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

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

(Jazhan,32E)

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

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in his own world and he is really mood-driven, in the sense that he would just disconnect from the class and become withdrawn.

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

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

(Jun Jing, 32E)

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

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

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

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

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

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

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

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

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

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

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

Break Learning Tasks Down into Smaller Parts

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

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

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

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

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

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

Present Information in a Variety of Ways

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

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

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

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

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

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

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

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

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

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

1. Keep the classroom organized.

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

2. Discuss and establish behavioral expectations.

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

3. Help the student participate during the lesson.

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

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

4. Provide follow-up directions.

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

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

5. Keep things simple.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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