain very close to the classroom’s curriculum. Furthermore, I would like to get her more involved in the classroom’s activities by organizing more inclusive lessons. 2 comentários Nertila Mucka 3d In our school we do the same, different goals for this students, according their ability Anônimo 7h I think this is the best solution. Every student should have the same chance to develop competences, but the path must be modified based on the needs of the student. Seu avatar Adicionar comentário beautiful beautiful Seu avatar Adicionar comentário Tanja, Croatia Tanja, Croatia In my 7. Grade Physics class is an autistic girl. She is nice but is very hard work with her. She like eat and cook. In class she is always with a boy - "her peer teaching assistant". It only does what he tells her to do. I want to be more confined to self-employment, even if only a bit of independence. Seu avatar Adicionar comentário Dorota Dorota I have ADHD student in my class. He is very kind and nice but he doesn't like defeat and he gets nervous, throws notebook or pen, sometimes screams. He likes drawing. 3 comentários Nurullah KAYA 3d Well, how does he react if you lose? Aidukė Renata 1d Try mandala paint, if she likes drawing :) Ruth Sanders 22m Have you tried using digital technology where mistakes are easy to correct? I have found that works with similar students in my class as then there is no visible mistake in a book. I have now moved on to written methods when the child trusts you more and is aware that making mistakes is normal and how we all learn. Seu avatar Adicionar comentário In my classes you do an i In my classes you do an inclusive job starting from the use of words. Togeth Seu avatar Adicionar comentário Alessandra Amideo Alessandra Amideo ITALY In my courses I do an inclusive job starting from the use of words. Together with the students, we build a vocabulary of terms to build good collaborative relationships, so that diversity does not become a label to be affixed to the "different" pupil. It is very important to build the culture of diversity and to remove clichés. The school becomes a good place to learn that diversity is wealth. Diversity is looking at the world from different perspectives. Seu avatar Adicionar comentário Melike-Turkey Melike-Turkey I had one autistic student who called Egemen, two years ago. In Turkey autism is not allows you to study in normal classes. But Egemen's guardian persistent demanded for educating at general secondary school. And he achieved it.than i began to search his autism. After a while he showed us his soft side. No shouting, no more angry , no more obsession and good self control... Seu avatar Adicionar comentário Sara, Italy Sara, Italy In my school there are a lot of pupils with dislexya. I have one who has difficulties in writing the words in the right way so we let him use the tablet that helps him in all his activities. Moreover we decide together when to do the oral and written tests, we give him more time to do the written tests, we give him less questions or less activities to do. He is often distracted so I go near him and explain him once again what to do and how to do. In conclusion, not only different ways of teaching and Learning, but also of approaching him. Friendly atmosphere and empathy are at the basis of a good relationship. 3 comentários Anônimo 3d Yes, I agree with you. But sometimes students are very nervous and dangerous for other students. We must isolate them and we go to the Sensory Room. They can claim, relax. Ljubica 3d I agree with you. It's not only important to use different ways of teaching and different strategies but also to be able to create a friendly and enjoyable atmosphere for students so they feel happy, relax and accepted in the environment so they are able to reach their own full potential. abidve 2d Alma, Seu avatar Adicionar comentário Michela, Italy Michela, Italy I had a student with ADHD. He seemed interested in learning, but he was easily distracted. When he was assigned work to do, he used to jump up to sharpen his pencil, or started to talk to his classmates, or rummaged through his desk searching for things. He was very good at sports, but could not focus on any of his assignments. 3 comentários Anônimo 3d maybe try to change him thinking by watching film about sport, using the ball for asking and answering the question. I think you should give him clear rules playing games and learning. Ljubica 3d Here are few articles with useful strategies for working with ADHD students: https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm Ljubica 3d And another one: https://www.verywellmind.com/help-for-students-with-adhd-20538 Seu avatar Adicionar comentário Patrizia, Italy Patrizia, Italy In my class, I have a ADHD student. He's eleven. He stop the lesson continuously: he says bad words aloud, he teases his classmates, he want to stay always in class, doing the same exercises. Everyone complains about his behavior: classmates, collegues, parents. What can I do? 3 comentários Anônimo 3d Tanja, Croatia Last year I had students with ADHD. We have been constantly working on the beautiful thoughts of friends, parents, old people, ... It is hard but every new situation is a new stress for him. Be persistent. Ljubica 3d Here are few articles with useful strategies for working with ADHD students: https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm Ljubica 3d And another one: https://www.verywellmind.com/help-for-students-with-adhd-20538 Seu avatar Adicionar comentário HASAN TURGAY ÖZÇELİK-TURKEY HASAN TURGAY ÖZÇELİK-TURKEY The training program should cover different areas of intelligence. • Interdisciplinary cooperation should be reflected in the curriculum. • The units should not be independent of each other, they should be shaped in a spiral structure and structured by a structured education system. • The education curriculum should be enriched. For example, mental arithmetic, mind and intelligence games, drama, musical instrument playing, simple scientific experiments or second, third language learning should be provided. • A comprehensive and in-depth information network should be established instead of superficial information. • In a classroom where there are intelligence differences and a variety of interests, an independent study corner should be established in the classroom. • frequent brainstorming activities, • Productivity and creativity development activities should be carried out, • Induction, deduction, analysis, synthesis and abstract thinking skills-achievements should be handled well, • Instead of knowledge should be taught ways to reach information. • Problem solving skills; learning through research, examination, and exploration. • Students with similar intelligence areas can be clustered. • Processes for improving affective, cognitive and psychomotor characteristics of children should be well monitored and enriched. • Basic ethical values should be handled in concrete. Seu avatar Adicionar comentário Chris, Malta. Chris, Malta. I remember once a student where he was always on the go and used to distract class. We have devised a special program for him and the other students agreed that he needed help so they complied a lot. With his support teacher he had his own time table sort of where multisensory sessions, art, pottery were more frequent and even short walks along the school grounds, always assisted apart from following the curriculum in an adapted manner 1 comment Anônimo 2d the support of other students is very important Seu avatar Adicionar comentário Géraldine, France Géraldine, France I’m an English teacher in a vocational school for special needs students. They all have learning disabilities associated with other troubles : dyslexia, autism, ADHD. But I want to talk of one student who suffers from dysphasia. He cannot express himself with the right words and he cannot say some words or sounds which is quite challenging for me as I teach him English. When he is writing there is almost no difficulties but when it comes to the oral part we end up with strange and sometimes funny situation. The other day I was asking him: how are you? As usual he struggled to visualize the right answer in his head but instead of the sentence he wanted to say it’s a : I love you that came out. The poor boy was terrified and ran away. I had to reassure him but it’s very difficult for him. Seu avatar Adicionar comentário I have a 16 years old stu I have a 16 years old student who has muscular dystrophy, he is in a wheelchair. He cant come to school every day because he lives in a town far from the city, at 90-100 km from school, so twice a month we go at his place and we teach him there the lessons. He cant hold a pen in his hand so we, the teachers, write for him, we use alot the computer and the tablet because is easier for him. We communicate with him Seu avatar Adicionar comentário Violeta, Romania Violeta, Romania I have a 16 years old student who has muscular dystrophy, he is in a wheelchair. He cant come to school every day because he lives in a town far from the city, at 90-100 km from school, so twice a month we go at his place and we teach him there the lessons. He cant hold a pen in his hand so we, the teachers, write for him, we use alot the computer and the tablet because is easier for him. We communicate with him via emails too, we send to him home works, tests, games, etc. 1 comment Nertila Mucka 3d Congrats for what are you doing for this student despite all the difficulties. Seu avatar Adicionar comentário Željka,Croatia Željka,Croatia In my school there is a boy that has autism. He has an assistant and works with SEN teacher. When children in regular classes have art or music lessons he joins them. I am not sure that the child benefits from that because classes are big and he needs more attention. 2 comentários Anônimo 3d Don't you think that having him all the time together with the other students could help him to socialize with his schoolmates? Aidukė Renata 1d Autistic people need attention, love and warmth. They often have to be alone in order to concentrate. Seu avatar Adicionar comentário Stanley,Nigeria. Stanley,Nigeria. The kid we have in school now is an ADHD. Her attention is just very brief.She hardly wants to sit in class and when she does distract others or doing other things different from the entire class 3 comentários Anônimo 3d Geraldine, France : May be you should try physical exercices to be focused such as body scan or paying attention to an object and describes what she feels about. Ljubica 3d Here are few articles with useful strategies for working with ADHD students: https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm Ljubica 3d And another one: https://www.verywellmind.com/help-for-students-with-adhd-20538 Seu avatar Adicionar comentário Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece I had a boy in previous years with ADHD problems. He was very anxious, couldn't sit down and kept irritating his schoolmates. Although he was smart , he could follow the class curriculum since he was incapable of paying attetion. 2 comentários Anônimo 3d I would like to know how did you help him? Anônimo 2d It really helps if you have some objects like a soft ball for him to hold. also, he can have a short break when you see he really needs it . A notebook where he can write what he has to do which should be cheched by the teacher can help him stay organized. Seu avatar Adicionar comentário Vincenzo M. Italy Vincenzo M. Italy Most of the students who have problems, are special students who have a lot of interest in learning, I repeat it is up to us teachers to understand and have them included in the class group. 2 comentários Anônimo 3d I really agree with you. What do you think about separating SEN students from the others? Anônimo 7h That's true! I agree that every children just have a natual curiosity and will to learn more, it's up to us teachers to help them discover strategies that applies for their needs. Seu avatar Adicionar comentário Carmelina, Italy In my class there is a child with dyslexia and dysorthography. He has difficulty in writing-bed. He reads very slowly, reversing different fomeni and makes several spelling mistakes. He is very good at drawing, singing and music. He has a great imagination, he invents stories, tales very beautiful tales. One of the most widely used teaching strategies, in addition to granting longer breaks and study times, to prefer oral tests, to use a multisensory approach (preferring the most congenial sound and visual channels to the pupil) is that of group collaborative work. On this occasion the pupil shows his skill in drawing or structuring stories. Carmelina, Italy In my class there is a child with dyslexia and dysorthography. He has difficulty in writing-bed. He reads very slowly, reversing different fomeni and makes several spelling mistakes. He is very good at drawing, singing and music. He has a great imagination, he invents stories, tales very beautiful tales. One of the most widely used teaching strategies, in addition to granting longer breaks and study times, to prefer oral tests, to use a multisensory approach (preferring the most congenial sound and visual channels to the pupil) is that of group collaborative work. On this occasion the pupil shows his skill in drawing or structuring stories. Seu avatar Adicionar comentário Kristina, Croatia Kristina, Croatia A boy name Tom in my kindergarten group was diagnosed with the sensory disorder. He is very loud and he always pushes kids around, he can't be calm during the 5 minutes story reading. The psychologist said that he can be in a regular group with no changes in the kindergarten environment or learning plan. 1 comment Anônimo 3d Do you think that psychologist took the right decision? Seu avatar Adicionar comentário Jasna, Croatia Jasna, Croatia There are 15 pupils in my class. Two of them are SEN kids. Both girls 12 years old. One has IQ below average and the other has various difficulties due to celebral paralysis. They share one teaching assistant and have their own curriculums. Thanks to excellent teaching support, they do very well in class. 2 comentários Anônimo 3d In my country we have no assistant in class. How do you cooparating your works? Anônimo 2d Sylvie, Belgium Seu avatar Adicionar comentário Eleni, Greece Eleni, Greece I have a student with dyslexia. He is 11 years old. He faces difficulties in reading and writing and it's hard to focus to make his homework. Also, it's difficult for him to make friends. This student loves science and math. He knows a lot of information for something that is interested. Also, he loves computers. He is a kind and sensitive boy. 1 comment Anônimo 3d I've found that students with dyslexia can profit from group work in the classroom. They feel more confident and can overcome some difficulties with the help of their classmates. Seu avatar Adicionar comentário Snjezana, Croatia Snjezana, Croatia One of our pupils has learning dissabilities, he has an assistant from 1st grade and she helps him a lot. He listens to her and they cooperate together. He can read and write well, he has got good learning habits, communicates with others nad the whole class embrased him and they also help him if neccesary. 1 comment Anônimo 3d It's very nice that this child feel acceptable. He will not feel embarrassed about his difficulties and in the future he will believe in himself. Seu avatar Adicionar comentário Yavuz, Turkey Yavuz, Turkey One of our students was a special student with learning disabilities. His parents took him from school and sent him to another school. The child was unhappy there because he loved our teachers and our school very much. We interviewed the family and invited them back to our school. He went to school. In our school, we have four autism and six mild special education students. To be more useful to these students, it is best to get help from experts. We have an expert teacher. We provide all material and equipment support for these students ' education to be of greater quality. We're trying to communicate with her parents all the time. Seu avatar Adicionar comentário Daniela, Italy Daniela, Italy In the classroom I have a child DSA. DSA affect children and young people who generally do not have disabilities or special difficulties, but they can make life difficult for them at school if they are not helped in the right way. In Italy, children and youngsters with DSA are not entitled to support teachers. This does not mean that these students, thanks to Law 170/10, can benefit from educational and technological compensatory tools (speech synthesis, recorder, video-writing programs and spell-checker, calculator) and dispensing measures, to allow them to to replace some types of tests with other more suitable equivalents. The strategies I try to put into practice are: - Learn to know and understand the difficulties that the student DSA finds in the classroom - Know how to structure the lesson that allow equal enjoyment by all students in the classroom - Report techniques and methods of intervention aimed at motivating the students - Learning teaching strategies aimed at involving the pupils - Learning intervention strategies in the classroom aimed at developing inclusive education. Only through continuous training will it be possible to reach the objectives to understand and "handle" the problem of the DSA perfectly. 1 comment Anônimo 3d carmelina, Italy I too have two children with dyslexia in the classroom. Use anchio compensatory and dispensative tools Seu avatar Adicionar comentário Lidija, Croatia Lidija, Croatia I had as student who had IQ level bellow average pupil in the second grade of primary school. He didn't talk a lot because some sort of trauma when he was younger. Copying from the blackboard was a struggle for him. Modifying the curriculum, allowing him to draw and to sit in the same desk with a person he feels comfortable with, made that child feel happy and willing to participate in some of activities during the lessons. 1 comment Anônimo 3d Tanja: Can the local community provide a teaching assistant? Seu avatar Adicionar comentário Ana, Portugal Ana, Portugal I have a child in the classroom that only speaks at home or when his family his around. However, even when his family is around, he tends to speak with a low voice, sometimes we aren't able to listen to him. In the beggining of this school year he has started to talk, first with his friends, and now he already speaks with the adults of the classroom. But I feel he has some difficulties and tends to do everything right so that no one gets to tell him that he could do better. He is a sensitive child and now we are watching if he evolves in order to speak more, louder and with more expression. Do you have some strategies I could use to help him? Thank you in advance :) 1 comment Lidija Antolić 4d Let the child sit in the desk with a friend he feels safe with, and that child should talk a lot. The pupils will start talking during pair work. Encourage the classmates to talk to each other during the break, so they feel connected and in safe environment to share their opinion. Seu avatar Adicionar comentário Emine Yüksek/TURKEY Emine Yüksek/TURKEY When my 4-year-old student came DOWN with Down syndrome, he was just sitting, taking his shoes off and eating. He was just riding a swing in the park. I activated him. I moved it to the park. I directed some of your friends to throw a ball at him so he could move in class. At the end of the year, he climbed the flat wall. 3 comentários Anônimo 3d Very nice story and example. I always try to encourage children to do what they are doing best in the beginning and later together we make some reachable goals. Anônimo 3d Ne güzel. Otizimli ögrencimde sınıf arkadaşlarıyla ve benimle hiç iletişim kurmuyordu. Onu destekleyerek tüm etkinliklere yavaş yavaş katılmasını sağladım. Yıl sonunda bana ve arkadaşlarina sarilip öpüyordu. :) Anônimo 3d My Otizm student, who was a student, was never communicating with classmates and me. Supporting her, I made her join slowly in all events. By the end of the year, she was kissing and kissing me and her friends. Seu avatar Adicionar comentário Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) There are many students with a dyslexia diagnosis in my classes. Benefits of diversity are very crucial. Supporting diversity and reducing discrimination are important for increasing productivity and innovation, and reducing the economic costs associated with discrimination and resulting disadvantage. It's very important building social cohesion and social inclusion in every classroom. 