Sharing Good Practice student , the teacher can convey the message effectively .
Furthermore , through accommodations and modifications to the class learning , teachers cater to the individualised need of the learners and encourage them to access the concepts at their own pace ( Delaney , 2016 ). Through differentiated instructions / strategies , related material / resources and the support of the teaching assistant , shadow teacher , and specialists all learners can work towards meeting their optimum potential . Also , involving parents in the inclusion process and collaborating with them on a regular basis has proven fruitful .
Students learn better in a warm , secure environment . Such an ambience creates a feeling of acceptance and boosts the learners ’ sense of esteem and self-confidence . By engaging learners in small group activities , they can be further encouraged to participate and contribute to the learning , thus realising the objective of the lesson and developing the learners ’ feeling of self-worth .
Learners are motivated to learn and challenge themselves further when their efforts are appreciated . Praise is an effective way to acknowledge a student ’ s contribution and encourage their performances . For a learner with SEN , praise serves a greater purpose as it indicates their acceptance in the classroom setting . Having their name called out in a positive manner impacts their motivation levels and encourages them to further participate in the learning process . However , praise should neither serve as a condescending nor a frivolous gesture . A teacher ’ s genuine praise for efforts , attitude and positive learning behaviour will go a long way in encouraging learners to replicate the same attitude towards future learning . completed . The student can thus feel accepted , cared for and a valuable member of the class .
Not all learning is dependent on how well you put pen to paper . Encourage students to develop their verbal and non-verbal skills through role play , discussions , shadow play and similar activities that allow all students to perform and display their skills / potentials . Interaction with such learners should be promoted and appreciated .
During early years certain activities are applicable to all learners , so whether you want to build on their gross or fine motor skills , you can engage the entire class in balance exercises that involves movement or a sit-down activity that includes , crushing , tearing , and cutting paper or pattern formation on beads or blocks .
Besides the above-mentioned strategies , teachers can adopt a string of interventions that relate to the learners ’ preferred learning style . No single activity will fit all learners with SEN , nor will the same activity hold promise on every occasion for the same learner . The creativity of the teacher to assess the needs of the learners and to juggle out relevant
resources and strategies will reap rich rewards in terms of meeting learning outcomes .
While learners with SEN stand to benefit from an inclusive learning environment , the same holds true for their typically developing peers as well . Irrespective of their varying needs and abilities , all learners deserve to grow and strive together to create an inclusive , cohesive society in future .
Undoubtedly , the intrinsic role of teachers in ensuring that the entire class engages in the learning process cannot be undermined . It is important for teachers to develop a clear outlook on the learning expectations from students with SEN and identify appropriate stepping blocks that will enable them in realising those goals ( Gedge , 2016 ). While the journey might appear challenging and equally intimidating , it cannot be denied that the ultimate reward is immensely gratifying .
References
Delaney , M . ( 2016 ). Special Educational Needs . UK : Oxford University Press .
Gedge , N . ( 2016 ). Inclusion for Primary School Teachers . UK : Bloomsbury Education .
While keeping their individual constraints in mind , teachers can channelise their energy by designating responsibilities to them . The learner can be made to monitor the door during breaks , switch off the lights while watching a movie , collect books , toys , or material from the tables or assist in clearing up after an activity is
Seema Nambiar is a writer and special educator who has worked for children with SEN in India , Oman and currently in Dubai , UAE . She holds a postgraduate degree in communication ( India ) and M . Ed in Special Educational Needs ( UK ). She is a keen advocate of inclusion and well-being of all children .
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