TUGASAN UNTUK AKTIVITI

ISL / Week 10
CHILD DEVELOPMENT
PISMP SEMESTER 1 / 2013


TASK:

(a) Surf the internet resources related to suitable activities for socio emotional
development
(b) Students discuss and produce an activity suitable for socio emotional development
of students.

(A) (B)

Activities for Children's Emotional and Social Development
by Susan Revermann, Demand Media


Your childs social and emotional development starts as soon as he is born and continues to
develop for years after. According to The American Academy of Pediatrics, early social-
emotional development is a fundamental part of a childs overall health and well-being.
Help your child build a strong foundation by planning some activities to encourage this
development.

Dramatic Play
When children are involved in dramatic play, several components of social-emotional
development occur. They use verbal and nonverbal communication as they play. Vocabulary
and language skills are strengthened as they interact. The children learn to appreciate each
other's feelings as they share space and work together to create the play scenarios. Since it
is an open-ended type of play, the children can try on different roles and be anyone they
choose. A bin of dress up clothes, puppets, dolls and flannel boards all fit into this dramatic
play category.

Games
Childrens games are not just for entertainment -- they can be educational, too. Games that
require kids to take turns and share help develop their social development. They must co-
habitate the play space and decide on what rules to follow. When a child loses or
accidentally gets his feelings hurt, he must learn how to accept the loss or demonstrate
emotional self-regulation. Age-appropriate board games, puzzles, field games, races or tag
are all examples of games that can help your child mature socially and emotionally.

Art Projects
Art is an excellent means of providing an emotional and creative outlet for a child of any age.
If you pair two or more children together to do a cooperative art project, you also tie in the
social aspect. When the children have to work together, they must determine how to
distribute the supplies evenly and share the art space to complete the task. Creating a large
painting, gluing together an ice pop stick birdhouse or mixing up a batch of homemade
modeling clay all require the kids to collaborate and brainstorm how to complete the task, as
well as learn the valuable lesson of give and take.


What Else You Can Do
There are simple activities or actions that you can do to make a major difference in his life
and development. One of the best things you can do for your child is to model appropriate
behaviour. He learns a lot from just watching you -- so set a positive example. Make sure to
hug, kiss and praise your child often to let him know how valued and special he is. Spend
quality time with him every day, even if it is only an assigned 15-minute block per day.
Engage him in conversations, read to him and cuddle. All of these activities will help
strengthen his self-image and allow him to develop a healthy view of the world.


Taken from:
http://everydaylife.globalpost.com/activities-childrens-emotional-social-development-
3375.html



















TUGASAN UNTUK AKTIVITI
ISL /Week 11
CHILD DEVELOPMENT
PISMP SEMESTER 1 / 2013



TASK:

a. Surf the internet/ library on self concept to prepare for the forum/ debate in groups
during tutorials.


SELF CONCEPT
Definition
- According to Rogers (1959), self is an organization or a perception that is
consistent and connected to other entity in one self-known as I or Me.
- Self-concept is self-consciously to others by using the word I or Me.
- An individual self-concept keeps changing as he tries to achieve what he wants.
But the individual will maintain his original self depending on his childhood
experience and perception of himself.
- The development of self-concept depends on acceptance and treatment from
family, society and environment.
- The evaluation of an individual self-concept can be seen through three sources:
i. Love and support they receive from their environment
ii. Capability and ability
iii. Family and the society acceptance of them .
- Ones personality is related to his self-concept as it is about their characteristic of
a person for example his thinking style and emotions.

- There are two main individuals self-concept:
-
1. Negative Self Concept
-Low self-esteem
- Passive
- Anti-social
- Not adventurous
- Moody and always depressed
- Sensitive

2. Positive Self Concept
- Open minded
- Optimistic
- Sociable
- Adaptable to changes in the environment
- Emotionally stable, relax when facing challenges
- Confident

- An individual with a positive self-concept will be able to evaluate himself, give
opinion, know his strength and weaknesses as well as accept critics from others.