1 comment Anônimo 3d Carmelina, Italy I agree. I think it is equally important to use a flexible and personalized approach to give everyone the opportunity to learn in a serene and meaningful environmen Seu avatar Adicionar comentário Dilek E. Turkey Dilek E. Turkey There are 14 people in her kindergarten. I have a student with 1 autism and 1 behavior disorder. I try to create lessons and activities that fusion students can participate in when planning activities. I offer garden activities. I'm using the technique of showing. I create behavioral charts and give them a sticker. I do not perform music because my students are uncomfortable with the sound (cry of crying) but I use short and big picture stories. 1 comment Anônimo 22h Mirjana, Croatia Is your group 14 students with 2 sen students? I think you are doing a great job! Seu avatar Adicionar comentário Tülin /Turkey Tülin /Turkey There are nine mentally disabled students in an autism class. They all have different needs. I have been doing researches to be able to work especially with my students. 3 comentários Anônimo 4d I think research is very important - I did it too :) Anônimo 4d 9 is too many. Tulin, how is it possible? I am from Turkey, also. As I know ıt should be up to four in one class. Am I wrong? Anônimo 4d Are you in a special education school? Seu avatar Adicionar comentário Marianthi Arvanitidou-Greece Marianthi Arvanitidou-Greece Start with the relationships. Create opportunities for students to interact by designing some relationship building activities. For example, one teacher mentioned taking three minutes in class to have students group themselves according to animals or foods they like, or their birthdays. When students see what they have in common with one another, they begin to build trust and relationships. Realizing that they might have a lot in common, that someone else in the class is “just like me”, can be used as a springboard to ongoing relationship building. 1 comment Anônimo 3d I agree that making relationships between the children it's very important. Every teacher needs to try to socialize the students, make small groups and work with them. It would be helpful for them to express themselves, know each other and feel acceptable. After that, they would feel better for themselves and they would want to participate more. Seu avatar Adicionar comentário Dilek,Turkey Dilek,Turkey I am working with a group I dont know they are gifted or not but they are undertanding every subject quickly and they get bored easily so I am going to lesson with more activities.I am preparing for them. 1 comment Anônimo 4d Hello. My name is Dilek. :) My students are very bored. I'm doing short-term activities. Is the lesson over now? Seu avatar Adicionar comentário Anja, Austria Anja, Austria I had a child with autism. He was really good at languages (especially English), but he hated PE and Maths. I gave him time and space and showed him how "cool" both subjects can be. It took me about three months, until he started to like those subjetcs. I also talked a lot in English with him. 1 comment Anônimo 3d Great example how hard work pays off. I had a similar situation with a boy who was diagnosed with autism. I put lots of different activities in English in classes he would not attend so he eventually likes them. It took us around 5 months. Seu avatar Adicionar comentário dani/romania dani/romania I have in all of my classes one or two children with special needs and I have to adapt the activities (including the worksheets) that I do to their special needs. However, we as teacher don't have enough time for everyone. For example, there is a student with autism in the III grade that understands and speaks English very well but it's very hard for him to take notes or to read, he is always drawing and I let him to express himself. 1 comment Christos Chachoudis 2d I would like o hear from you how you teach this student, and more how many things you know about him, his family, his abillities. As you know in SEN every information is very important in order to make a plan of education for a SEN student... Seu avatar Adicionar comentário Jenny (Evgenia) Karoumpali, Greece. Jenny (Evgenia) Karoumpali, Greece. I have a pupil with ADHD. He is 14 years old. He often needs “breaks”, to go out of the classroom for a while. He finds difficult to concentrate on a task, even of this task is a pleasant one for the majority of the pupils (for example: singing a song). Even if he sits very close to the teacher, he finds difficult to concentrate. 1 comment Anônimo 4d Beyza, TURKEY. Hi Jenny, I have an ADHD student, too. He is 7th grade. Unfortunately he cannot pay attention to the subject during the class he always talk to friends despite teachers' warning. Meanwhile I am school counselor. I advice to teachers be patient about him, to create freedom to move during the class, using different colors and visual materials...etc. Seu avatar Adicionar comentário Marco, Germany Marco, Germany I have student who is struggling with school anxiety. He is a mediocre student, but in general a likeable guy. He finds languages particularly hard and often asks his teachers to call his mum, so that she can take him home before school ends. He health issues are not that serious and related to his anxiety. 2 comentários Jenny Karoumpali 4d It would be helpful if I knew the pupils age. Are you sure that is a school anxiety and not a school phobia? I had a pupil with school phobia during the school term 2009-2010. When she was anxious she raised fever and the fever dropped when she was at home. The teachers suggested that she should visit a psychiatrist (for children). The psychiatrist diagnosed her with school phobia.... Anônimo 3d Yavuz/Turkey : This kind of students can be in our school. They don't want to go to school. Then we investigate whether the parent is over-addictive, or school phobia, or situations requiring special education. Seu avatar Adicionar comentário Sara, Mexico Sara, Mexico I am an ELT I have seen different students, but the one I remember was a gifted students, he was nice, friendly but he knew his knowledge was higher. The problem was in the classroom he interrumped the class or he skeep ti because he considered he got bored. So, I tried to give him different material, and push him to participate more in the classroom, work in teams. After a while, he had more friends and he felt comfortable in the classroom. 2 comentários Ana Montenegro 4d I think that you made it right! With this kind of students I think it's very importante to give them some extra responsibility, so that they feel useful and not bored. Helping the other students could also be a good strategy :) Anônimo 3d Vincenza Rinaldi - Salerno Italy I think you have done the right thing. Having gifted students must be exciting but the thought of how to approach them can also inspire fear and confusion. I do not know if I would personally be able to be the teacher of one of these students, but if I did I would try any way to help them. You have been successful. Many congrats. Seu avatar Adicionar comentário Sabrina, Austria Sabrina, Austria I had a student who had autism. She was great at languages, but had troubles with concentrating, noise, her feelings/reactions and too much information etc. at once. I tried to give her one task after another and talk to her in a friendly and empathic way. Walking outside in the garden, Talking, llistening to music and drawing or writing helped her to calm down 2 comentários Anônimo 3d Sara, I think that empathy is very important with these children as they need a frinedly atmosphere around them. Anônimo 3d Vincenza Rinaldi - Salerno Italy Seu avatar Adicionar comentário Emel, Turkey Emel, Turkey I am an ELT teacher and there are some gifted students in my classes. They are so clever, creative and talented They are also quick finishers and I prepare extra materials for them.Otherwise they get bored. 1 comment Anônimo 4d Hi Emal, I am an ELT too, I have experienced the same with some students and I do the same, extra job!. I am sure you are doing a great job! Seu avatar Adicionar comentário Zeynep Taş- Turkey Zeynep Taş- Turkey I work with gifted students who get generally bored so quickly, always want to move around in the classroom and always want to learn new things. I love working with them because they keep me active and make me a teacher who tries to improve herself every day. I had a gifted student last year who refused to sit in the classroom, always walked around and easily got distracted, however, he was a highly talented students but got low grades at exams due to his distractions. I helped him lean how to focus during exams and always challenged him with difficult tasks which improved him alot. 1 comment Nurullah KAYA 3d how to focus him during exams and always challenged him with difficult tasks which improved him alot. Seu avatar Adicionar comentário Sandra Leite - Portugal Sandra Leite - Portugal This school year I work in a unit of 6 children with severe special educational needs: we have students with severe autism, cerebral palsy and hyperactivity disorder. We are 2 teacher and 1 full time technique, working with these children. 3 comentários Anônimo 4d I think you should ask for help with a specialist teacher. You are doing a great job! Anônimo 3d Yavuz,Turkey : Bizim okulumuzda da dört tane otizm ve altı tane hafif düzey özel eğitim öğrencimiz var. Bu öğrencilere daha faydalı olmak için uzmanlardan yardım almak iyi olur. Anônimo 3d Yavuz,Turkey : Our school, we have four autism and six light-level special education students. To be more useful to these students, it is best to get help from experts. Seu avatar Adicionar comentário Maddalena Farruggia (Italy Maddalena Farruggia (Italy I have not worked with these children, but I can report the experience a colleague has had. My colleague tried to help these students by giving simpler exercises, but trying to establish a human relationship with the class and above all trying not to make them feel inferior to the other classmates. Seu avatar Adicionar comentário İSHAK KURT - TURKEY İSHAK KURT - TURKEY I have a student. Highly talented. She gets bored in lessons because she knows the topics right away. Other students are impatient in the learning process. I'm making him progress by giving him high-end studies. And I assign him to conduct scientific experiments and observations. 2 comentários Anônimo 4d That sounds interessting - where do you get the resources from? Anônimo 3d Yavuz, Turkey: For such students, it is important for them to plan and implement extra according to their abilities. Best of luck to you. Seu avatar Adicionar comentário Greta, Italy Greta, Italy My case study is a student I have: he is in first grade, has ADHD and a tendecy to fight teachers. He has special needs but he is very smart and sensitive, very curious about the world so I always try to make sure that he is interested and focused on the activity we are doing in the class. 2 comentários Anônimo 4d I think you have a quite difficult situation. Do you have any good methods to share? svetlanamed5 1d Very difficult. How is the cooperation with parents? Does he have problem with authority persons? Seu avatar Adicionar comentário Natalia,Italy Natalia,Italy in Italy in the classes all children are with different needs and educational needs, the hours soo few and it is very complicated to work but we do our best 1 comment Lidija Antolić 4d In Croatia we have the same problem. Maybe the future will bring us better equipped classrooms.... Seu avatar Adicionar comentário Sanja, Croatia Sanja, Croatia Well I have a very gifted girl who loves English and she is bored at my class because the rest of the students are too slow for her. I often give her extra materials for older children like some stories to read so we can comment on the topic or comic. She does her projects differently and I encourage that. 2 comentários Jenny Karoumpali 4d Well done! Congrats! In case that this girl listens to contemporary international pop music to deal with the lyrics of the song that she likes! Anônimo 3d She loves pop music, thanks for the idea ;) Seu avatar Adicionar comentário Inge Inge My class is a bit more complicated this year than in other years, although you experience problems in every class. I have two boys with ADHD, a couple with a suspicion. There are also three children with dyslexia, one with a suspicion. There is someone with DCD and someone who blocks at times when it becomes difficult. There is one that counts in a maths, but not in spelling. A few children with a difficult home situation and some with a very short concentration span. Then I have a number of children who work very fast, are very satisfied with their results ... but have not passed the practice and three who work very slowly and can not be chased ... something for everyone .. I have a separate programs spelling, homework, tempo and quantity ... I have two co-teachers in the class during the mathematics class of two hours each, and a care teacher who comes two hours, .. but for the rest is the computer my best buddy... headphones, studiebuddy, timetables, bingel, timetimers,... i use it all. they can not handle loosd moments and creative moments.But this also has to be said: this class wants to work, they want to go forward and they look for solutions themselves. They have set up a class council and make their own class rules and ensure that they are taken care of, according to the needs of everyone. And they have a tremendous interest in history and current affairs, they can listen and philosophise for a long time, despite their concentration problems. 1 comment Anônimo 4d Sandra Leite - Portugal Children with this kind of disruption seem to work best if the environment is predictable, if they follow routines easily understood by the child and if it promotes feelings of comfort, stability and safety. The structuring of the environment becomes a central aspect. Another factor to consider is the importance of not focusing intervention only on the child, but also in the contexts where their behaviors occur. Seu avatar Adicionar comentário Rosi, Austria Rosi, Austria My "case study" is called Thomas. He is now 15 years old. He has got down-syndrom AND he is autistic. So he is a big challenge for all teachers. He has got an assistance in school too. She helps him with dressing, goingt to toilette. When he came to our school he was like a wild animal :-) But now, after 3 years really good, intensive work in a great team... he is working in the same classroom with others... and everybody loves him! 2 comentários Anônimo 4d It's probably hard to work with someone who has so many needs, but as teachers we have to do our best and try to include everyone and give everyone an opportunity. Anônimo 3d It must have been a very difficult case to deal with, but I think your reward is immense, now that he is integrated in his classroom. You and your team did a great job. Seu avatar Adicionar comentário manuela, Italy manuela, Italy in my career I've had many SEN students so I have various experiences. The one I mostly like to remember is the one with a 15 years old girl who actually refused to participate in all the activities proposed. It took nearly all the year to involve her a little bit more but I managed. How? In many ways: cooperation with my colleagues and with the girl's parents was an highlight, but also working on the rest of the class. 1 comment Anônimo 4d This is the best thing ever: as a teacher, I feel accomplished and proud of myself when I can overcome difficulties with kids. Seu avatar Adicionar comentário Dajana,Croatia Dajana,Croatia At my school there is a special class for SEN students.We all pay much attention to them and they feel good and welcomed(we even celebrate their birthdays having a party).They attend some classes with other peers and like that very much. 2 comentários Anônimo 4d In Austria all of those classes have been closed. There are no more of them. And all SEN children have to go to an inclusive class. I work in this inclusive classes. I think this is better. Anônimo 4d Beyza, Turkey.I really wonder who are you from Austria. In Turkey, we have also special education sub-class for some kinds of SEN students. İs it difficult to teach all different SEN students together? Would you please to mention about your practice in Austria? Thanks. Seu avatar Adicionar comentário Anita, Croatia Anita, Croatia In our school we have a class dedicated to SEN students. They participate in some classes with peers who are not SEN children and in others they stay together in their SEN group. The children are of different ages yet as a group they love working together no matter that they differ in age, they have interests that are common. When they attend select classes with non SEN children, they are always warmly welcomed and integrated. They go on trips with their peers and are involved in projects as well. We endeavor to include them as much as possible so they truly feel part of our school. 1 comment Anônimo 4d Sandra Leite - Portugal A good methodology should be started with a reduction in the number of students per class, so that the teacher can offer the necessary assistance, work routines must also be created, including the arrangement of the room, the way of writing on the board, etc. autistic children are irritated by any sudden changes. Seu avatar Adicionar comentário Nektarios, Greece Nektarios, Greece Last school year I was teaching the third grade. One of my students had great difficulty in reading. Her parents could not help her at home and I hadn't enough time everyday for her (for extra reading activities). 2 comentários Anônimo 4d Is there no teacher in your school who can give extra lessons to those children? Jenny Karoumpali 4d There are audio books. Unfortunately the textbooks (in Greece) are not in an audio book version :( Nevertheless, there are other audio books for kids 6-12 yearts old... https://www.ebooks4greeks.gr/tag/audiobooks Seu avatar Adicionar comentário 📎 Photo Seu avatar Adicionar comentário Carmen, Romania Carmen, Romania At Liceul Atanasie Marienescu, we aim to foster a good working partnership with parents/carers. The class teacher may suggest ways in which you can support your child and include these on an individual plan. The plan may include suggestions of how you can support your child at home. Both you and your child will be involved in discussions regarding the best way to support your child. If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of work are normally provided by them, and can be used at home. Additional provision is overseen by our Special Educational Needs Co-ordinator. In school, support staff have received training and provide support and advice for children who have a range of learning needs. We deliver a wide range of interventions to support children with difficulties. The intervention a child receives depends upon their individual needs. The class teacher will involve your child in understanding their needs, how best to support them and the progress they have made. Seu avatar Adicionar comentário Raúl C, Spain Raúl C, Spain I have a six year old students that he have problem with reading and maths. All the students in his class can read but he can't yet. I don't worry because this student have a lot of vitrtues that others do not possees as a great visual memory, great fine motor skills and special perception. I think that over time he will not have difficulties. 1 comment dajana jelavic 4d You can engage somebody at scool to help him practise reading,e.g. older students,young colleagues,library staff... Seu avatar Adicionar comentário Padlet atualizado em outro lugar. ATUALIZAR

