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.

• 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.