An exceptional learner is a student seeking knowledge despite the challenge of incapability. The process of teaching such students involves arrangement and procedures that address the plight of the student disability. For the achievement of self-sufficiency, the learner has to access adapted equipment, procedures and other interventions that help to cultivate the advantage of the disability. According to Burns (2004), the common challenges that students with special needs face range from communication to emotional and behavioral disorders. Physical and developmental disabilities are the challenges that make the students special. The major setback that such students face is the stigma of their impairment. Therefore, it is essential for procedures that reflect education of such students to cater for essentialities that eliminate the challenges they face and foster resourceful cultivation of their knowledge. The leaning equipment must subsidize their disability. For instance, the visually impaired should have Braille for efficient writing. The lesson plan for such learners should foster effective teaching, which gives room for those with cognitive ability to adapt to the entire process, despite the predicament. Thus, the lesson plan has to undergo modifications that address the specific disability of the student in order to achieve the intended goal of knowledge.
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An assessment of a practicum placement for students with special needs reveals a possible engagement of such students in fair punitive measures that are corrective. For instance, some teachers slash a five percent mark for absenteeism. It is an expectation that each student should sign on the attendance list by himself or herself to ensure self-actualization and impart responsibility.
This essay depicts the practicum placement for a learner I assessed, who has special needs. It also addresses the possible accommodations and modifications that the teacher uses while addressing the plight of the situation while ensuring constant transfer of knowledge.
The learner whom I assessed is a deaf student who copes with the challenge to acquire knowledge. The class teacher ensures a daily attendance list for the student and his peers to uphold the virtue of responsibility. In the case of absenteeism, the learner is required to give an explanation or risk a five percent slash of the net score in a semester. This modification helps the teacher in record checking and upholds the spirit of responsibility. The tutor also determines the cause for absenteeism and values its worth for excuse. In consideration, the health of the student is more important than class attendance, so cases involving absenteeism due to health require the intervention of a special doctor.
The code of conduct at school is another value that the teacher upholds for the student. There is no room for discriminatory behavior whatsoever, and students who break this rule are liable for exemption from class until the tutor finds the possible convincing reason for acquittal. Severe misconduct and cases that are severe call for the redress of the dean of students, who may instruct appropriate punishment.
The teacher uses the ability of grouping that makes sense of assistance enabling the weak students to learn from the gifted. This ensures that students with difficulty acquire knowledge from their bright peers, while the bright perfect through draining their knowledge to the weak.
The curriculum includes tracking sheets, use of assistive technology and maintaining of concrete lessons. Hodge & Preston-Sabin (1997) asserts that the tracking sheets help in assessment of performance while technology, like the hearing aids, gives the student a reprieve.
Being a tutor to such a class is not an easy endeavor. However, for practical cultivation of the dreams, vested in this class with special needs, I would prescribe a different format of tuition. Firstly, I would ensure proximity of my student to the tutor and seat the child away from any destructors, since the concentration of my student is low. For the clarity of two issues in discussion, I would apply the color code phenomenon, which uses a certain color to signify a specific opinion and a different color that signifies another different opinion. This would assist in clarification. In addition, I would repeat explanations severally for the student to grasp the concept.
There are other accommodations, which the regular teacher might employ to improve the academic standards of a student. This includes avoiding overloading the student with too many pieces of information by providing one-step at a time. This helps the student to articulate the skills without the chance of erasing what he already has and reduce chances of confusion. The teacher might also provide the student with an extra time for processing information, which boosts the memory status and embraces the virtue of recalling.
Basing on the fact that such a student is dependant of the teacher, there is a need for special accommodations and modifications to cultivate the best out of the student’s expectations. This ranges from curricular to co-curricular activities. The teacher should enable practical placements that meet these career objectives. For example, training for physical education, like the Olympics program, assists the student to foster in exercise and profession. In addition, the teacher might come up with collaborative organizations and inform parents about the same to help the students while at home. This works well with the obligation of allowing enough rest for the student. The teacher should also give an ongoing feedback to the student to help boost morale.
Related specialists also perform a major role in the upbringing of the career for students with special needs. For instance, the doctors should keep a regular check on the health of the students for diagnosis of any complications. Consequently, such students need guidance and counseling to alleviate chances of stigma. This is the role of counselors, who are also sign language professionals.
Other related services that might be of importance to the student include catering and accommodation. The student needs a balanced diet together with a sound place for rest. This freshens up their mind and boosts the psychological thinking capacity. The environment of study must also be clean while the dressing code must be uniform for easy identification.
In conclusion, the practicum placement for the physically impaired student that I assessed gives a platform that not only puts the child a chance to learn sign language as a form of communication, but also empowers him with knowledge about life outside the classroom. The teacher has a lesson plan that enables the student to cultivate his talent through co-curricular activities. In managing the stigma caused by the impairment, the student goes through care and counseling. The rules and regulation also feature interpersonal relationships such that there is no student who can cause physical or psychological harm to their peers. According to Smith, Finn, & Dowdy (1993), the plan also stipulates a chance for assistance of poor students by the gifted. This has maintained a harmonious terms of service within the learning environment. However, there are recommendations for more adjustments modifications of this practicum to include organizations that help parents to participate in bringing up the student to cope with the situation.
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