Marta Tarantino

martatarantino — 2018-11-09 18:13:00 UTC

I'm a general teacher in a lower secondary school. This year I have a number of students with special educational needs. Some of them have parents wo are reluctant to accept their children special need. That's an additional issu to cope with. An eleven year old girl shows syntoms of ADHD: she is bright, vivacious, full of energy and she needs to fidget all time. She gets distracted and has lots of difficulties with organization and writing. Unfortunately, her parents aren't willing to recognize the nature of their child's school issues. As a result, the girl seems quite anxious. How can I deal with these parents and with the girl

Şule /Turkey

sule_ogrt — 2018-11-09 19:33:15 UTC

Hello there. I'm a preschool teacher in a primary school. this year I have one student with autism spectrum. She's 5 and she can't talk. trying to make sounds. I definitely talk to him every day. The figures tell the figures together in the colors shapes. We are trying to do activities with him. We absolutely add to our games, but we do not force. sometimes she wants to be alone. I watch him in those moments. he can collect his attention to something. He's trying to do something. sometimes grouping colors. There are puzzles doing them. the previous year was also in our class. no emotional response. but this year has changed a lot. regrets. but it can be really hard to reach him.

Hakan ,Turkey

bekenbolu — 2018-11-09 20:25:50 UTC

Last year I had SEN students with Down Syndrome. They're likely to have problems with speaking clearly, even when they know exactly what they're trying to say. This can be frustrating and sometimes lead to behavior problems. It can even cause a child's cognitive abilities to be underestimated. But if you insists on teaching and repeat several times they learn. Simple songs helped us a lot.

Caterina Fantini- Italy

2018-11-09 20:39:31 UTC

I have got one dyslexic student. She read and write with difficult. She's got difficult to memorize. She loves music and she's very interesting to videos.

In My classroom, this year there are two SEN students with different special needs but both have soft cognitive deficit. One of them is a boyscout and he is very involved in this activity, he is happy only when he talks about what he does with His scout mates.The other one is a girl whose dream is to become a famous journalist.I have planned to involve them in a peer tutoring and I have prepared a role play for them.The girl acts the role of journalist who interviews her mate on his hobby, the boyscout.I have made a video of the interview and after they have made a self -evaluation of their performance..This activity worked but I need some suggestions for other activity based on peer tutoring. Any suggestions?

2018-11-09 20:42:25 UTC

Maria Rosa (Sicily)

maryroseprof — 2018-11-09 20:57:21 UTC

In my class I have had a student Gianluca affected by muscular dystrophy of Duchenne and he was in a wheelchair. Her mother was very active to permit to her son to do everything he wanted so every day she drove him at school with a special car to get the wheelchair in it. He was very clever and he was taken care by a special teacher Michele who was very good . Michele was very patient with Gianluca and helped him in writing because Gianluca didn’t use her hands since he was sixteen years old. Sometimes Gianluca blaimed his special teacher because he didn’t be as quickly as he wanted.

Now Gianluca is graduated in Politic Sciences and he was very active in the political life of his little town. All his teacher are very proud of him and of his success , unfortunately his illness can be cured and so we are very sad for his future.

Sigita, Lithuania

sigita_bartkuviene — 2018-11-09 21:07:55 UTC

I am childminder in the kindergarten and I have one student with autism spectrum. She is 3 years old. She does not speak yet, but she will speak, I hope.She tries to repeat the words, but is unable to associate with things. When she contradicts the instructions then screaming loudly. I have an assistent and she takes the girl to the light room when it is needed. Parents also take care of girls education. I try include the student in all the activities and games although it does not always succeed.