Taken from:
Haliza Hamzah, J. N. (2008). Child Development. Subang Jaya: Kumpulan Budiman Sdn. Bhd. (Book)




















TUGASAN UNTUK AKTIVITI
ISL/ Week 12
CHILD DEVELOPMENT
PISMP SEMESTER 1 / 2013



TASK:

a. Search for resources from internet / library related to a distinguished and
impressive personality




What is distinguished?
: known by many people because of some quality or achievement
: making someone seem important and worth respect
Taken from: www.merriam-webster.com/dictionary/distinguished
What is impressive?
: making or tending to make a marked impression : having the power to excite attention,
awe, or admiration <an impressive display of skill>
Taken from: http://www.merriam-webster.com/dictionary/impressive

The Mother Teresa Personality







The chances are that you know someone who is generally quiet and kind, but who might
surprise you with strong, incisive, and persuasive ideas and opinions about issues they feel
strongly about. These people are extraordinarily attuned to the needs of others, dont seek
confrontation or conflict, but arent afraid to stand up for what they believe in either. When
you speak to them, they will surprise you with their rich thoughts and ideas, yet theyre not
interested in status, power, or positions of authority. If you know such a person, youve met
the Mother Teresa or ISFJ (Introverted-Sensitive-Feeling-Judging) Personality. Other
distinguishing characteristics include:

They are the peoples person and will dedicate their lives to serving others who are
in need.
They are passionate about what they believe in, and wont shirk from rallying others
to fight against social injustice.
They dont get involved in causes for selfish reasons, but are driven by ideologies
about what is right and just.
They regard it as their purpose in life to serve others, and will often rush to the scene
of a tragedy or disaster to help.
Taken from: http://healthpsychologyconsultancy.wordpress.com/2013/10/28/the-mother-
teresa-personality/

Why Nelson Mandela Was A Great Leader
Mandela exemplified all the qualities of a great leader
Published on December 7, 2013 by Ray Williams in Wired for Success








Nelson Mandela, or Madiba as he was affectionately known, has died. Not only have we
lost a great man and a great leader for his country, but also a shining example of the kind
of leadership we so desperately need today. He has left a huge inspirational vacuum.
Mandela lived for 27 years in prison, mostly on Robben Island, where every day with a small
hammer he broke rocks apart in the blazing sun only to retreat into his only home, an 8 by 8
cell.
Mandela helped to unite South Africa as it dismantled apartheid, the cruel system of white
minority rule. He symbolized for all of Africa a commitment to democracy and freedom.
He was a man of quiet dignity to match his towering achievements; a man with an ever
radiant smile and immense and humble sense of humor. Mandela was a rare visionary who
would see beyond the current struggles and pain. He was convinced that one day the best
parts of humanity would prevail over the worst parts. He even inspired his enemies to be
better than they had been through forgiveness and reconciliation. The Truth and
Reconciliation Commission he established is a great model for achieving justice in all nations
where human rights abuses occurred and pain needs to be healed.
City or Zip

One of the clear things that propelled Mandela to greatness amidst his suffering and
depersonalization in prison, was forgiving his jailors, feeling compassion for those who had
caused him pain and his desire for reconciliation. Mandela had the capacity to transcend
himself for the sake of those around him and higher causes. His personal pain at causing his
family to suffer, seeing the nation he led sink into corruption, and admitting his own
mistakes, after all he fought for after his release from prison, never overwhelmed him nor
stopped his resolve to make things better. Mandela was not a perfect man, and in
acknowledging his flaws, he becomes even greater. In his latter years, Mandela
acknowledged his weaknesses, his turbulent youth and his tempestuous relationship with
women. Mandela once said, one of the most difficult things is not to change societybut to
change yourself.
Zelda la Grange, Mandels personal assistant for almost two decades who said Mandelas
exceptionalism was because he inspired people to forgive, to reconcile, to be selfless and
tolerant and to maintain dignity no matter what the circumstances.
What kind of leader was Mandela?
Perhaps Rabbi Meahem Mendale Schneerson, said it best in his book Toward a Meaningful
Life: The Wisdom of the Rebbe Menachem Mendel Schneerson, Is he [the leader] truly
devoted to his mission, or just seeking glory? Is he truly interested in the welfare of others, or
simply building a flock for his own aggrandizement? [A leader] inspires by love, not
coercionGenuine leadership must give people a long-term vision that imbues their lives
with meaning; it must point them in a new direction and show how their every action is an
indispensable part of a purposeful whole.
Mandala once said, It is better to lead from behind and to put others in front especially
when you celebrate victory when nice things occur. You take the front line when there
is danger. Then people will appreciate your leadership. In many ways, Mandela was a
mindful leader, having invested hugely in developing his self-awareness and managing his
emotions. The truly mindful leader gets their own life in order first before engaging in
advising others to do the same.
What a stark contrast Mandels life was compared to the behavior of many political and
business leaders today who take credit and want the limelight when things are going well,
and blame others and avoid responsibility when things go badly. The predominant
leadership style today in many organizations continues to be egocentric, aggressive, self-
serving and lacking in empathy and compassion for others.
Nelson Mandala was a beacon of hope, and like Ghandhi before him, a shining example of
what a leader can and should be. A man of great compassion and forgiveness and humilty.
He will be sorely missed, but as has been said, When you live on the hearts of those you
love, you will never die.
Taken from: http://www.psychologytoday.com/blog/wired-success/201312/why-nelson-
mandela-was-great-leader






















