Observation of Learning Experiments

In most educational settings, students with exceptionalities encounter a number of difficulties. These students exhibit a range of intellectual, communicative, behavioral, sensory, and physical exceptionalities as well as numerous difficulties. Varying types of these special needs students require different levels of care from teachers. According to statistics, 10 to 13 percent of students are considered extraordinary (Schultz, 2013). According to Duhaney (2000), at least three students in a typical-sized tutorial class of 25 students will demonstrate one or more exceptionalities. Students with special needs pose a variety of demands in diverse learning environments, including level K–8 and level 9–12 classrooms. Through my observation in the K-8 classroom, I noted that the special students had social and learning demands on both the teacher and others students. During the class session, most of the students wanted to be included in all classrooms activities. It is evident that none of them wanted to be singled out. This is a learning behavior depicted by most students with special needs to demand attention and care. Additionally, due to their incapabilities, tutors spend more time on a certain concept to drive a point home. Lerner (2003), explains that special need student’s demand extended periods of time to teach a particular skill or master a concept. Therefore, many instructors are obliged to repeat information severally and reinforce it in numerous ways (Steele, 2005). Additionally, teachers and other students face social demands from special needs students that involve communication and interaction. Through my observation, I noticed that the K-8 teacher had to control his attitude and responses to be identical to all the students. This is because negative attitude and derogatory responses make special needs students feel stigmatized; thus, affecting their social behavior (Schultz, 2013). Other students were expected to act sensitively without segregating one another.

The learning environment was designed to support positive multicultural experiences and encourage active participation. The least intensive strategy of managing behavior was applied by the tutors and paraeducators effectively. Grouping provided conducive environments and substantial opportunities for all students to learn from each other. Gestalt theory posits that forming groups creates dynamic relationships and enhance communication (Schultz, 2013). This was facilitated by well-structured learning activities that both promoted and improved the social climate of the classroom. I noticed how that strategy made everyone felt like they were contributing in the class.

In the grade 9-12 classroom settings, special needs students showed different demands that required effective intervention strategy from both the tutors and paraeducators. Attention seeking was one of the vivid expectation that some of the students demanded during the class sessions. This is a common expectation where students with exceptionalities require more attention such as to be given more space when speaking without being interrupted. Moreover, teachers faced difficulties in understanding the message delivered by some of the students. This forced the tutor to spend more time listening to the student to grab the message. Not only do such expectations and demands affect student’s performance, but also their social interaction. Some students with a physical disability required extra support to be able to move, dance or play. In the grade 9 classroom, some depicted behavioral exceptionalities that demanded emotional intelligence from both the teachers and other students. Emotional intelligence is significant in dealing with students with special needs to tolerate and empathize with them (Steele, 2005)

The teachers have adopted an inclusive strategy to enhance intracultural and intercultural interaction. Due to psychological, emotional, and other problems students are taught using direct instruction and explicit teaching strategies that have structured approaches of breaking down the tasks into smaller and manageable levels. In the behaviorist theory, direct instruction are effective with children with disabilities (Steele, 2005)

It is challenging to teach student successfully with exceptionality in the inclusion setting because of the processing and academic deficits. However, teachers need to focus on both weakness and strengths to create positive multicultural experiences and encourage active participation in the leering environments.

References

Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27, 393-401.

Lerner, J. (2003). Learning disabilities: Theories, diagnosis, and teaching practices. Boston: Houghton Mifflin Company

Schultz, Duane (2013). A History of Modern Psychology. Burlington: Elsevier Science

Steele, M.M. (2005). Current Issues in Education. Teaching Students with Learning Disabilities: Constructivism Or Behaviorism? Retrieved https://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/1607/650 (Accessed 10 June)