Last week we discussed how parents could take care of their children with special needs during these tough COVID times.
In today's article, we would share a few tips for teachers who are working in an inclusive setup and are dealing with children with special needs (CWSN) and struggles to understand them. When we talk about Inclusive education, it brings with itself many challenges for the teachers to deal with two entirely different groups of students in a classroom.
Being a teacher to CWSN can both be a challenging endeavour as well as a huge responsibility considering that you are here with helping to shape the next generation. CWSN may not only feel less confident due to their developmental difficulties but can also feel isolated due to the treatment they may receive from their peers and the teachers. The teachers play a vital role in the growth and success of the child inside and outside the classroom.
I am sharing a few thoughts that could be helpful for you to accomplish these crucial tasks.
1) INTERACTION IS THE KEY
The biggest mistake that adults make is to stop interacting with a child after a few trials. The child himself may not be able to say HI, but he likes getting attention. The more you talk to them, there are more chances they may respond to you. Don’t ever give up on them. They might not respond, but they understand your care and concern for them.
2) BE ATTENTIVE TO THE CHILD
Every child has a unique and different way to absorb things. One size fit all does not suit to CWSN. Keep a lookout for the differences and think about what the child is trying to communicate through his behaviour.
3) BE RESPONSIVE
While teaching in an inclusive classroom try to be more flexible and responsive in your education and accommodating the child in the class. Learning is most important, not the way of teaching. Look for ways in which you can make the child learn. Let’s include parents in the classroom to reduce the anxiety of the child and later fade the parent out. Teach the difficult concepts by a hands-on project that makes more sense to the child then just rote learning.
4) BE CONSISTENT WITH RULES AND DISCIPLINE
If some rules are for the class, apply those rules consistently to everyone. Understand the child needs and abilities then plan for the child. Post classrooms rule at the school and review it regularly. Ask students to read out the rules turn by turn daily.
5) USE MULTISENSORY APPROACH
It is essential when working with CWSN to have the right cues in an environment, and that can bring a big difference between participation and non-participation. Have a classroom where teaching happens through auditory, visual and tactile as the learners are individuals and learning can take place via one or more than one medium. Some children are fond of looking at words and pictures, others learn by auditory cues like clapping, snapping and whistling while some learn through touching and holding.
6) HAVE A PLAN, AND A BACKUP PLAN
Usually, if plan A does not work have a plan B. In the world of special needs, there is always a plan B following a plan A, and a plan C following a plan B. Make sure there is a space to calm down and move freely if things go wrong. When things go out of the control, try to involve everyone in one activity and do not be afraid for the missing lesson plan . The wellbeing of the child is more important than the curriculum.
7) BREAKDOWN INSTRUCTIONS INTO SMALLER, MANAGEABLE TASKS
When teaching CWSN, keep your sentences/instructions short, and praise, which will help the child understand you and act accordingly. Give verbal prompts frequently, and be sure your instructions are easy to follow. Use proper tones, pronouns and sometimes exaggerate the specific words so that the child understands what he has to do.
8) STUDENTS WITH SPECIAL NEEDS MUST BE GIVEN OPPORTUNITIES TO SUCCEED
CWSN often feel like they do not succeed in the classroom, so it’s the responsibility of the teacher to structure the lesson plans in such a way that keep them motivated .Give immediate reinforcements for the accomplishment of activities, correct errors and reward the students when they correct themselves. Demonstrate acceptable behaviour rather than just expecting the students to pick them up.
Last but most important is the positive attitude of the teacher. Have patience and compassion for the child. The children may not be able to convey what they need and throw tantrums at you, but this is the time to be positive and treat the child with empathy. CWSN are no less they are just a bit different from others.
I would like to quote “ JUST BECAUSE YOU ARE STRUGGLING, DOES NOT MEAN YOU ARE FAILING “