TUGASAN UNTUK AKTIVITI
ISL / Week 13
CHILD DEVELOPMENT
PISMP SEMESTER 1 / 2013



TASK:

a. Access information through the internet, three case studies on children with special
needs in this category
b. Download photos/pictures of different categories of children with special needs
c. In groups, prepare a display of the photos /pictures.
d. Identify specific characteristics ( strengths) of these children .



















i. Learning Disability: Dyslexia
Dyslexia is a common learning difficulty that mainly affects the way people read and spell
words.
Signs and symptoms
Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. People with
dyslexia have particular difficulty with:
phonological awareness
verbal memory
rapid serial naming
verbal processing speed
Taken from: http://www.nhs.uk/conditions/dyslexia/pages/introduction.aspx





(Images are taken from Google images)

- Appears bright, highly intelligent, and articulate but unable to read, write, or
spell at grade level.
- Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behaviour
problem.
- "Isn't "behind enough" or "bad enough" to be helped in the school setting.
- High in IQ, yet may not test well academically; tests well orally, but not written.
- Feels dumb; has poor self-esteem; hides or covers up weaknesses with
ingenious compensatory strategies; easily frustrated and emotional about school
reading or testing.
- Talented in art, drama, music, sports, mechanics, story-telling, sales,
business, designing, building, or engineering.
- Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
- Difficulty sustaining attention; seems "hyper" or "daydreamer."
- Learns best through hands-on experience, demonstrations,
experimentation, observation, and visual aids.


Taken from: http://www.dyslexia.com/library/symptoms.htm

STRENGTHS OF CHARACTERISTICS OF DYSLEXIA
ii. Down Syndrome
Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material
causes delays in the way a child develops, both mentally and physically.
The physical features and medical problems associated with Down syndrome can vary
widely from child to child. While some kids with DS need a lot of medical attention, others
lead healthy lives.
Though Down syndrome can't be prevented, it can be detected before a child is born. The
health problems that may go along with DS can be treated, and many resources are
available to help kids and their families who are living with the condition.








(Images are taken from Google Image)

Characteristics of Down syndrome
Physical appearance
People with Down's syndrome share a number of physical characteristics. Not everyone will
have all of them, but they may include:
reduced muscle tone which results in floppiness(hypotonia)
a small nose and flat nasal bridge
a small mouth
eyes that slant upwards and outwards
a big space between the first and second toe (sandal gap)
broad hands with short fingers
their palm may have only one crease across it (palmar crease)
a below average weight and length at birth

However, it is important to note that people with Down's syndrome do not all look the same
and will share physical features with their parents and family.
Delayed development
All children with Down's syndrome have some degree of learning disability and delayed
development, but this varies widely between individual children.
Babies with Down's syndrome also often have short arms and legs and low muscle tone,
making it harder for them to learn how to move.
Certain development milestones are often affected, including:
reaching
sitting
standing
walking
communicating
talking
reading
A small proportion of children with Down's syndrome have additional medical complications
that also affect their development (see complications of Down's syndrome).
Some children also experience autistic spectrum disorders (ASD) or attention deficit
hyperactivity disorder (ADHD).
These extra difficulties affect about 10% of children with Down's syndrome. Speak to the
health professionals working with your family for advice or an assessment if you believe your
child may be experiencing extra difficulties.
It is important to recognise that a child with Down's syndrome may still acquire many of the
cognitive and social skills most other people develop. It simply takes more time, and a child
should be allowed to move forward at their own pace.
Taken from : http://www.nhs.uk/conditions/downs-syndrome/pages/symptoms.aspx

iii. Autism
Autism is a lifelong developmental disability. It is part of the autism spectrum and is
sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is
used because, while all people with autism share three main areas of difficulty, their
condition will affect them in very different ways. Some are able to live relatively 'everyday'
lives; others will require a lifetime of specialist support.
The three main areas of difficulty which all people with autism share are sometimes known
as the 'triad of impairments'. They are:
difficulty with social communication
difficulty with social interaction
difficulty with social imagination.

