Steemhomework for the week!. How handle students with disabilities?

in #steemiteducation6 years ago (edited)
There are many types of disabilities, and the strategies for their attention in the school, depend on the type of disability presented in the individual, to such an extent that there are educational institutions that focus on how to teach according to specific conditions.

However, as a teacher, you may be familiar with the term "learning impediments". Even so, it seems that there are too many types, and every teacher or professional who works specifically with students with this type of condition, has different terms or ways of describing the individual. Such a case can be understood with the following scheme which expresses what the brain has to do to make learning happen. The first step is to receive the information (input), the information enters the brain mainly through the eyes and ears. Once the information has been received, the brain has to make sense of it, this process is called integration.

Afterwards, the information must be stored and then recovered, this is the memory process. Finally, the brain must send a signal to the nerves and muscles-the expression (output). And in any of these procedures, both Input and Output is where an impediment to learning is possible.

Then the scheme is the following:

IMPEDIMENTS OF RECEPTION (INPUT)
  • Of Visual Perception
  • Of Auditory Perception
  • Reception of Information through Other Senses
IMPEDIMENTS OF INTEGRATION OF INFORMATION
  • Information Ordering
  • Of abstraction
IMPEDIMENTS OF EXPRESSION (OUTPUT)
  • From the language
  • Motors
  • Of Specific Learning
    • Memory Reception
    • Visual perception
    • Short-term Visual Memory
    • Auditory Perception
    • Short Term Auditory Memory
    • Long-term Visual Memory
    • Long Term Auditory Memory
  • Expression integration
    • Visual Regulation
    • Spontaneous Language
    • Hearing Order
    • Requirement Language
    • Visual Abstraction
    • Global Motoro
    • Auditory Abstraction
    • Fine Motoro

All existing theory about teaching individuals with disabilities, is associated with the different legal bases in each country, however, the teacher as a professional, must have mastery over the different methodological strategies to treat children with educational needs special, and a willingness to train and apply the appropriate pedagogical strategies to meet the different educational needs of different schools, this will benefit children because they will have a more active participation and take advantage of all the human potential they have.

Taking into account then the scheme, all aspects of deterioration associated with the processes of Iinput / Output established in what is considered intellectual disability, so depending on it I will express my experiences

Since education is a fundamental right inherent to the human condition, the application of pedagogical strategies by teachers helps to overcome the exclusions and inequalities that affect individuals when it comes to access and promotion in the education system.

So, as teachers, we commit to apply the knowledge we receive for the student with disabilities, we will contribute to the sustainable development of our country by training individuals who see disability not as a disease, but as a condition of the person who does not limit or it conditions the right that people have in all aspects of life.

Not with this it can be indicated that the attention in this type of students is achieved by itself. We must understand that it is true that there are deficiencies in the teaching - learning processes, therefore strategies and skills must be identified in the teachers, that are adapted to the needs of each one of the students; and that they do not necessarily come from what they have learned in their initial formation centers, but above all from the daily practice in the classroom.

Therefore, the effectiveness of the training will be possible as we get closer to the knowledge of teaching practices and above all that the teachers themselves can explain their own theories to analyze them critically.

In my particular case, I had one case of students with different learning conditions and it was necessary to know how the teachers faced this situation in their daily work, and from there, I design the process and training strategies relevant to their teaching.

In the higher educational level in which I work, the cases that require methodological strategies for meaningful learning are students with intellectual disabilities, which require cognitive bridges made from teacher presentations, projections, including a student with a disability. intellectual.

This type of adaptation in teaching represents a real challenge, since it implies real changes in our educational practice, considering that these students have intellectual disabilities.

The educational response for students with intellectual disabilities, must have as a reference all the aspects of personal development, and that these learning must be achieved taking into account that students are not the ones that must adapt, but the curriculum should be adapted to their needs. Therefore, the strategy to manage them consists of:

The construction of conceptual maps as it is a strategy to represent relationships of topics or content treated within the classroom, which can be supported with graphics and illustrations, to achieve more meaningful learning in students. These conceptual maps are elaborated first by the teacher and then by the students.

Group activities and practical work help considerably as they stimulate learning and autonomy in students with intellectual disabilities, for the integration of the rest of the classmates with the student with disabilities, a series of benefits associated with the group qualification are granted. and the topic to investigate.

Another activity that allows the interaction of the student consists of making narrations related to other areas or educational areas, which will help him to better develop the language, the social, sensory and psychomotor aspect.

When teaching different subjects, it is advisable to subdivide them into small parts, starting with the simplest or most complex ones and managing the contents little by little. When we talk about adjustments we refer to the modifications or adaptations we make to the curriculum, depending on the needs, whether they are common or individual.

Additionally, special students are encouraged in a positive way, however small they may be, this of course maintaining a good level of activity within the scope of school work, without letting students be marginalized.

When considering the individual qualification, I take into account the attitude and disposition of the student towards the tasks, more than the quality of the same, this without stopping to exercise the discipline with affectionate firmness, that is to say, I do not show him authoritarian attitudes since they can deteriorate the student's relationship and may result in rejection of school work.

The educational response for students with intellectual disabilities should have as a reference all aspects of personal development, and that these learning should be achieved taking into account that students are not the ones that must adapt, but the curriculum should be adapted to their needs.

Of the cases in which I could interact as a teacher with students with intellectual disabilities, once this strategy was applied, the individual was able to overcome the objectives set with a satisfactory grade and more than enough to advance to the next level.

Thanks to @steemiteducation and @edu-venezuela for supporting educational content

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Wonderful blog

students are not the ones that must adapt

Absolutely. What I love about your blog is that you show respect for the individual. Our understanding of the learning process is really not very good. If students fit into the mainstream, we have a formula for teaching them. But if they do not fit into recognizable patterns of learning, we're often at a loss. The key is letting the students know that their alternate learning style is not a stigma. It does not in any way reflect upon their value as people. If we truly believe that, we can reach a wide variety of students who have alternate learning styles.
I was privileged to teach in a school that was set aside for students who could not fit into the mainstream. Respect and regard for each student was the foundation for progress I made in the classroom.

Hello, sorry for answering late, I have problems with the internet connection. Thank you very much for reading, your comment is very complimentary.
Greetings.

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