Early Intervention Services 0-4 yrs.

Pre School Readiness Skills 4-6 yrs.

School for Special Education 6-16 yrs.

Pre Voc & Vocational Centre 18+ yrs.

Recreational & Activity Club 5+ yrs.

Remedial Teaching Services Speech, OT,

Educating The Mr Child

Educating - Adaptations for Integrated Education

Integrated means the inclusion of children with disabilities in general schools. Adaptations are made in the curriculum and the educational and physical environment. Teachers play a vital role in this.

Suggestions for modifications
1. Modification of the environment.

  • Provide a flexible classroom arrangement that facilitates grouping and regrouping of students.
  • Use natural settings to block off independent work areas.
  • Arrange preferential seating so students receive more individual attention.
  • Use elements such as music to filter out environmental distractions.
  • Use learning activity centers.
  • Provide peer tutoring.
  • Arrange for cross-age tutoring.
  • Use other ancillary personnel within the classroom.
  • Use parent volunteers and professionals.
  • Employ supplemental services in an adaptive education programme.

2. Modification of teaching approaches and modes of instructions

  • Utilize principles of corrective teaching in the classroom
  • Match the teaching approach to the students learning style.
  • Use concrete materials to facilitate learning.
  • Proceed from concrete through visualization to abstract learning.
  • Provide for practice and over learning to facilitate recall and recognition.
  • Use a variety of compatible teaching approaches to reinforce learning and recall.
  • Simplify teaching presentations.
  • Present material using visual aids.
  • Break lessons down into smaller units with feedback intervals.

3. Modifications of instructional materials

  • Select materials appropriate for the functional and interest levels of students.
  • Follow a developmental learning sequence, that is, use materials that reflect the step-by-step     development of concepts.
  • Provide a variety of instructional materials.

4. Modifications of student receptive modes

  • Allot students more time to copy notes/assignments from visual aids or the blackboard.
  • Allow students to use tape recorders if necessary.
  • Assist students in taking notes.

5. Modifications of student assignments and output

  • Check that assignments are within students ability to complete.
  • Divide a major assignment, such as a term project, into smaller segments.
  • Simplify assignments when needed.
  • Pace assignments according to each students ability, that is, allow more time for completion if    necessary.
  • Provide visual cues to highlight the nature of an assignment, using color coding when appropriate.
  • Provide structure and direct student activities to complete assignments.
  • Provide intermittent feedback to assure successful completion of assignments.
  • Allow students to present assignments in forms other that written.
  • Allow students to demonstrate knowledge orally, that is , permit oral exams and oral presentations of    assignments.
6. Modifications of behavior management approaches and intervention styles
  • Provide a structure within which students can respond.
  • Clarify behavior and performance expectations.
  • Organize daily assignments and utilize daily schedules.
  • Provide for the monitoring of behavior and performance.
  • Provide immediate feedback and reinforcement modes.
  • Administer individualized student contracts.
  • Utilize contingency management.

Social support and interaction is necessary. The Peer group should be sensitized so that the special child gets a feeling of belonging. A lot of motivation and reinforcement is necessary. In special schools expectations slide down. Regular classroom is governed by normal class abilities and so the challenges are more. However, if a special child can't cope up with the formal education, the other skills such as vocational training, cooking etc. be considered.