Characteristics of Autism
Difficulty with social communication
For people with autistic spectrum disorders, 'body language' can appear just as foreign as if
people were speaking ancient Greek.
People with autism have difficulties with both verbal and non-verbal language. Many have a
very literal understanding of language, and think people always mean exactly what they say.
They can find it difficult to use or understand:
facial expressions or tone of voice
jokes and sarcasm
common phrases and sayings; an example might be the phrase 'It's cool', which
people often say when they think that something is good, but strictly speaking,
means that it's a bit cold.

Some people with autism may not speak, or have fairly limited speech. They will usually
understand what other people say to them, but prefer to use alternative means of
communication themselves, such as sign language or visual symbols.
Others will have good language skills, but they may still find it hard to understand the give-
and-take nature of conversations, perhaps repeating what the other person has just said
(this is known as echolalia) or talking at length about their own interests.
It helps if other people speak in a clear, consistent way and give people with autism time to
process what has been said to them.
Difficulty with social interaction
Socialising doesn't come naturally - we have to learn it.
People with autism often have difficulty recognising or understanding other people's
emotions and feelings, and expressing their own, which can make it more difficult for them to
fit in socially. They may:
not understand the unwritten social rules which most of us pick up without thinking:
they may stand too close to another person for example, or start an inappropriate
subject of conversation
appear to be insensitive because they have not recognised how someone else is
feeling
prefer to spend time alone rather than seeking out the company of other people
not seek comfort from other people
appear to behave 'strangely' or inappropriately, as it is not always easy for them to
express feelings, emotions or needs.

Difficulties with social interaction can mean that people with autism find it hard to form
friendships: some may want to interact with other people and make friends, but may be
unsure how to go about this.
Difficulty with social imagination
We have trouble working out what other people know. We have more difficulty guessing
what other people are thinking.
Social imagination allows us to understand and predict other people's behaviour, make
sense of abstract ideas, and to imagine situations outside our immediate daily routine.
Difficulties with social imagination mean that people with autism find it hard to:
understand and interpret other people's thoughts, feelings and actions
predict what will happen next, or what could happen next
understand the concept of danger, for example that running on to a busy road poses
a threat to them
engage in imaginative play and activities: children with autism may enjoy some
imaginative play but prefer to act out the same scenes each time
prepare for change and plan for the future
cope in new or unfamiliar situations.

Difficulties with social imagination should not be confused with a lack of imagination. Many
people with autism are very creative and may be, for example, accomplished artists,
musicians or writers.

Special interests
When there is something that a person with autism does well, it should be encouraged and
cultivated.
Many people with autism have intense special interests, often from a fairly young age. These
can change over time or be lifelong, and can be anything from art or music, to trains or
computers. Some people with autism may eventually be able to work or study in related
areas. For others, it will remain a hobby.
A special interest may sometimes be unusual. One person with autism loved collecting
rubbish, for example; with encouragement, this was channelled into an interest in recycling



Taken from: http://www.autism.org.uk/about-autism/autism-and-asperger-syndrome-an-
introduction/what-is-autism.aspx#

















(Image is taken from Google image)


STRENGTHS OF CHARACTERISTICS OF AUTISM
TUGASAN UNTUK AKTIVITI
ISL / Week 14
CHILD DEVELOPMENT
PISMP SEMESTER 1 / 2013



TASK:

a. Read cases of successful personnel who are with special needs.
b. Students discuss and produce a suitable teaching and learning activity for
special needs students to be presented during tutorial.




