İbrahim,Turkey

ibrahimresuloglu — 2018-11-09 21:33:47 UTC

As a special education teacher, our biggest problem is that students learn about abuse. This is a behavior problem shaped by the environment. I also had a student who was violent from their parents in the face of problem behaviors. This student saw the beating as play. He constantly refers to violence to get what they want. I applied applied behavior analysis and positive behavior management processes to my student. I have developed a sense of winning by applying pleasure-based study programs to their requests. Years ago, everyone was scared, and now he's the school's most popular student.
Comment 1
Convert routines to the most efficient performance. It's all about it!
Comment 2
He's lucky to have an intern who can understand him. Congratulations. For self-confidence and happiness.

tea sisko, croatia

tejasisko01 — 2018-11-10 06:32:13 UTC

It is very difficult to me to choose one of my sen students because I have 14 of them at the moment and in my 20 year long teaching practice I have had a lot of them. But I will chose my present th grade student with selective mutism. He is excellent in English and ICT. We communicate in all sorts of ways and this week they had a project about the UK. He made an interactive poster, a powerpoint presentation and two interactive digital games. He presented his work by putting the sound in his presentation and he excelled. The kids loved it and said great things about his work. He was so happy. I asked him if he would like to make more games like this in future and he smiled and kids wanted him to be a teacher for a day and teach them how to make games. I was so proud of him and the kids.

M

2018-11-10 09:03:58 UTC

Muserref-Turk

2018-11-10 09:03:58 UTC

Empathy, friendly environment and showing personal interest for SEN students would be useful.

sylvie

2018-11-10 10:51:39 UTC

I have been working for 2 months with a student with special educational needs in the discipline of activities of daily living. He is 13 years old and is in his sixth year. You've repeated it twice. Knows the letters of the alphabet and manages to join them but is not + and able to read. The family does not participate in school activities and is not interested in the daughter's school career. The student is disinterested and with little concentration. But he likes to color, a task he performs in detail.
This student represents a challenge for me, but I do not know how to help her. Any idea?

2018-11-10 10:54:50 UTC

Frosina

2018-11-10 11:28:10 UTC

I have little experience wit SEN students, so I would be really grateful if you could share any advice on working with students with speech impairment.

Tiziana (Italy)

2018-11-10 11:36:45 UTC

Last year I had a dyslexic eleven-year-old student who seemed to be completely uninterested in school. When I spoke to her mother, she told me that the girl liked dancing and acting. So I understood that the only way to get her involved and interested in my discipline (I teach Spanish) was by using her attitude to performing arts. So, at first, I only had her learn stock sentences to act out in dialogues with her classmates. In class, she performed functions such as introducing people, asking and telling about the name, the age, etc, giving instructions, and so on. That worked out great, because it turned to be a useful activity for all the students. Once the girl got interested in Spanish, I had her study the grammar and the vocabulary related to those functions.

D, CroatiaI teach a foreign pupil with Attention-deficit hyperactivity disorder (ADHD) and dyslexia, for 2 month now. He is 4 th grade and I am a substitute teacher. We had bad and good days on the beginning. I am trying my best to understand his state of mind, and he started to trust me. I consider technology as a very helpful tool but he is very creative and I let him use art moments whenever he wants it. Furthermore, music is helping him to concentrate.

2018-11-10 12:23:45 UTC

Zeynep - Turkey

2018-11-10 13:32:14 UTC

I had a grade 4 student. She didn't have any physical disability but wasn't the same with the others. She had some difficulties understanding. She loved English. She was always participant in all lessons.

Jelena, Croatia

2018-11-10 14:44:10 UTC

I have several SEN students and each has his own learning problem. During the years I realized that I need more time to prepare for them than for the others. I appreciate the help of learning assistants.

Athina Paroussi/Greece

mara_lina23 — 2018-11-10 15:43:49 UTC

I had a pupil with autism , I tried to do my best with them , even I am not a special teacher .
The first student of my teaching career was a 5-year-old autistic child.
He had no verbal communication, nor with his family members, any physical contact was impossible, and his stay in class with other students, utopia.
I'm not a special education teacher.
Alex and I, we were trained together.
During the first two months, Alexis learned to me, to observe him, to understand his needs, to respect his space, and to try to approach him, to enter his field of vision without disturbing him.
The sequel was stark.
In the following 6 months, with games of pictures and words, with patience and perseverance, Alex learned the first 200 words to serve his needs, stepped out of our classroom and managed to stay for a few hours daily in class with students of the same age, the next year Alex was in a regular kindergarten class,
I felt pride, joy, I felt like an architect building a bridge to join an isolated lighthouse with a distant island.

Helen, Spain

helen119 — 2018-11-10 16:41:56 UTC

I have a problem. I have one student with a pretty significant mental disability and they reequire a different curriculum than the rest of the students. There are 30 students in their class and I have to balance teaching the group with trying to help the student with their different work. I have no support and no teacher's aide to work with this student. I don't feel that I am meeting their needs. There is no way to get her the individualized attention she needs, that's just how the Spanish system is. Do you have any suggestions?

Susana Casanova

susanacasanovapin — 2018-11-10 17:47:17 UTC

Spain
I have two gift students in class. One of them hates school, teachers, school books...
its been crazy to find a way to motivate him

Milijana, Serbi

2018-11-10 17:48:19 UTC

I have a SEN student whose name is Milos. He has difficulty remembering. But, it's nice to practice on the computer. For him, I especially prepare working materials and exercises. I do not have the help of the assistant, but Milos is cooperating with me.

FRANCESCA

f_lelmi1 — 2018-11-10 17:49:36 UTC

Sen case

f_lelmi1 — 2018-11-10 17:52:31 UTC

I have been teaching in a highly inclusive school fosfoschool

Güneş, Turkey

2018-11-10 18:11:46 UTC

I have 5 dyslectic students who have difficulties in reading & writing. I have been applying multi-sensory teaching techniques. By the way I am an English Language Teacher.

Olga M. - Italy

olga_mosca — 2018-11-10 18:18:10 UTC

This year I teach to a SEN pupil. He is 6 yesrs and he is autistic ( central mutism, hearing abilities in the norm ). In the class there are 20 pupils : girls, 11 bpys and 5 teachers. My work takes place in an atmosphere of great and sincere collaboration with pupil's parents, with doctors, the therapists and the communication assistant. Since July, after the rejection of AAC and ABA, D. ( this is the student's name ) began to learn sign language ( LIS ). The PEI- Life Project shared with pupil's parents , doctors, therapists and communication assistant sets for D. activities of setting and knowledge of phonemes, the graphemes and the marked language of letters, syllables, words and numbers. At the same time also for classmates and then for all student's of Primary School , we are doing a first literacy program by LIS. In fact , in addition the L1 ( Italian ) , the L2 ( English ) , all students will know and they will use another communication code ( the LIS ) not only in the relationship beetween them, but also in the event related to the some school projects. ( PON, eTwinning ) We are working together, we are doing "team ", we are doing " network " for to be inclusive our school.

Miriam, Italy

miriamscafatihpg23 — 2018-11-10 18:24:49 UTC

I have a pupil with autism and I am not a special teacher. Alex is seven and doesn't speak. He loves music and activities with tablet.

hı..

aylaakkus — 2018-11-10 18:39:32 UTC

Dijana , Croatia

2018-11-10 18:42:24 UTC

I have several SEN students, every one is different and special. The most challenging is to teach Tomislav, grade 8, who has dyslexia and some behavioral problems but he also has very difficult family situation and financial issues too. What I try to do with him is to keep trust that he has in me and focus on developing his self confidence and belief in himself. He like s English althoug he is not good at it but in my classes he feels supported and relaxed. He works in a way that he plans his daily routine with me, he chooses the order of doing the tasks and he decides if he is going to share his results with the class.
I have notice good results since I have been working like this with him but he forgets things very soon, so, his long term memory is pretty bad.
Still, his smile is on whenever he enters or leaves the classoom and that is what matters.

Adhd case

2018-11-10 19:07:33 UTC

I have been working in a ' highly inclusive ' secondary vocazional school for many years and I have met hundreds of special students, mainly with dyslexia, but also with adhd or other difficulties.
Three years ago I met Lorenzo, he was 16 and he was still in year one, he had failed the year before, since, having behavioural disorder, he had been su spended for most of the time by my colleagues of the previous school- year.
Immediatly realizing that he was an ADHD student, I invited his parents and the educator assigned by the social worker to school. I learnt that he had always had problems at school but nobody had tried to understand the situation thorougly. He had been to a state psychologist from time to time and to an after-school group. He had never seen an adhd expert physician and he had never got a certification for his evident deficit.
In the course of the last two years I succeded in making him progress to the next year, giving him the opportunity to have a personalized didactic plan and getting him therapy appointments at the school psychologist. In the meanwhile I wrote letters to the social worker appointed to the case to rise her interest and, not receiving any answer ,I wrote to the Social Services asking what could I do to have a diagnosis for him, and obviously a serious medical treatment.
He had a diagnosis only last spring and he is waiting for the special teacher now, but I am afraid he won't get any ,because he will be 18 next month and our State system provides support teachers mainly to children under 18….
So, also for this year, I must try to find strategies to make him stand the long hours at school, giving advice to other teachers on how to handle him and tryng to settle him when he has problem behaviours. I am in his class just three hours a week, but everybody at school knows that I am more than one of his teachers, I am his educator, his tutor, his friendly teacher and so , when he is upset or depressed, or sings loudly, he is sent to look for me and remain with me studying in another class.
I know that more could be done for him, that he probably will stop studying this year, he is tired of the school system and he wishes to start some work out of school.
I have done what I could , fighting against the colleagues' prejudices, the system’s apathy and most of all, letting everybody know what ADHD is

Snjezana, Croatia

shhorvatic — 2018-11-10 19:10:01 UTC

I work with students with special needs like ADHD, Dysgraphia, Dyslexia and light mental difficulties but

I decided to describe a gifted student.

I have a gifted student whom other students did not accept because they wanted to talk to other students about issues they did not understand. They began to avoid what seemed to him very unhappy. He was extraordinarily gifted to history and geography, and occasionally gave him the opportunity to show his knowledge by holding the whole hour. He was extremely well prepared, and other students began to respect him. I included him in extra work and been mentor on a project. The student is accepted today, helping students who do not understand some of the teaching contents. He is also involved in a research project where he has made great progress in computer work.

ADHD case

2018-11-10 19:12:03 UTC

Petra, Croatia

2018-11-10 19:15:14 UTC

I have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most challenging to teach are two students with very low IQ. One of them has the IQ of 74, and the other one has the IQ of 68. In addition to that, they have a very difficult family situation and financial issues. When I started working at this school, teachers warned me about these two students and said that they are a nightmare to work with. I made a mistake and went on to hold my first lesson with the same prejudice. However, I saw that they are just lacking support and attention. I try to support them in their work and include them in all sorts of activities that I do with the rest of my class.

Inclusion

madalenaocor — 2018-11-10 19:27:20 UTC

Inclusion is a big challenge in our schools: how to include all students ensuring the the access, the participation and learning for each and every student? collaboration, flexibility, valuing diversity, respect for each and everyone, human and material resources, professional learning, team work.

shhorvatic — 2018-11-10 19:49:49 UTC

I have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most challenging to teach are two students with very lo

shhorvatic — 2018-11-10 19:50:23 UTC

n with the same prejudice. However, I saw that they are just lacking support and attention. I try to support them in their work and include them in all sorts of activities that I do with the rest of my class.

shhorvatic — 2018-11-10 19:51:08 UTC

I have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most cha

shhorvatic — 2018-11-10 19:51:25 UTC

have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most challenging to teach are two students with very low IQ. One of them has the IQ

shhorvatic — 2018-11-10 19:51:32 UTC

I have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most challenging to

shhorvatic — 2018-11-10 19:51:39 UTC

I have several SEN students, some of them have dyslexia, one of them has autism spectrum disorder, but the most challenging

2018-11-10 20:06:26 UTC

nonim

Ceyda DEMİR,TURKEY

2018-11-10 20:13:51 UTC

I had a mild mental disability and speech problem in my age group of 6 years. I started to support him. I started to give individual trainings to support his language skills. His mental beers weren't much below his peers. Therefore, language skills were our priority in order to express themselves. Eventually she entered into more active relationships with her children friends. His speech became clearer. His self-confidence with language development also improved.

