Teaching strategies working with children with special needs whats meant by generalisation of skills?
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Generalization of skills.... taking a skill and using it for a different environment or a different academic subject.\n\nExample 1: With a mentally retarded child, we teach hand-washing at one particular sink. Then, we have to take the kiddo around to different sinks and rehearse the same procedure there, too, because the child will not generalize the skill without guidance.\n\nExample 2: I teach a child with a learning disability how to decode a long-vowel spelling pattern. The child returns to regular ed class, and when looking at his/her science textbook, reads words with that spelling pattern without help. The student has generalized the skill independently.\n\nGeneralization is extremely useful, and most of us generalize most of our skills without even thinking about it. Imagine not being able to tie your shoes because you sat down at the kitchen table, and you only know how to do it when you sit down on the couch because that's where you were taught it.
153283
This is a question that needs a very involved and specific answer, depending on the needs of the child.  Research the child's difficulties to find best practices in addressing the issues.  A general rule would be to never teach the child something he would have to "unlearn" later.  Teach the skills the child needs to know to be accepted, and as independent as possible.  Contrary to what some people say and believe, some different treatment is necessary -  different strokes for different folks, there is noting as unfair as the equal treatment of unequals, etc.  Lots of practice and repetition may be necessary.  Teaching basic life skills is essential.  What does the child need to know and what is the child capable of learning?
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What specifically are you asking about?\n\nAs a special education teacher, I feel the biggest problem is that most people don't know or understand what special education does.\n\nMost people now receiving special ed have normal smarts, and just learn differently than "average" people do because they are wired differently or have an extra challenge or two in their lives.\n\nCurrent special ed practices, done correctly by competent teachers and staff, can result in a student with normal smarts and extra challenges in his/her life succeeding in attaining career and life goals quicker and more effectively. Because of modern special education, more and more young people with normal smarts and extra challenges in their lives are earning standard high school diplomas, and moving on to college.\n\nIn quality sped programming, those with more intensive issues (intellecutally disabled/extremely slow learner in all areas) show increased independence as adults, and are therefore less of a drain on community resources than they would have been without intensive childhood training.\n\nHowever, this is only the case in schools with well-trained and competent special ed teachers. In a sizable minority of schools, many staff is not as competent as it should be (not all college prepatory programs for special ed teachers are quality programs), and most regular ed teachers, as well as the community in general, have no real clue and just assume that people receiving special education help have no potential.\n\nThe education of regular ed teachers, administrators, and community needs to keep pace with the potential of special ed programming. Some college special ed teacher preparation programs need to be scrutinized closely and forced to update and improve. This needs to be done while the special ed teachers who are truly doing their jobs well aready are NOT put under additional pressure, so that they can continue to invest their time and knowledge in their students.\n\nProperly done special education programs are of great value. Do you want to invest in the extra supports needed to help children learn to live in a difficult world (a 20-year cost), or do you want to have even more people dependent on the state as adults because they can't take care of themselves (a 60-year cost)?
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In other words, some students have an advantage because they have been exposed to ideas in the same way they are being taught and others have a disadvatage because they haven't had the orientation to that way of expressing the ideas.\n\n"The construct of elaborated and restricted language codes was introduced by Basil Bernstein in 1971, as a way of accounting for the relatively poor performance of working-class pupils on language-based subjects, when they were achieving as well as their middle-class counterparts on mathematical topics. Interestingly, it was stimulated directly by his experience of teaching in further education.\n\nIt is frequently misunderstood, largely because of Bernstein's unfortunate choice of labels. The "restricted" code does not refer to restricted vocabulary, and the "elaborated" code does not entail flowery use of language. There is an issue of "linguistic impoverishment" in the educational problems of some pupils, but Bernstein is not on the whole concerned with such extreme cases.""
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Special Education refers to the provision of services to kids with disabilities. You might have more success with your question under a different category.
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This may not be the best category for your question. "Special Education" refers to the provision of services to kids who are disabled. You might get more answers in a different category.
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With out know which impairment the child has I can only offer a generalization.\n\nThink about the activity and which senses it involves.\nWhat do you want the child to learn?\nCan the activity be accomplished using other senses?\n\nThink of it like solving a puzzle and Try imposing the same impairment on yourself and experiment with different ways to achieve what effect you want.
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Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
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Collaborate with you special education teacher.
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Special Education Lesson Plans
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Special Education is a term used to refer to teaching/working with Individuals with Developmental Disabilities.
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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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As you can see from previous answers, there are a number of terms that describe this type of teaching.  One of the earliest terms was "team teaching".
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I don't think your question relates to Special Education. Special Education is the provision of services to children with disabilities. I understand it can sometimes be difficult to find an appropriate category.\n\nI would suggest, resolving this question so no one answers. Then, re-ask it under a different, more appropriate category. You might get more answers.\n\nGood luck with your question.
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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.
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I find that giving a child with special needs a "buddy" who is "typically developing" tends to help.  I usually choose a girl who is a little (how shall we say?) bit of a leader.  Girls tend to have a little more of the nurturing and protective element.  Choose one person to help out the other child, makes sure that they get their assignments, stay on task, do their work... just be a reminder for the child with special needs.  Talk with the children truthfully about the child's qualities and needs.  "Yes, Joshua can write, but he can't speak very well yet."  Tell the other children what they can do to help him out.  "Erica, since you are good at understanding what Joshua wants, can you make sure that he gets what he needs to do his work?"  Praise the children for sticking up for their friend (this is especially hard in 2nd on up- the kids are starting to really notice differences).  Build a sense of community within your classroom, and expect that the children take care of one another outside of it as well.  Show the children what the child with special needs can do well, and try to find the similarities.  If the child with special needs is really into baseball, find another child in the class with the same interests who can talk about them with them.  Mostly, it is all about fostering a sense of belonging with all the children, pointing out everyone's achievements, and having a sense of comraderie.
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We need a little more information in order to help you.  What is the nature of the special need?  For example, does the child have a hearing impairment, or a learning disability, or a physical disability?  How you do the adaptation depends on the disability and the child's strengths and needs.  Possibly if you can add details you may get several good suggestions.