(a) Taken from:
http://iel.spokane.edu/Students/Student-support/Diversity/Celebrations/Celebration-
docs/SuccessPeople.aspx
(b)
TEACHING SPECIALS NEEDS

It is inevitable that you will have the opportunity (and pleasure) of working with special
needs students in your classroom. You may need to make accommodations for some
and modifications for others. Providing for the needs of special education students will
certainly be one of your greatest challenges as a professional educator. Consider these tips
and strategies.
Jabberwocky
When working with special needs students, two terms you are sure to encounter are
accommodation and modification. An accommodation is a device, material, or support
process that will enable a student to accomplish a task more efficiently. Modification
refers to changes to the instructional outcomes; a change or decrease in the course
content or outcome.
Students with Learning Disabilities
Learning disabled students are those who demonstrate a significant discrepancy, which is
not the result of some other handicap, between academic achievement and intellectual
abilities in one or more of the areas of oral expression, listening comprehension, written
expression, basic reading skills, reading comprehension, mathematical calculation,
mathematics reasoning, or spelling.
Following is a list of some of the common indicators of learning disabled students. These
traits are usually not isolated ones; rather, they appear in varying degrees and amounts in
most learning disabled students. A learning disabled student
Has poor auditory memoryboth short term and long term.
Has a low tolerance level and a high frustration level.
Has a weak or poor self-esteem.
Is easily distractible.
Finds it difficult, if not impossible, to stay on task for extended periods of time.
Is spontaneous in expression; often cannot control emotions.
Is easily confused.
Is verbally demanding.
Has some difficulty in working with others in small or large group settings.
Has difficulty in following complicated directions or remembering directions for
extended periods of time.
Has coordination problems with both large and small muscle groups.
Has inflexibility of thought; is difficult to persuade otherwise.
Has poor handwriting skills.
Has a poor concept of time.
Teaching learning disabled youngsters will present you with some unique and distinctive
challenges. Not only will these students demand more of your time and patience; so, too, will
they require specialized instructional strategies in a structured environment that supports
and enhances their learning potential. It is important to remember that learning disabled
students are not students who are incapacitated or unable to learn; rather, they need
differentiated instruction tailored to their distinctive learning abilities. Use these appropriate
strategies with learning disabled students:
Provide oral instruction for students with reading disabilities. Present tests and
reading materials in an oral format so the assessment is not unduly influenced by
lack of reading ability.
Provide learning disabled students with frequent progress checks. Let them know
how well they are progressing toward an individual or class goal.
Give immediate feedback to learning disabled students. They need to see quickly the
relationship between what was taught and what was learned.
Make activities concise and short, whenever possible. Long, drawn-out projects are
particularly frustrating for a learning disabled child.
Learning disabled youngsters have difficulty learning abstract terms and concepts.
Whenever possible, provide them with concrete objects and eventsitems they can
touch, hear, smell, etc.
Learning disabled students need and should get lots of specific praise. Instead of just
saying, You did well, or I like your work, be sure you provide specific praising
comments that link the activity directly with the recognition; for example, I was
particularly pleased by the way in which you organized the rock collection for Karin
and Miranda.
When necessary, plan to repeat instructions or offer information in both written and
verbal formats. Again, it is vitally necessary that learning disabled children utilize as
many of their sensory modalities as possible.
Encourage cooperative learning activities (see Teaching with Cooperative Learning)
when possible. Invite students of varying abilities to work together on a specific
project or toward a common goal. Create an atmosphere in which a true community
of learners is facilitated and enhanced.