Jasenka, Croatia

2018-11-10 20:17:56 UTC

This year I started to teach science to a child that has Down syndrome and a lot of other diagnosis (I don't know what they are). He doesn't know how to write, read, cut and glue paper... He can color pictures and play with puzzles. In my school it's every teacher for himself so we don't have a lot of support and it's really hard to develop different kinds of activities in that kind of environment.

Sevda Basar, Turkey

2018-11-10 20:18:28 UTC

My question is as follow: Is reversing letters and numbers a sign of dyslexia? I have a student who writes letters and numbers reverse and I want to help her.

DERYA AKIN

skynett98 — 2018-11-10 20:30:09 UTC

I HAVE HYPERACTIVE STUDENT.I INVOLVE HIM PHYSICAL ACTIVITIES AND GAMES

Çağrı, Türkiye

2018-11-10 21:30:07 UTC

I have a SEN student that has no friend, plays alone and not open to learn. He also has imaginary characters near him. He always talks to them in silence.

Claudya, Romania

claudia_neacsa — 2018-11-10 21:30:52 UTC

I am a general teacher, and I have in the 5th grade 2 SEN kids, on e with autism, and the other with ADHD. I am not prepared, because I am not specialized, ut I discover them, I discover what they like to do, I read, I inform myself for acting with them....It is hard because we do not have special/support teachers for these kids.. I always feel that I am not enough prepared....

A few years back I had a student with severe dsylexia, dysgraphia and speech difficulties. Among these difficulties he also had ADHD and ADD. Teaching assistant was a huge help, for both of us.

ana_sudac1 — 2018-11-10 21:51:10 UTC

Yüksel-TURKEY I have hyperactive student ,ı ınvolve hım physıcal activities and game

suheylayuksel15 — 2018-11-10 22:02:07 UTC

Renata, Croatia

2018-11-10 22:16:51 UTC

The biggest challenge for me is the student with ADHD. He loves to sit on a big ball, walk through the classroom, look out the window. He often interrupts me when I talk. Unfortunately, he often quarrels with other students.

Dragica, Serbia

2018-11-10 22:23:35 UTC

The biggest challenge of all is my autistic student. He is 17 years old, he does not like noise, does not feel comfortable with the company of unknown students, he loves routine, he does not like changes. He's very good at computer games. He almost never looks into the eyes of other people, but that does not mean he does not listen to what is being said to him. He can remember a long list of new words. This SEN student often uses something like chaplet, that keeps him calm. He likes to be part of a class, and to do the same thing as they, to learn the same things as the rest. He only needs detailed instructions, which I chunked for him. At the end of each class, I stay with him for a few minutes to slowly repeat what he needs to do at home. Unfortunately, we do not have the ability to use the computer in the class, but I told him to install Padlet on his phone (and the rest of the class too). I think it's a good way to start using technology, in small steps and as far as possible. I hope it works well.

Maria Calà, Italy

2018-11-10 22:26:35 UTC

I have found many difficult cases and each in his own way is special and unique. ADHD is quite tough, because it can not concentrate and work like the others, and despite being very intelligent with its untidy movements and continuous noises, it is a constant source of disturbance. Often strategies do not have lasting effects and only the bond of complicity and respect can have some positive effects.

Annabella Tamburrini Trieste

decanushc — 2018-11-11 00:45:39 UTC

It’s been 5 years since in one of my classes there is a student with autistic syndrome; the child doesn’t follow a behavioral psychological therapy, but is followed by a Freudian school psychoanalyst who, to date, has not provided any instrument to relate with the surrounding reality. he loves music very much (he studies the piano with a private teacher) and he likes drawing, he has a good language and he is able to follow the lessons when he is relaxed and it is required to do activities that have automatisms (for example the dictation), but it has strong stereotypes, like recurring phrases, behaviors, fixations, noisy verses made with the mouth or with objects. When he was in first and second class he followed the programming of the class; with the increase in content and cognitive demands, he began to follow more and more his individualized planning and today,in the fifth class, he has minimal goals, which have little contact with the programming of the class. This has opened the eyes of parents who, however, only now recognize the problems of the child related to his deficit; on the other hand, he still hasn’t acquired any useful tools for relationships that allow him to self-regulate stereotypies (this is due to the wrong choice of psychological therapy); How can I help him to be more active and correct in his relationships with others?

Annamaria, Italy

annam_ronchetti — 2018-11-11 08:02:37 UTC

I've been working with SEN students since I began teaching even if I'm not a SEN teacher.
I remember a case of a dyslexic boy.
In 1st class (primary school) I noticed that he had problems with reading and writing so I told his mother my worries. She asked a specialist to help her but the specialist went on for about three years before writing down a diagnosis.
Meantime the boy became more and more frustrated. Frustration produced anger and the obvious target of his anger was me. Once, for instance, he threw a desk against me. When finally dyslexia was diagnosed, the effects of compensatory tools and dispensatory measures were immediate. He calmed down and the school results were positive.

Gordana, Croatia

2018-11-11 09:15:28 UTC

I teach English as a foreign language and I've had different cases of SEN students. The most challenging were/are students with very low IQ because their progress over the years becomes completely incompatible with the rest of the class. I adjust the materials we use in the classroom for them, for some (even older students) I have to prepare very basic vocabulary/activity of the topic but it’s hard to include them in all activities other children do.

Hale,

2018-11-11 10:56:52 UTC

If we empathize with special students, we make it easier for them to learn.Teamwork is always helpful.

Milka, Croatia

2018-11-11 13:16:20 UTC

I have several SEN students. For me the most challenging is one student who is 8 years old and can not speek. His special education teacher and I (Computer Science teacher) communicate and work together on strategies and task for this student

Serenella Silenzi, Macerata, Italy

2018-11-11 13:17:34 UTC

I teach English in an upper secondary school and I have got from 1 up to 5 pupils with SEN in each class. The rule is that there is no rule and each case is different from the other, even if their diagnosis is the same. The only element they share is that they can feel your empathy, care and affection and this is very important to establish a top quality relationship. As one of my SEN pupils wrote yesterday affection/ attention can be the right key to open their mind which is like a secret diary and we need to ask them for the key.

One of my SEN students is a girl. She is borderline, she is usually very isolated and stand still and silent most of the lessons. How to involve her, improve her learning and make her more sociable?

DINA, VERONA, ITALY

2018-11-11 13:52:24 UTC

GIACOMAZZI DINA SEN STUDENT
My SEN student is a DSA class IV primary school student with a diagnosis of dysorthography and attentional difficulties I had a few years ago in the class where I was teaching math. Luca (fancy name) is 10 years old, he arrived in this class at the beginning of the current school year.
In the attached file the purposes and the methodology that we used with him.

Matea, Croatia

2018-11-11 14:22:49 UTC

My SEN pupil is 8yo kid with autism. I work with him in regular primary school. He is almost indipendent in dressing and going to toilet, but needs help in school tasks as writing words or numbers. He is not very good in socialising with other pupils. It is obvious that he wants to connect with them and often he copyes their behaviour. He is not talking so when he is having tantrums is hard for us to know what exactly is bothering him.

The biggest challenge I had ever had was a student with autism. I never had a real hepl from anyone to at least explain to me how he functions. All I was said is that he behaves based on his basic insticts. He couldn't be in school for more than 3 hours and only for a few minutes at every subject. This few minutes he was mainly walking or running around the classroom sniffing stuff and me, looking through the window or tearing things appart and making inarticulate sounds. I had no idea how to work with him. He had an assistent, but not a special needs teacher, but she couldn't get through to him either. I prepared simple tasks for him, on the paper, because school didn't have any technical equipment, but he tore them appart. I hoped maybe he would do some simple practicale taskes, but he tore them too. I didn't thought him anything and felt very unsuccessful and sad.

2018-11-11 14:54:12 UTC

Franca, Italy

2018-11-11 15:11:18 UTC

_{In my first year of a primary school kids cannot stand still or stay properly when seated. Do you think it's a problem? I let them sit on small pillows as they told me that chairs are uncomfortable, but I don't insist that they sit still. One of these kids, in particular, is never seated, he always walking around the classroom and my colleagues are very worried about it. They are 6 years old. What should I do? I am not worried about it but do you think I am wrong?}

Konstantina, Greece

konstantinakokmotou — 2018-11-11 16:29:41 UTC

One of my students has difficulties on writing and reading. We try to keep him active by engaging him in many activities. He is 10 years old. His classmates love him.

Giusi Ridulfo, Italy

g_ridulfo2 — 2018-11-11 16:36:47 UTC

At the beginning of my teaching career the Italian law allowed the inclusion in the common classes of the compulsory school of students with mild disabilities, without any mention of special teaching. It will be necessary to wait for the L.104 / 1992 that does not focus only on assistance but also on integration and on the rights of the disabled. The Law also specified that school integration should take place for everyone and for every cycle, including university, in the common classes. That year a serious autistic child was inserted in my class with language difficulties (therefore difficulties in communication), in social relationships and in behavior. Understand that for us teachers it was absolutely new. We jumped in the dark.
Together with the family we had to face different difficulties for the insertion and acceptance of the child by the companions, but above all for their parents who saw only problems for their children in the child. At the beginning the specialist support teacher had not been assigned either. It was not easy but at the end of the three year course the classmates had a protective attitude towards him. Even now as adults they go to visit her and organize meetings for her, involving me.

Angelamaria Galderisi, Italy

soleemare_a — 2018-11-11 16:41:50 UTC

I teach English as a Foreign Language in a Secondary High School. In my teaching experience I have met several SEN students. The one I remember the most is a girl who had/has learning difficulties but strong mnemonic skills. She was eager to learn and studied all subiect-matters by heart.

Iulia, Romania

2018-11-11 16:50:14 UTC

I work with SEN students, with writing and reading difficulties. Two of them are having some behavioral problems, but I manage to work with them. I teach French and English, I can make them to repeat after me, but is very difficult to make them to compose some independent sentences.

Camelia

2018-11-11 17:23:26 UTC

I am a teacher and I have an autistic boy. My colleagues are not ready to work with him.

Irena, Croatia

2018-11-11 17:42:07 UTC

I have a boy who is a high functioning autist. He can talkand remember a lot of things, but it is difficult to work with him because he is not used to shcool (he hasnt even been to kindergarten). He has a lot of repetitive actions, cannot stay still for a period of time and is very loud when he is not used to something (new situations). He now has an assistant and the progress is good.

Belgium

2018-11-11 18:21:20 UTC

I once worked with a child with autism spectrum. In the beginning I had some worries but actually everything went well. I had worries because I wanted to do every good for him. But in the end everything went well. I've adjusted my teaching method , my lesson plans, the organisation of my classroom so he could fully integrate into our class.

Fratila Alina, Romania

ionita_alinamihaela — 2018-11-11 18:32:01 UTC

I work in class with a student who has multiple affections: epilepsy, hyperkinesia with antecedent deficiency, psychological disorders and weight hypertrophy. He is an intelligent student with whom you have to work in his own rhythm. It needs increased attention, understanding and affection. Read very well for his level (class I), he thinks, he speaks English very well. The pace of work is slow, it gets bored quickly, it makes crying crying. I manage to work with him by adapting the school curriculum to his needs.

