What are the components of systematic instruction of students with disabilities?
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Systematic instruction is a broad term meaning a step-by-step approach.\n\nThere are several systems of instruction for students with disabilities. Most have the following components.\n\n1. Task analysis (breaking down common tasks, such as print skills, into micro-steps).\n2. Assessment of student ability based on the task analysis (where is the student losing hold of the skill?).\n3. Planned activities to help the student learn, practice, and master each task-analyzed micro-step.\n4. Post-assessment to confirm student mastery, and provide data to chart progress.
561939
Regular school classes are set up to help the "average" kid. Most kids learn best in the way regular school classes are taught.\n\nBut not all kids learn best that way.\n\nThere are different "categories" of kids who learn differently. Each "category" helps special teachers come up with instruction that helps those kids learn as much as they possibly can.\n\nThe most common category is "Specific Learning Disability." These are kids with normal smarts who just have trouble learning how to read or do math using the usual, regular classroom ways.\n\nSome kids have trouble understanding what they hear, and/or making sounds right when they talk. Most of these also have normal smarts. This category is "Speech-Language Impaired."\n\nSome kids stress out too easily, and show it by being mean to other kids, not doing their work, talking back to the teacher, destroying stuff, etc. Most of these also have normal smarts. These kids are Emotionally/Behaviorally Disturbed.\n\nSome kids take a lot longer to learn stuff, both in school and at home. They need to practice each little step over and over to remember it and use it. These kids are Mentally Retarded.\n\nSome kids have health problems that are bad enough to get in the way of their learning. These kids are Other Health Impaired.\n\nSome kids are "blind" to social stuff. They don't understand how people interact with each other. These are Autistic.\n\nOther kids may be unable to hear well, or totally deaf. Others may be blind. Some are deaf and blind. Some are in wheelchairs because their bodies don't work well.\n\nKids that have a mix of things from different categories are called "Multi-Disabled."
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I'm in Middle school and I'm blind in one eye and have limited vision in the other. There are a few hard parts 1 not being able to do somethings your friends and peers can, 2 not having teachers get papers enlarged so you can read them # having people hear "disability" and think you are mentally handicapped. But every day gives you new hardest things and you learn to work around them. My impairment has given me a lot of patients and helps me understand other people with disabilities.
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Developmental approach -- Skills and knowledge are categorized by level of difficulty, and matched to physical and mental developmental readiness of the student. The teacher identifies which skills are missing, and teaches them based on student developmental readiness. The teacher controls the student's activities, environment, time, etc. to enable the student to learn the targeted skills. A very successful approach, especially when dealing with students with special needs.\n\nProgressive approach -- The teacher defines the environment and available activities, but the student determines if and what will be explored. A variety of skills and knowledge are made available for exploration. The teacher acts as a facilitator, suggesting, explaining, etc., but the student is entirely in control of his/her learning. A good approach for gifted education, but difficult to apply when dealing with students of any ability level who have low motivation.
80848
Some techniques include lecture, lecture with discussion (interactive lecturing), panel of experts, demonstrations, brainstorming, videotapes, using the Internet, class discussion, small group discussions, jigsaw activities (a type of small group work), case studies, modeling, role playing, report back sessions, worksheets, surveys, index card exercises, guest speakers, values  clarification exercises, and probably dozens of others.\n\nI've attached a number of websites that should help you put together definitions for the ones you choose ot consider.
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Depending on the subject your teaching math ,English, etc...You may consider 3 things visual , auditory and tactual. all can be successful in certain setting, if you can incorporate all three you will reach every student.
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Promote DEPTH of study. Don't make them drill skills they already know. Instead, have them learn a greater depth of knowledge toward each state standard, and focus on higher-order questions (Bloom's Taxonomy).\n\nHere's a couple sites with some wonderful information about curriculum compression and enrichment:\n\nhttp://www.kisser.net.au/pdeo/peac/page8.html\n\nhttp://www.nagc.org/
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Collaborate with you special education teacher.
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Modeling the reading and writing process can be whole group.  Otherwise work in smaller groups with center activities available.  Whatever grade we teach there are students of varying abilities so you just meet them where they are at.
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DIfferentiated Instruction simply means employing different instructional techniques for each type of learner.  It does not mean a classroom of 25 to 30 different plans, it means looking at the learning styles and levels and trying to address them within a lesson.  You use visual, oral, aural, kinesthetic and concrete teaching techniques so that learners are taught to their strengths.  DIfferentiated instruction should not be confused with individualized instruction which is tailoring lesson plans to each student who has an IEP.
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Books on Educational Psychology and Cognitive Development in Education Programs offer the best info.\n\nBehavior problems and coping w/ indicvidual differences are the two big challenges of teaching.\n\nI found a pretty good summary online; read/print out info on this link:\nAdditional links found:
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The terms mild, moderate, or severe are trems the medical community likes to through out to help parents feel some sort of ease in their childs disability.  In concerns to the childs learning abitliy and how the teachers teach or treat students with learning disabilities, there should be not worries.  Let me explain... By law every student has the same right to an education without predjudice to their learning ability.  The student with a learning disability, (or his/her parents) need to let the school know that the student needs accomidation.  These accomidations are spelled out in every state and must be given to all who ask and are documented wtih a disability.  There are even accomidations for students that have no disabilities, that are required by law available for thier use.  Every school in the USA should have someone that works in Disability Support Services.  They will have all the information and acconidations avaliable for you. But Remember!!  YOU MUST ASK FOR ACCOMIDATIONS.  Once the advisor for disablity services has document the students needs, and gets it aproved by the state, a copy of that students accomidations is given to his/her instructors. The instructor are bound by law and the school to give those accomidation.\nAccomidations can range from:  extra time on test, private room for testing, scribe, lessons on tape, large text books,use of a calculator for ALL math, use of a computer.  This is a very short list of what may be available, but please don't give up.\nAs far as implications for the teacher, trust me there are NONE, we will do everything possible to help a student succeed, and I do mean everything,  Well except give them the answers.  Good luck, a disability support instructor.\nIn my site source, if you live in wisconsin (wi)type in your states initials.
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A variety of materials are beneficial in the classroom because of the different learning styles. Visual learners will benefit from charts and pictures, and also the written words on the board. Auditory learners will learn from just the spoken word, such as stories on CD as many literature books now have. Kinesthetic learners need to move around, so some activities with some controlled movements are good. Also remember that most people are a mix of learning styles, so incorporating a mix of things is best. These were just a few examples that make the learning process more impactful for students.
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my former highschool (and most highschools in the area) have a program/club called Partners Club, where not only kids with disabilitys (from mild to severe) can get together and do fun things. but also mainstream kids! one year i volunteered to coach bowling for most of the special education children, i'm not very good at bowling, but it was SO much fun!\nthey put all kinds of activities and events together! you should try to do something like this.
346608
This belongs in a different topic, not "special education." What the heck are you asking about anyway?
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I don't think that's a Special Education related question. Special Education refers to the provision of services to kids with disabilities.
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Knowledge of the subject matter\nGrade and age appropriate\nEffective motivational questions to use\nVisual aids\nEffective thought provoking "heuristic" questioning\nActivities designed to promote an interactive lesson\nVariety of techniques and strategies used\nA well-timed lesson\nA conclusion \nEvery lesson should inlcude some listening, wriitng,reading and speaking.