5 Myths About Teaching Learners With Special Educational Needs
Marie Delaney is a teacher , trainer , educational psychotherapist and author of ‘ Teaching the Unteachable ’ ( Worth ). She has worked extensively with pupils with Special Educational Needs and trains teachers in this area .
Do you have learners with special educational needs ( SENs ) in your class ? Have you had any training for teaching these learners ? Probably not .
Global governments are promoting a policy of inclusion for learners with SENs . However , there is often a gap in support for teachers to implement this , leading to anxiety towards teaching learners with SENs .
There are some common misconceptions which make teachers anxious .
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5 myths that make teachers anxious
1 . You have to be a specially trained to teach learners with SENs
Good teaching strategies will benefit all . Classroom management and a positive attitude are things every teacher can have .
2 . It takes a lot of time and extra planning
If you plan your lessons with a variety of activities and use a multi-sensory approach , you do not need to do extra planning .
3 . You can ’ t do fun , challenging activities
Learners with SENs have their own personalities and strengths . Discover your learners ’ strengths and build on these in your activities .
4 . Other learners suffer because of having learners with SENs in their classes
Other learners benefit from developing understanding and acceptance of differences .
5 . Parents of learners with SENs are challenging for teachers
These parents have often had to struggle to get help for their children .
They can help you to understand and develop strategies together which work . See them as allies , not critics .
So what works ?
You already have lots of classroom management skills which will help . Like all learners , they need clarity , consistency , understanding and a multi-sensory approach to learning . In the case of learners with SENs , these things are absolutely vital .
8 top tips
1 . Instructions
Make these concise and on a stepby-step basis . Give in different senses – have visual cues such as an ear for listening and gestures to reinforce . Avoid the use of sequencers , such as ‘ before you do this ,’ give the instructions in the correct order .
2 . Use positive classroom language
Say what you want learners to do , not what you don ’ t want them to do . For example ‘ Look at the board ’ rather than ‘ Don ’ t keep turning around ’.
3 . Use visuals to reinforce rules and routines
Have a traffic light system to show when the group is going off task . Use visual cues to let learners know the order of activities .
4 . Think about your learner ’ s needs with a seating plan
Hearing impaired learners will need to sit near the teacher , learners with ADHD away from distractions .
5 . Learn from your students
Ask them what helps . Understand their strengths and interests .
6 . Use a multi-sensory approach
Have learners spell out a word , draw the word , and sing the word . Get feedback in different ways , for example , use individual whiteboards where learners hold up their answers
7 . Create a positive environment
Have a buddy system where learners help those with SENs .
8 . Work with parents and other professionals
Focus on what works , not the problems . See your learners as people and not as labels . And enjoy learning with them .
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