Sofia, Italy

emmaros — 2018-11-11 18:54:37 UTC

I have a Sen student who is certified as disabled. he is so engaged and involved that he is filling all his gaps and fullfilling his objectivies. we

ÖZGE TURKEY

2018-11-11 18:55:49 UTC

In my class, i have a smart student,Sadettin,who learns fast. So the others are boring for hım. When he is angry with his friends, i try to calm him down. He is a bit impatient for

i have a boy who can not be concetrated. he is very clever buthe is bored to do his exercises. he always wants to sort things out. when I ask him a question, he usually does not answer. I have to repeat it several times.

2018-11-11 18:56:41 UTC

Clara Cristino, Portugal

clara_cristino — 2018-11-11 19:17:53 UTC

Regardless of having SEN students, the fact is students are all different, each with particular skills and needs. I would say Universal Design for Learning is the best approach to handle any class. In practical terms there should be differenciated work, maybe in station mode as we saw in the video, and also some specific strategies or adaptations to SEN students. Technology might help some students' motivation for learning and also access and produce information.

clara_cristino — 2018-11-11 19:29:45 UTC

together with universal rights.

Giovanna, Italy

2018-11-11 19:54:59 UTC

My first case of pupil with SEN has been Margherita with dyslexia, disgrafia, discalculia.Currently in class there are two students with dyslexia and one with disabilità.I look for a lot the collaboration of the colleagues because I think that the job of team is fundamental for these pupils. Vry importante to use tools that compensate the dofficoltàs rather than the measures dispensative: active involvement during the lessons, peer to peer, use of the maps conceptual sorts directly from the boys. In reality, I often apply in class the methodologies for the SENs to the whole group.

Irena, Croatia

jirena30 — 2018-11-11 20:03:05 UTC

He is in the third grade now, I meet him twice a week because I teach English as a foreign language. He can't concentrate for long, he moves a lot, speaks when he feels like it. I feel like some of the movements are unintentional. He can't copy from the board, so I copy English words and sentences for him and he writes Croatian ones. When you ask him why he didn't do something, he will not answer, at that point it seems like he's going to some world of his own. It feels strange to see that, and at the same time I wonder what is happening in his head. We have good and bad days and sometimes its so hard to see I didn't accomplish anything that day regarding him...

Annika, Estonia

2018-11-11 20:32:26 UTC

I have one student who is autistic. He can never sit at the table, but only on the floor next to the door. Academically, he is good, but only responds in writing. He does not talk to me yet (I teach him since September).

Martina, Croatia

martina_trescec — 2018-11-11 21:20:06 UTC

I had an ADHD student. She was often aggressive towards herself and other students and teachers. It was helpfull when she was abel to drawing (which she really liked) and when I allowed her to be separated from class and working with a psychologist. We talked a lot and worked on learning plans. She needed a lot individual working and patience.

Cat

2018-11-11 21:32:44 UTC

She is an autistic who was diagnosed at a very late age and who did not attend school for two years, as no secondary school would accept her. She was finally accepted at our school last year. She looks normal and apparently does not show any of the behaviours or reactions of an autistic teenager.

She is rather introvert and does not feel comfortable in the presence of strangers. She is a sweet, hard working, committed student who often needs support and clarification in order to accomplish the tasks assigned to her. She often feels anxious about assessment, the teachers try to counter such feelings by encouraging and praising her when she concludes a task, so as to try and enhance her self-esteem and confidence.

As of this year, the teachers and the SEN teacher have realised that she is also dyslexic Spelling is a major problema as she often fails to write down words she hears.Also, spelling the words requires associating images or names she understands so that she can write the word correctly.

While she undertsands many concepts or ideas at first, she feels rather unsure and is sometimes unable to recall or reconfirm what she heard or did a few minutes before. She attends a regular class, materials are tailored to meet her specific needs and while she is unable to accompany the Class, she is engaged in the specific subjects being taught – in line with her own needs and abilities, with the help of the SEN teacher. Due to the size of the class, she attends English lessons solely with another autistic teen who is her colleague.

The previous schoool year was quite successful for her, seeing that she was able to meet the objectives set for her in all subjects. Drawing remains her favourite subject. By way of clear explanation and support, she has evolved significantly as far as her drawing skills and the quality of her work is excelent. Some of her work has been exhibited at the school .
Graça

viki dogani

2018-11-11 22:09:28 UTC

I have a student very talented who has dyslexia and he feels sometime frustrated

Martina, Croatia

2018-11-11 22:14:53 UTC

I have a SEN student who has dyslexia. He is very talented and even he has problems with math, writing and reading he always want more and more tasks because he is very interested in history and want to know as much as he can.

Andrea Mnagiagalli, Italy

mangiagalli — 2018-11-11 22:30:59 UTC

I have a blind student. He has got also neurocognitive delay problems. He can read and write with some difficulties in Braille. He learnt to use both the Braille machine and a special rubber board where draw with a point, ruler and set squares.
He is very fond of music and plays flute. He's got perfect pitch.

Katarina, Croatia

megakaja — 2018-11-11 22:38:15 UTC

I have one student who is autistic. It is very important for him to do everything in a certain order (known to him). Some actions must be repeated several times.

Amelia De Chiara, Italy

amelia_dechiara — 2018-11-12 07:20:56 UTC

I've a student with low neurocognitive delay problems and he is eager to learn. He has difficulties in reading and writing, so I give him more time for this kind of assignments. He often want to answer to my questions: when he is right I congratulate him enthusiastically, when he his wrong I say something like "nice try but what if....".

Sam UK/UAE

2018-11-12 07:56:25 UTC

In many international schools, the children are often not diagnosed with a specific learning difficulty as early as they may be in a home country setting. The access to specialists and support agencies is often not as readily available (or very costly to the parents) and consequently, children who have additional needs are catered for in the mainstream classroom with minimal support. Working with 4 year olds, the class teacher will often identify and then adapt resources and equipment to cater for the individual needs of each student. One child I taught last year presented with anger issues and emotional outbursts. Looking at his strengths - a high level of language skills, highly creative with many ideas for designing things relevant to the unit of inquiry and a love of music and dance - I tried to make sure that his strengths were channelled and celebrated. When managing his anger outbursts, a variety of strategies were incorporated. He needed time and space - so would be taken for a walk around the school grounds by one of the classroom teaching assistants. The whole class discussion times often focused on celebrating children's differences and how to tolerate and accept all our friends. Reflecting further on what could be used to support him as he goes through the school - a box of readily available fidget tools, a space in the classroom for headphones with calming music. The use of technology (iPads or tablets) to support his learning. The development of a safe and calm space in school for him to go to when he needs time and space to calm his body - maybe with sensory room equipment. What do others do when faced with children with anger management issues? Especially when they become very aggressive towards familiar adults?

Stavroula, Greece

2018-11-12 08:16:40 UTC

Personally, I support a student with ADHD at home, not in the classroom. This is the second year we work together and what I do is that I let him move in the space and tell me the things he is thinking, even if they are not relevant with what we are talking about. Because at one time he can have in mind many things together. What I do is to help him organize his thoughts with colourful checklists. He really enjoys that. Also, I don't want him to stand in front of his office. For example when we are talking about history he is practising the horizontal bar. That helps him concentrate. What also helps is a whiteboard in his room. Because in order to write on it he has to move and that helps him as well.

Mert, TURKEY

2018-11-12 10:20:17 UTC

To adaptad the SEN students, TPR , technology and visual activities are so useful.

Begoña, Spain

2018-11-12 12:20:53 UTC

I have a SEN in a group of 19 students. He has a specific learning difficulty, together with hearing problems. THis causes him low motivation and interest. On the other hand, his socioeconomic context doesn't allow him to have the support he would need at home .
There is other SEN student in the group, some repeating students and students with a high performace at school. What I find difficult is to manage all this diversity alone. It's really frustrating not being able of answering all their demands.

Özlem,Turkey

2018-11-12 12:46:25 UTC

I want to tell about my experience as a SEN student. I was gifted when I started primary school. I used to learn fast and I had already known a lot before I started school. What my teacher did to me was my nightmare. She ignored me. She blamed me for not listening to her classes and for being a pest. I quited learning, builded my walls to the world.

Tessa, Belgium

dejanstessa — 2018-11-12 13:00:28 UTC

I have a lot of SEN students. Since this year I do co-teaching. Wehn we prepare our lesson we try to choose a different way of approach so that every student feels at eas. We also let all students use a formulary and calculator so that we can focus on what is important (goals in the curriculum) and take away the basic bounderies students have during match.

lara Italy

2018-11-12 14:02:53 UTC

in my school there are similar cases. Teachers work in team, we project activities for the week. Students can use support instrument expecially technology to help themselves

Amber, Turkey

2018-11-12 14:16:32 UTC

Currently I have a few students with dyslexia in varying degrees. I teach English as a second language. For these students I have been adopting the lessons. For dictation I give then pre made templates with only some words blank. Where we used to always have re-order the words activities I have stopped using those and the writings are more guided and broken up into one sentence at a time.

Ivana B., Croatia

2018-11-12 16:18:19 UTC

I had an ADHD student in one previous school when I was working as a substitute while I still was studying. He also had an assistant which lead to arguing with assistant during classes, not doing anything and disrupting the other students. I was advised that I don't interfere into their relationship and assistant will do everything and I only need to teach.

One day, that student asked me if he can do the exercise on the board instead of in his notebook. Assistant wasn't to much happy, but I allowed. He really enjoyed doing that and after that he wanted to do more and more. He started to work exercise during classes, he started to learn and wanted to share his knowledge with others.

That was my first experience with ADHD student. And I learned if I give them to express themselves in their own way, respecting that way and awarding their effort with kind words they will give their best.

Hakan D./Turkey

hakandemir — 2018-11-12 16:20:21 UTC

I have a student with my down syndrome. I've been working with him for 3 years. I support teaching with visual materials. His interest in visual materials is rather high and he learns better. more and more successful in every subject.

Ola, Poland

2018-11-12 17:12:33 UTC

I teach one student with Asperger's spectrum. He's very good at my subject, knows English very well. I only have problem with pair and team work. I'm still trying to figure the problem out. Not pushing him too much and trying engage in a group on the other hand.

Anamarija, Croatia

2018-11-12 17:36:08 UTC

I had a blind student but very bright and eager to learn. Back then we didn't have computer but Braille typewriter which is pretty loud. Other students in her classroom were very supporting and didn't make any fuss about it. When she had exams we would go in teachers lounge so that typing doesn't bother others or we would stay in the classroom, I would read the question and wrote down her answers. Now she is in high school and has digital Braille notebook.

Mirela, Croatiaa

Miroza — 2018-11-12 17:41:48 UTC

I ha

Mi

Miroza — 2018-11-12 17:41:50 UTC

I have a SEN student, a slower learner that at the same time belongs to a minority group in my country. She has difficulties using the Croatian language and is very shy. When I started teaching her, she has had German for 6 years so far. She wasn't able to understand any of the bacis instructions in German, for example like „Open your book“, or „Stand up“… I realised quite quickly that the curriculum for the approaching school year was not something that should be adopted for her but that we had to start from the very beginning. In the meantime, we are now together for more than a year and she is able to say and write some bacis things about herself in German. In preparing her activities I have to double check if she understands in Croatian what she needs to do.

Lucica, Romania

birlea_lucia — 2018-11-12 17:42:54 UTC

I have a boy who didn't concentrate. We repeat together. Also I have a deaf girl and repeat sounds, then we tie the sounds in syllables and words .
Then we try to understand the meaning of the words

Maria Jacinto, Portug

luisad741 — 2018-11-12 18:12:26 UTC

For the last three years I had a boy with Asperger syndrome and I learned a lot with him: how to value his oral participation rather them his writing, organize my teatching with his learning and how to maximaize his interests (he was an expert in History). I will never forget him. I think he gave me a lot...