It's Elementary
Offer learning disabled students a multisensory approach to learning. Take advantage
of all the senses in helping these students enjoy, appreciate, and learn.
Students Who Have Higher Ability
Students of high ability, often referred to as gifted students, present a unique challenge to
teachers. They are often the first ones done with an assignment or those who continually ask
for more creative and interesting work. They need exciting activities and energizing projects
that offer a creative curriculum within the framework of the regular classroom program.
Characteristics of Gifted Students
Gifted students exhibit several common characteristics, as outlined in the following list. As in
the case of learning disabled students, giftedness usually means a combination of factors in
varying degrees and amounts. A gifted student
Has a high level of curiosity.
Has a well-developed imagination.
Often gives uncommon responses to common queries.
Can remember and retain a great deal of information.
Can not only pose original solutions to common problems but can also pose original
problems, too.
Has the ability to concentrate on a problem or issue for extended periods of time.
Is capable of comprehending complex concepts.
Is well organized.
Is excited about learning new facts and concepts.
Is often an independent learner.
Teaching Gifted Students
If there's one constant about gifted students it's the fact that they're full of questions (and full
of answers). They're also imbued with a sense of inquisitiveness. Providing for their
instructional needs is not an easy task and will certainly extend you to the full limits of your
own creativity and inventiveness. Keep some of these instructional strategies in mind:
Allow gifted students to design and follow through on self-initiated projects. Have
them pursue questions of their own choosing.
Provide gifted students with lots of open-ended activitiesactivities for which there
are no right or wrong answers or any preconceived notions.
Keep the emphasis on divergent thinkinghelping gifted students focus on many
possibilities rather than any set of predetermined answers.
Provide opportunities for gifted youngsters to engage in active problem-solving. Be
sure the problems assigned are not those for which you have already established
appropriate answers but rather those that will allow gifted students to arrive at their
own conclusions.
Encourage gifted students to take on leadership roles that enhance portions of the
classroom program (Note: gifted students are often socially immature.)
Provide numerous opportunities for gifted students to read extensively about subjects
that interest them. Work closely with the school librarian and public librarian to select
and provide trade books in keeping with students' interests.
Provide numerous long-term and ex-tended activities that allow gifted students the
opportunity to engage in a learning project over an extended period of time.
Students Who Have Hearing Impairments
Secondary Thoughts
Other students can be responsible for taking notes (on a rotating basis) for a hearing
impaired student.
Hearing impairment may range from mildly impaired to total deafness. Although it is unlikely
that you will have any deaf students in your classroom, it is quite possible that you will have
one or more who will need to wear one or two hearing aids. Here are some teaching
strategies:
Provide written or pictorial directions.
Physically act out the steps for an activity. You or one of the other students in the
class can do this.
Seat a hearing impaired child in the front of the classroom and in a place where he or
she has a good field of vision of both you and the chalkboard.
Many hearing impaired youngsters have been taught to read lips. When addressing
the class, be sure to enunciate your words (but don't overdo it) and look directly at
the hearing impaired student or in his or her general direction.
Provide a variety of multisensory experiences for students. Allow students to
capitalize on their other learning modalities.
It may be necessary to wait longer than usual for a response from a hearing impaired
student. Be patient
.
Whenever possible, use lots of concrete objects such as models, diagrams, realia,
samples, and the like. Try to demonstrate what you are saying by using touchable
items.

