top of page
  • Educationary Technocart

Top methodologies to teach the specially abled children- Educationarytechno.com



The five senses- sight, hearing, smell, taste, and touch allow both humans and animals to experience these internal and external inputs. Any human being is considered disabled, or "differently abled," if they lack one or more of the aforementioned traits or any combination thereof.


Whether teaching children with disabilities or children without disabilities, a successful teaching strategy is built on a multimodal approach. The instructor should be informed that their children can learn, and they should work cooperatively to find out information. Also, the instructor should be aware of the limitations and how small activities can allow the special kids to learn more.


The instructor should be aware that because of their limitations, children with disabilities have a smaller range and variety of learning experiences. Parents of impaired children should be informed that their children can learn, and they should work cooperatively to find out information regarding their children's education.


There are other common methodologies that you have taken care of while handling specially-abled children. Some of them are:


1. Aid students in Concentration:

One needs to gently remind the kids to do their allocated activities as the lesson progresses. Reminding the kids about the requirements for their behavior at a younger age is also a necessary step to be taken. The instructor should divide the larger jobs into more manageable and smaller ones. Give children the opportunity to finish five math problems, for instance, before giving them the opportunity to tackle the final five. Students can optimize their own and one another's learning potential by participating in group activities.




2. Examine the prior lesson:

Review a few problems before moving on to the current lesson if you went over regrouping in subtraction in the previous session. Use worksheets to highlight essential phrases in the directions so that children with special needs can concentrate on them. Simply underline crucial terms while you and the students read through the instructions if you are unable to highlight before the lecture.


3. Encourage the student to take part in the lesson:

Your special needs student shouldn't be rushed. Try to reserve asking them in-depth questions until after they've had a chance to complete an equation. Ask follow-up questions so that students can show their understanding after delaying the answer or choosing another student for at least 15 seconds. Avoid being critical or sarcastic; doing so highlights the distinctions between students with learning problems and their peers. Use a range of multimedia resources to provide academic instruction. You can use a wooden apple cut into quarters and a wooden pear cut into halves as an example when instructing pupils on how to solve fractions.



4. Evaluation of student performance:

To determine each student's level of understanding of the lesson's material, a teacher should ask them specific questions. For instance, ask them to explain the formula they used to solve a mathematical problem. Use these opportunities to teach kids with special needs how to repair their own errors, such as by providing advice on how to check calculations for arithmetic problems and steer clear of spelling blunders. When working with pupils who have special needs, a teacher should refrain from giving them time, stressful tests. Due to their possible temporal blindness, these circumstances prevent them from demonstrating their entire breadth of knowledge. Quizzes with more time allotment mean less test anxiety.



5. Find out more about the particular disability your student is dealing with:

Learn about your student's impairment. You can speak with the student's parents or former teachers to learn more about their child's handicap. You can assist the student more effectively if you are familiar with the student's handicap, routine, and methods of dealing with it. Useful new educational resources for students with special needs are available.



6. Keep your directions straightforward and declarative:

Keep your directions simple and understandable when you have kids that are hearing-impaired in your classroom. Avoid using complicated language that could be confusing to kids with disabilities. Use clear, straightforward instructions in your lecture while keeping this in mind.



7. Create instructional plans that promote increased participation from students:

Children with special needs typically don't take part in many educational or extracurricular activities. The most common cause for this is that they feel inferiority complex, thus to pull them out of this, design a lesson plan that encourages every student to participate in activities. They gain confidence to interact with people in their daily life when they participate frequently in classroom activities with other students.



Methodology for the Intellectually Disabled children


Children who are intellectually impaired typically lack the ability to learn and advance in the classroom. The following are some guidance methods for mentally impaired people who are educable:

  1. Programs for family counseling should be set up to help parents learn how to deal with this circumstance. Any programme for the socialization and rehabilitation of the child that involves accepting the mentally impaired youngster must be successful. They need to receive tailored instruction.

  2. It is important to use activity strategies that promote learning through experience.

  3. Since these children's rates of learning are sluggish, it is important to carefully grade them using a graded curriculum.

  4. Learning readiness ought to be required. These kids need to be ready for the proper readiness programmes.

  5. Teaching sessions should be shorter because these kids can't focus on their schoolwork for longer periods of time.

  6. Since young kids have very little to no imagination, teach them through real-world situations. Give them specific illustrations.

  7. Because they still have lower mental abilities than the educable mentally retarded, the guidance tactics used with trainable mentally developing children should be distinct from those used with them. A flexible schedule is required. The bond between teachers and students should be strong.

  8. For these kids, group activities may be used. These kids need to be raised in their own homes or in a facility's care in a safe atmosphere.



Methodology for Auditory and Visual Handicaps


  1. The teacher should use scientific tools to identify students who have hearing loss, and they should then be referred to an ENT professional for advice. Such kids might be asked by the teacher to sit in the front row.

  2. When assigning homework to such pupils and in the classroom, teachers should make an effort to hold their interest.

  3. Children who are completely deaf can try specific lip-reading lessons. Children who are completely deaf have trouble communicating with others. They require hearing aids, which must be given to them. They ought to receive speech therapy.

  4. Parents should strive to instill confidence in their kids by showing them affection.

  5. Wearing glasses can help rectify vision problems. Children who are completely blind should be placed in special schools where they can learn using the Braille System.

  6. Children who are partially blind can learn to read standard text or huge type when amplified under specific circumstances or with the aid of a magnifying lens.

  7. More auditory and tactile aids, verbal clues, and three-dimensional aids should be used as teaching tools.





Methodology for Physically Handicap


  1. Postural exercises can assist treat cases of cerebral palsy and spasticity by enhancing muscle coordination. These kids should receive occupational therapy.

  2. Children with polio may attend school, but they should have access to the necessary equipment, such as crutches and wheelchairs. Individualizing one’s approach is highly required.

  3. Children with special needs should have their psychological issues addressed while being guided.

  4. Encourage these kids to be more tolerant and to accept their impairment. They should be treated with decency and respect by other members of society as well as by their parents.





Methodology for Speech Handicap

  1. By correcting the student's language usage, spelling, and vocabulary, the instructor or language expert must assist the student in overcoming his lack of vocabulary.

  2. The teacher should plan outings for these kids to historical or geographically significant locations, such as museums, mountains, lakes, etc. Here, children will inquire out of interest, and their teachers will respond with the information they want. Their vocabulary will grow as a result of this.

  3. Children with such difficulties in articulation and voice can receive assistance from speech therapists in hospitals, child guidance centers, and speech therapy clinics to lessen stuttering.

  4. Stammering is a disability that has its roots in subconscious, deep psychological causes that the person is unaware of. Psychotherapists can aid in the stammering reduction and stammering confidence building.

  5. Stammering is a disability that has its roots in subconscious, deep psychological causes that the person is unaware of. Psychotherapists can aid in the stammering reduction and stammering confidence building.


For children with disabilities, special schools offer a variety of cutting-edge teaching techniques. Recognizing the different types of disability in children is the most important aspect of this teaching strategy. Only the teacher will be able to use the specific teaching strategies after comprehending the problems, and for this, she must complete an international diploma in special needs education from an educational institute. Teachers will begin training students about advanced techniques by determining their needs.


A youngster with special needs has aspirations to pursue a career as does a child without a disability. Initiatives are being made for young kids all throughout the world so they can realize their aspirations. Thus, constant communication with the children's parents is part of the instructional approach. Teachers will then be able to learn about the children's living conditions at home. Teachers will also be aware of how the community affects and influences them. Check out the numbers of schools, institutes, and sports academy that teaches the specially-abled children


8 views0 comments

Comments


bottom of page