Marzena, Poland

marzenkamazurek — 2018-11-12 18:21:26 UTC

I worked with a boy who had learning difficulties. Nobody liked him and he behaved like a hedgehog. I prepared a meeting with his parents. We organized a plan of help. I had individual tutoring. I got to know his interests and strengths. During the calss lessons he was my assistant, he helped to hand out books and dictionaries. I chose the assistants who helped him in the lessons. We work together after the lessons. He liked working in a group, learning from others and gradually changing. At the end of the school, he passed the final exams very nicely. Today he can express his thoughts, he has friends and sometimes he visits me at my school.

İsa, TURKEY

isacetin03 — 2018-11-12 18:49:07 UTC

I have a son with a lack of motivation. Lessons are hard to study. I've given him a lot of work on the way he will learn by playing games. Now he can study alone ...

isa, TURKEY

isacetin03 — 2018-11-12 18:49:07 UTC

Silvia, Italy

2018-11-12 18:55:31 UTC

Last year I teached in a classroom where there was a girl with down sindrome, she was so interest by English and I made some games to help her to learn english vocabulary (memory, puzzles). She doesn't learn the grammar, but she was very goodon the literacy!

Rosie, Turkey

2018-11-12 19:00:19 UTC

I have a student with cerebral palsy. She stuggles with motor skills, she struggles following more than one-step directions. She has to be presented with much less vocabulary than the rest of the class. She stuggles writing. The biggest challenge- she cannot read.

Majlinda,Albania

kmajlinda — 2018-11-12 19:00:42 UTC

I teach a girl with autism.It is the second year that I teach her.But ,three years ago when she wasn't my student yet,I tried to be her friend involving her in activities with other students.I knew from her teacher that she has problems with unknown people so I tried to know her better,before I began to teach English to herUsually I involved her in sport activities.At first she didn't want but then she liked it.
She likes painting,so I ask her to paint the object first and then to name it.(I teach English)
She loves singing,and we learn through singing.Many times she ask me to sing Abc,Number song,Head and shoulder.
These songs involve actions too and that's the way she learns.
She has learned a lot.She loves her friends and some teachers too.I think she understands that we love her a lot ,and when the lesson finishes,she always gives me a hug.

Jasna, Macedonia

2018-11-12 19:13:47 UTC

We have a student with literacy problem. He can't recognize any letter. I've tried something last year but I did't have any success. I will try again with multi sensory approach. The idea is from this course.

Josipa, Croatia

joboskovic — 2018-11-12 19:46:54 UTC

I work in a kindergarten as an educator. I'm working with a boy who has autism, this year he was supposed to go to school but he was given a delay because of the difficulties.
Initially, it was difficult to get involved in the environment because it disturbs the noise and shows it by putting his hands on his ears and leaving the room. He used to get used to it, and whenever the noise struck him, it would calm my embrace or get out of the room. He does not engage in any interaction with other children. He does not communicate, only when something is asked or when he needs help. According to the instructions of a special educator I have to work with i for the development of reading and mathematical skills. He does not understand the notion of letters and numbers, everything he learns is automatic, without understanding, and when doing a task, it has a maximum of about 10 minutes of concentration.

Şule Eşgi

esgisule — 2018-11-12 19:57:46 UTC

I have a student diagnosed with hyperactivity.
His friends have crushing behavior.
Low attention

Ioanna greece

2018-11-12 20:15:15 UTC

Alex is a boy that attends The second grade of primary school. He can barely recognize the letters and the numbers
his hand writing is very bad and his letters are too big for a note book and not in a straight line. In breaks he does not play with his peers but he prefers to dig holes or eat leaves and throw wood to others

Marijana,

2018-11-12 21:11:50 UTC

Last year I had boy with autism in preschool. His parents were very open and we had good communication. Information on evertything he did with his SEN educators, speech terapist, sensory integration terapist was pass on to me. So I always had advice how to work with him depending on his development. It was really great to work that way, because usually I don´t get information from terapist. The most important goal for him was to improve his social skills.

Giorgia Romania

giorgiagroza — 2018-11-12 21:56:46 UTC

I do have SEN students very different. they are some in 8 class who does not know to write, a girl who needs all my attention otherwise she is crying, one of them who talks a lot and who does not want to work. I try to find suitable methods for everyone but is very difficult, especially that there are a lot of other children in the clasroom who learn after normal curriculum and I don t have teacher assistant or teacher specialist for working with SEN children.

Mónica Vieira, Portugal

2018-11-12 22:27:05 UTC

I once had an autistic student in a primary school. He was in year 1, he was nearly 7 years old. He was very intelligent, the top of the class, memorised everything! Noise usually affected him and he started to scream a lot. The biggest difficulty was to get the other students to accept him and make him feel good in the group. By that time I was an unexperienced teacher and lacked the knowledge to deal with this matter. I wish I could turn back time because I now recognise there are a lot of tools and activities to engage the students in the class.

Mon

mhorkipavrlisek — 2018-11-12 22:54:37 UTC

Monika, Croatia

mhorkipavrlisek — 2018-11-12 22:54:38 UTC

I think I will never forget this autistic boy I taught for 4 years. His mum dedicated her entire life to him and she really raised a good boy. He is so honest and so sincere and so simple-if you're having a bad hair day, well, he'll tell you that! And you'll laugh with him. I remember his obsession with dinosaurs that helped us learn numbers, letters, colours… I taught him English, and he taught me life.

Bernarda Boznar, Slovenia

bernarda_boznar — 2018-11-12 23:36:28 UTC

i have a gifted student with autism. At first it was difficult to work with him because he got frustratd. We had an agreement that if can t do the work that we are doing he can just rest. And then he catch the work later. He is very organized and he is a perfectionist. when wokring in groups he prefers working alone. I make sure that he has enough time to finish the task. I give him just one instruction at the time.

Silva, Croatia

Kairoscale — 2018-11-13 05:30:06 UTC

I have a hearing impaired student who uses hearing aid to amplify sounds. I am an English language teacher and I write out instructions, use visual aids and lip reading, adapt the learning content, but still it is quite hard to teach since she doesn't have a strong base in her mother tongue. She used to have an assistant and things were far better then, but now that she doesn't have one, it seems that we both struggle.

Federica, Italy

2018-11-13 07:10:12 UTC

I teach math in a primary school. In class I have 20 pupils: 2 ADHD children. Fortunately, I am helped by a very well-trained support teacher with whom I share the activities to be carried out with the whole class and the strategies to be used with the two children.

nimet figen türker TÜRKİYE

2018-11-13 07:19:42 UTC

I have a dyslexic student in my class. this student is unable to learn to read and write. Firstly, I contact the family of this student and direct it to the health institution. I'il search for additional work I can do. I diversify my courses with different methods and techniques. I spend time working with this student one-to-one.

MELEKTURKEY

2018-11-13 07:40:31 UTC

I create a class which have special areas

Jelena, Croatia

jelena_erf — 2018-11-13 08:49:48 UTC

Since I only work with SEN students, my biggest challenge was an autistic boy who didn't know how to use key for door, how to dress his jacket, how to hold a pen or how to open his bag and take out books. After 5years of work we made it all of that even more. Problem was his mom which was acting (and still is) like he is a new bornchild and she is doing everything for him (he is now 13years and still eats baby food because he didn't learned how to chew). Now he is refusing to go to school because in school he has to work something and at home he is only playing on his computer (he doesn't want to go outside the house). He became more autisticly than he was throw 5 years from now. How to talk with his mother that she is doing wrong and how to make him to love school again?

Tamara, Croatia

2018-11-13 10:01:09 UTC

In my teaching experience I have had work with children that had ADHD diagnose, dyslexia and also autism. With each SEN student I use individual approach, accordintg to their needs. I also have to say, that sometimes I learn a lot from them.

Marija, Croatia

marija_novoselic — 2018-11-13 11:24:00 UTC

I have one ADHD student who isn't motivated, who has a problem with behave and a concentration, but biggest problem is a bad communication and relation with parents. He is challenge for all teachers in school, but now we find a way or a good communication. Teachers use individual methods to teach him, use notes for instruction and homework and prefer conversation rather than writing test.

Jayne, Turkey

2018-11-13 13:32:58 UTC

Last year I had an autistic student. It was a struggle for her and me. She was disruptive in class and was preventing the other students from learning. She could be violent and lash out when she became frustrated or just tired. Eventually, after lots of meetings with the school administration, the special education teacher and her parents she got her own assistant in the classroom. This was a great help in terms of helping her with her organisation skills and also being able to leave the room when she needed a break but had to be supervised. She was such a special character but needed more than I or the school could provide for her. She left this year and went to a school in another country.

Latife Çeri,Turkey

2018-11-13 13:58:58 UTC

Last year I had a

Working with SEN children

adrianaacurcio — 2018-11-13 15:43:18 UTC

Dealing with "special" children is always a challenge. You have to gain their trust and set the rules well. After that will come the contents among other activities inherent to the curriculum. No doubt working with special education children is very "special".

Working with SE

adrianaacurcio — 2018-11-13 15:43:19 UTC

Ozrenka, Croatia

2018-11-13 15:48:29 UTC

My biggest SEN challenge was and is a student who is gifted in math and logic but also has heavy verbal difficulties, OCD, he's a slow writer... Often he knows the answer but I can't understand what he's saying and he can't write it down. So I just talked to him a lot - trying to understand his speech impediment. Now I get by much better because I can understand his language.

Elif /Turkey

izmireyy1100 — 2018-11-13 16:29:11 UTC

Once I had an autistic students. I was also his class teacher. He was trying tolearn hard but unfortunately he couldn't success. I studied with him one by one in my free time and he got better marks in the exams.

Belgium

2018-11-13 16:48:16 UTC

We have a student who has psychoses and who can not follow a whole day of classes. Some times he is just in school but not in the class at all. He also had difficulties with social contact

Diana-Timisoara, Romania

steindiana — 2018-11-13 17:19:41 UTC

In the current class, I have a late-child in cognitive acquisitions and who do not use verbal language because of a palatin wave. The hardest is to make it understood; in ordinary activities uses non-verbal language, but in didactic activity it only manages to indicate certain objects.

I tried to talk to her as much as possible, accentuating the sounds, using the specific episodes of speech therapy; as far as the intellectual side is concerned, benefit from the adapted curriculum.

Jana, Croatia

2018-11-13 17:56:38 UTC

I have all sorts od special needs students. But the most chalanging one is a kid with elements of autism. I first met him two years ago and his first reaction to music class was to run away. Then he didn't want to come to music classes and get to know me. Inclusion was impossible. So I started to teach music classes in his special needs group (class) with all the other children that are SEN students. There we got to connect and get to know eachother, I discovered he likes to sing, his mind is very bright and he has a lot of potential. He loves to play musical instruments so we will introduce piano in second half of the school year. For the last two months he has been comming to my regular classes with all the other children and finaly he has been included. He gets to sing and play with all the other kids, when we do something that is too chalenging for him he gets to play musical games on tablet that I prepare for him. He works the same thing as other children but in his own way.

Atanasija Bilic, Croatia

2018-11-13 18:00:06 UTC

I have a ADHD student in my class. The need to move is overvelming so I usually give him tasks that involves moving in the classroom (worksheets distribution) or going to the school library to get me book. He likes doing worksheet with me sitting next to him.