Students Who Have Visual Impairments
All students exhibit different levels of visual acuity. However, it is quite likely that you will
have students whose vision is severely hampered or restricted. These students may need to
wear special glasses and require the use of special equipment. Although it is unlikely that
you will have a blind student in your classroom, it is conceivable that you will need to provide
a modified instructional plan for visually limited students. Consider these tips:
Tape-record portions of textbooks, trade books, and other printed materials so
students can listen (with earphones) to an oral presentation of necessary material.
When using the chalkboard, use white chalk and bold lines. Also, be sure to say out
loud whatever you write on the chalkboard.
As with hearing impaired student, it is important to seat the visually impaired student
close to the main instructional area.
Provide clear oral instructions.
Be aware of any terminology you may use that would demand visual acuity the
student is not capable of. For example, phrases such as over there and like that
one would be inappropriate.
Partner the student with other students who can assist or help.
Students Who Have Physical Impairments
Physically challenged students include those who require the aid of a wheelchair, canes,
walkers, braces, crutches, or other physical aids for getting around. As with other
impairments, these youngsters' exceptionalities may range from severe to mild and may be
the result of one or more factors. What is of primary importance is the fact that these
students are no different intellectually than the more mobile students in your classroom.
Here are some techniques to remember:
Be sure there is adequate access to all parts of the classroom. Keep aisles between
desks clear, and provide sufficient space around demonstration tables and other
apparatus for physically disabled students to maneuver.
Encourage students to participate in all activities to the fullest extent possible.
Establish a rotating series of helpers to assist any physically disabled students in
moving about the room. Students often enjoy this responsibility and the opportunity to
assist whenever necessary.
Focus on the intellectual investment in an activity. That is, help the child use his or
her problem-solving abilities and thinking skills in completing an assignment without
regard to his or her ability to get to an area that requires object manipulation.
When designing an activity or constructing necessary equipment, be on the lookout
for alternative methods of display, manipulation, or presentation.
Physically impaired students will, quite naturally, be frustrated at not being able to do
everything the other students can accomplish. Be sure to take some time periodically
to talk with those students and help them get their feelings and/or frustrations out in
the open. Help the child understand that those feelings are natural but also that they
need to be discussed periodically.
Students Who Have Emotional Problems
Students with emotional problems are those who demonstrate an inability to build or
maintain satisfactory interpersonal relationships, develop physical symptoms or fears
associated with personal or school problems, exhibit a pervasive mood of unhappiness
under normal circumstances, or show inappropriate types of behavior under normal
circumstances.
Although you will certainly not be expected to remediate all the emotional difficulties of
students, you need to understand that you can and do have a positive impact on students'
ability to seek solutions and work in concert with those trying to help them. Here are some
guidelines for your classroom:
Whenever possible, give the student a sense of responsibility. Put the student in
charge of something (operating an overhead projector, cleaning the classroom
aquarium, re-potting a plant), and be sure to recognize the effort the student put into
completing the assigned task.
Provide opportunities for the student to self-select an activity or two he or she would
like to pursue independently. Invite the student to share his or her findings or
discoveries with the rest of the class.
Get the student involved in activities with other studentsparticularly those students
who can serve as good role models for the child. It is important that the emotionally
disturbed child has opportunities to interact with fellow students who can provide
appropriate behavioral guidelines through their actions.
Discuss appropriate classroom behavior at frequent intervals. Don't expect students
to remember in May all the classroom rules that were established in September.
Provide refresher courses on expected behavior throughout the year.
Emotionally disabled students benefit from a highly structured programone in
which the sequence of activities and procedures is constant and stable. You will
certainly want to consider a varied academic program for all your students, but you
will also want to think about an internal structure that provides the support
emotionally impaired youngsters need.
Be sure to seat an emotionally impaired child away from any distractions (highly
verbal students, equipment, tools, etc.).
Whenever possible, keep the activities short and quick. Provide immediate feedback,
reinforcement, and a sufficient amount of praise.
Students Who Have ADHD
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) offer significant and often
perplexing challenges for many teachers. However, it is interesting to note that the IDEA's
definition of students with disabilities does not include students with ADHD. For this reason,
ADHD students are not eligible for services under IDEA unless they fall into other disability
categories (hearing impairment, learning disability, etc.). However, they can receive services
under Section 504 of the Rehabilitation Act of 1973.
ADHD students comprise approximately 3 to 5 percent of the school-age population. This
may be as many as 35 million children under the age of 18. Significantly more boys than
girls are affected, although reasons for this difference are not yet clear. Students with ADHD
generally have difficulties with attention, hyperactivity, impulse control, emotional stability, or
a combination of those factors.
As you consider this list of signs of ADHD, know that several of these traits must be present
in combination before a diagnosis of ADHD can be made. A student who has ADHD
Jabberwocky
Section 504 of the Rehabilitation Act of 1973 is a civil rights law requiring that
institutions not discriminate against people with disabilities in any way if they want to
receive federal funds. It requires that a school create a special plan to accommodate
students' learning needs. However, the law provides no funding to do so.
Has difficulty following directions.
Has difficulty playing quietly.
Talks excessively.
Fidgets or squirms when sitting.
Blurts out things.
Is easily distracted.
Often engages in dangerous play without thinking about the consequences.
Has difficulty awaiting turns.
Interrupts or intrudes.
Doesn't seem to listen.
Has difficulty paying attention.
Has difficulty remaining seated.
Often shifts from one activity to another.
When working with ADHD students in your classroom, keep the following in mind:
Make your instructions brief and clear, and teach one step at a time.
Be sure to make behavioral expectations clear.
Carefully monitor work, especially when students move from one activity to another.
Make frequent eye contact. Interestingly, students in the second row are more
focused then those in the first.
Adjust work time so it matches attention spans. Provide frequent breaks as
necessary.
Provide a quiet work area where students can move for better concentration.
Establish and use a secret signal to let students know when they are off task or
misbehaving.
Use physical contact (a hand on the shoulder) to focus attention.
Combine both visual and auditory information when giving directions.
Ease transitions by providing cues and warnings.
Teach relaxation techniques for longer work periods or tests.
Each day be sure students have one task they can complete successfully.
Limit the amount of homework.
Whenever possible, break an assignment into manageable segments.
You are not alone when you're working with special needs students. Often specialists,
clinicians, and other experts are available in the school as part of an educational team.
Included on the team may be special education teachers, diagnosticians, parents, social
workers, representatives from community agencies, administrators, and other teachers. By
working in concert and sharing ideas, you can provide a purposeful education plan for each
special needs student.

Taken from: https://www.teachervision.com/special-education/new-
teacher/48460.html?page=2&detoured=1