Donatella Passiatore, ItalyI teach Design and History of Art in a Scientific High School. Having 2 hours of lessons per class, I earn 18 hours per week in 9 classes. For this reason, both in the past and now, I find myself facing various problems. Among all these, I dwell on a student who, I follow a lot of years this is the fourth year. He is a student with Down Syndrome, perfectly integrated into the class group, followed lovingly but firmly by his parents who, from an early age, supported him with a clear vision of the problem. They made use of specialized medical personnel for this syndrome and also created an atmosphere of full acceptance of their child, that is, they never made him feel different. In a constant way at school we meet with the family, the entire teaching body, the specialist teachers who follow the student both at home and at school and on the basis of the PEI (Personalized Educational Plan) strategies, tools and methodologies are designed to accompany the scholastic course of the student. As for my discipline, I have always noticed a natural propensity for love for the History of Art. It was the privileged channel on which I did and I work to invite him to attend the class. When I explain a new topic, I often invite him, as with the rest of the class, to interpret works of art, thus teaching a personal and creative reading of the art world. As every year I present artistic activities beyond school hours and in particular will invite this class to interpret graphic works that are graphically but above all live some works of art that most interested them. Specifically I will invite the class to deepen and interpret live two paintings by Caravaggio "The vocation of St. Matthew" and "The sick Bacchus". They will make drawings, paintings and will look for clothes that they will wear to represent the two works in the classic work of the Tableau vivant. Everything will be documented through a video and I'm sure it will involve them and help them to better understand the work of art. My student with Down's Syndrome will interpret both paintings by impersonating one of the characters. Last year together with his classmates he interpreted one of the apostles of Jesus in the famous painting by Leonardo da Vinci "The Last Supper".

2018-11-13 18:40:19 UTC

evren zeytin

evrenzeytin — 2018-11-13 19:03:02 UTC

I worked with students with autism and down syndrome for a year. we couldn't make fast progress but we shared great love.

Josip, Croatia

2018-11-13 19:06:16 UTC

We had one student who was blind, but she did everything as any other student... Math teacher was always impressed how can she make function graphs using Brailles with so many details... She never needed any additional help except some extra time for finishing her tasks. That was seven years ago. She finished college and now works as biology teacher.

Zeynep TURKEY

2018-11-13 19:23:29 UTC

I have been working with down syndrome students for over a year. We learned to create numbers and syllables from letters. We cannot read words. simple collection and extraction.

Funda, Turkey

2018-11-13 19:24:04 UTC

I had a student with autism and he was my first SEN student. He was very aggressive and couldn’t control his anger. He was throwing things and making angry faces. I tried to understand him and his personal space and personal limits. He was very good at drawing and I told him how beautiful his drawings were. He gave one of his drawings as a gift. I glued that drawing on a colored paper and decorated it. I hang the drawing in the classroom in the English Croner. When he saw it, he stared at the drawing for 5 minutes. Then he went back to his place. Through the end of the lesson, he ran to me and gave the biggest hug. I can never forget that hug and the look in his face. Some weeks later, the parents came to school and thanked me because he was talking about English lessons a lot at home. He improved faster and faster. He was usually completing differentiated worksheet; however, he started to complete the other worksheets as well. He was making presentations, reciting poems and many other fantastic things. He was AMAZING! He is a High School student now. When I see him, he still gives me the same smile and hugs me. I will never forget him.

İbrahim,Turkey

ibrahimresuloglu — 2018-11-13 19:32:53 UTC

I have 2 autistic students with 2 down syndrome and 2 mental deficiencies in my class. We make progress in every issue. However, the overprotective attitude of family and school administrators prevents me from integrating them into society. Do you have any recommendations?

Giuseppe, Italy

profgiuseppevullo — 2018-11-13 19:50:29 UTC

I have a student, Steven. He is a thirteen-year-old boy who has been diagnosed with an ASD with a severity that requires educational support. Steven is in his third year of secondary school and in recent years has had a teacher supporting him through the public school system. Steven has difficulty maintaining social interactions and playing with his peers.
Steven's parents reported that he has difficulties with his daily routine, causing behavioral problems, resulting in difficulty in focusing on his schoolwork.
There are a wide variety of didactic approaches that can be considered, but I can't relate to Steven. How would I do that?

Jelica, Croatia

2018-11-13 20:03:44 UTC

I have a ten-year old SEN student with multiple difficulties, from autism spectre to lung insufficiency. He gets very aggressive sometimes and there are situations when I have to ask his assistant to take him for a walk just to calm down. On the other hand, he can be a great, compassionate child, creative and helpful. I use different strategies every day and taking this course was my way of looking for some more ideas how to deal with him.

Maiken, Germany

maiken_baum — 2018-11-13 20:28:49 UTC

I have a 12 year old girl with dyspraxia in my English class. To be honest, I had never heard of this condition be, it is a coordination and development dysfunction, in her case the problem is that she has to concentrate very hard on her handwriting, so any written task takes her very long. I try to find oral alternatives for her and plan to use different apps with her in class and that make learning easier for her at home.

2018-11-13 20:40:06 UTC

Eug

Isabella,Ita

isabellagraziabennardi — 2018-11-13 21:04:40 UTC

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?

Zita, Lithuania

2018-11-13 21:22:40 UTC

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?

Sibel Yılmaz

2018-11-13 23:05:13 UTC

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

Ester G. -taly

estergas89 — 2018-11-14 01:19:17 UTC

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?

Gianpaolo

2018-11-14 10:03:43 UTC

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?

Christine, Austria

2018-11-14 10:42:33 UTC

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.

Pınar YILDIRIM TURKEY

2018-11-14 11:04:26 UTC

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

Sevilay,Turkey

sevilayulubeli — 2018-11-14 11:13:51 UTC

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.

Majlinda Alillari

anikapana — 2018-11-14 11:31:47 UTC

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.

Dorote

2018-11-14 12:28:14 UTC

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.

Petrou Argeroula

2018-11-14 13:19:06 UTC

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

Miroslav, Croatia

2018-11-14 13:56:10 UTC

Miroslav, Croatia

2018-11-14 13:57:05 UTC

This year I have two students with Down syndrome in

Miroslav, Croatia

2018-11-14 13:57:43 UTC

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

Miroslav, Croatia

2018-11-14 13:59:43 UTC

Miroslav, Croatia

2018-11-14 13:59:52 UTC

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

Miroslav, Croatia

2018-11-14 14:00:49 UTC

Marina A., Croatia

marina_antolkovic — 2018-11-14 16:25:25 UTC

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.

Saša Špoljarić, Croatia

sasa1234_spoljaric — 2018-11-14 16:31:21 UTC

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.

Barbara, Croatia

2018-11-14 16:46:13 UTC

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.

Bondar Gladiola, Borca, Romania

bondargladiola — 2018-11-14 17:02:38 UTC

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 ...

Besa Albania

adrianalaze — 2018-11-14 17:08:22 UTC

I have not had before any experience with special needs children

Alessandra, Italy

2018-11-14 17:13:27 UTC

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.

Priscila Rodrigues, Portugal

2018-11-14 17:28:47 UTC

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.

Priscila Rodrigues, Portugal

2018-11-14 17:33:33 UTC

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?

Pixie

2018-11-14 17:41:54 UTC

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

Hi!

prof_saramiranda — 2018-11-14 18:06:18 UTC

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)

Francesca N. Italy

2018-11-14 18:09:13 UTC

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.

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.

2018-11-14 19:40:59 UTC

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

2018-11-14 19:59:47 UTC

Ros

2018-11-14 20:26:10 UTC

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

I have a student with autism (Asperger S.)

2018-11-14 20:29:37 UTC

Maria Antonietta,Italy

mariaantonietta_caravelli — 2018-11-14 21:06:47 UTC

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

2018-11-14 22:41:09 UTC

Liana

LIANA -

2018-11-14 22:41:11 UTC

ADHDHD

2018-11-14 22:41:13 UTC

Lian

Goranka, Croatia

2018-11-14 23:22:20 UTC

Bianca, Romania

bianca_igf — 2018-11-15 01:04:02 UTC

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

şengül

sengulbaris33 — 2018-11-15 13:28:43 UTC

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

Nicoleta Romania

nicoletamilitar — 2018-11-15 16:07:33 UTC

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.

Ioana Fedeles, Romania

ioana6333 — 2018-11-15 18:22:11 UTC

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.

İsmail Erdoğan, Çanakkale, Turkiye

aseka — 2018-11-16 19:00:07 UTC

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 :)

Tina, Croatia

2018-11-17 10:32:36 UTC

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.

Ksenija, Croatia

Ksenija — 2018-11-17 15:12:29 UTC

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.

G

2018-11-17 17:43:02 UTC

Georgiana Voicu

2018-11-17 17:43:03 UTC

I ha

Cristina Pontes (Portugal)

Chrys_13 — 2018-11-17 18:11:47 UTC

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.

/^l

2018-11-17 20:42:04 UTC

2018-11-17 20:45:06 UTC

My studEnt is 9 yearS old and elder oF C

Daniela, Croatia

2018-11-17 22:10:08 UTC

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.

my

umutbircan4545 — 2018-11-18 19:23:23 UTC

m

umutbircan4545 — 2018-11-18 19:23:25 UTC

umutbircan4545 — 2018-11-18 19:23:32 UTC

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.

Nada

2018-11-19 11:26:15 UTC

Nad

2018-11-19 11:26:16 UTC

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.

Marinela C. ,Romania

2018-11-19 15:35:05 UTC

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 .;

Dochia Hrebenaci, Roman

2018-11-19 18:52:43 UTC

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.

Ebru, Turkiye

ebrudemirezen06 — 2018-11-19 21:52:43 UTC

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

Carolina Palazzo - Padova/Italy

carolina_palazzosaraceno — 2018-11-19 22:21:00 UTC

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.

2018-11-20 11:08:04 UTC

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

2018-11-20 12:34:51 UTC

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

Ida, Italy

2018-11-20 14:12:53 UTC

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

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

melikeaybars — 2018-11-20 17:58:26 UTC

Fanita Milišić, Hrvatska

2018-11-20 19:13:15 UTC

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.

Aija, Latvia

2018-11-20 19:16:53 UTC

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.

Hatice, Turkey

2018-11-20 21:52:28 UTC

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

Ana, Portugal

2018-11-20 22:02:49 UTC

Ana, Portugal

2018-11-20 22:04:59 UTC

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?

Adriana, Italy

2018-11-20 22:32:08 UTC

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

Jeane de Fatima, Rio de Janeiro - Brazil

2018-11-21 00:24:34 UTC

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.

Manea Mirela R

maneamirela430 — 2018-11-21 10:37:02 UTC

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

Maria, Italy

maria_pesce — 2018-11-21 10:50:56 UTC

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.

2018-11-21 21:27:25 UTC

Goncagül OCAK

2018-11-21 21:30:09 UTC

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

Kateryna

2018-11-21 23:08:36 UTC

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.

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.

2018-11-23 09:23:31 UTC

Biljana

biljana_krstik — 2018-11-24 19:02:12 UTC

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

Ana Filipe, Portugal

2018-12-03 12:21:03 UTC

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.

Nico Sarbu,Romania

nicosarbu — 2018-12-08 18:00:19 UTC

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

Marina, Lithuania.

skobarkav — 2018-12-10 15:33:57 UTC

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.

Andreea Done, Romania

yahmid_andreea — 2019-01-11 18:58:07 UTC

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.

Nurten,Turkey

isakarakis — 2019-02-16 17:14:15 UTC

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

Mehmet YAVUZ

2019-04-20 12:07:46 UTC

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

Vesna,Serbia

vesna_jaquet — 2019-04-29 17:30:44 UTC

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,

2019-05-15 12:12:19 UTC

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.

Anca, Romania

2019-08-08 09:15:17 UTC

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.

Engeli, Philippines

2020-01-12 10:10:13 UTC

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.

2020-02-22 19:19:34 UTC

China

2020-02-25 08:47:21 UTC

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.

Tuğçe E., Turkey

2020-03-19 15:52:24 UTC

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.

Menchie, Philippines

2020-04-10 05:32:59 UTC

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.

Edu, Ph

2020-04-24 08:16:37 UTC

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.

2020-06-06 11:16:23 UTC

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.

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

2020-11-15 06:55:55 UTC

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.

2021-02-14 19:31:05 UTC

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.

Over sensory issues.

2021-03-05 18:57:12 UTC

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.

SEN Students

2021-07-02 07:20:21 UTC

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.

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

2021-09-02 09:16:35 UTC

2021-09-08 02:51:49 UTC

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.

Case Study

2021-11-11 21:34:26 UTC

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.