Beruflich Dokumente
Kultur Dokumente
Supporting Students
in Learning
Literary Review
Johnny Segovia
teacher. Students who are receiving accommodations often are distracted away from
the teachers instruction because of these services (Smith, 2012, p. 329). This must be
addressed and overcome to ensure intended instructional outcome.
Effects on classroom functioning are determined by the accommodations that are
made in the class for the severity of the hearing impairment. Hearing impairments have
academic deficiencies, development lags, difficult processing language, some
experience social-emotional difficulties, and communication difficulties. Teachers must
deliver and facilitate instruction in a way that will benefit all students in the class; those
with special needs and those without.
Some recommended interventions are to repeat key points, set up a signal
student can let you know when struggling, identify a buddy to help, and encourage him
to become his own hearing tech specialist.
Some examples of modification that are made for English learners are noise
reduction in the classroom, use of visual supplements such as captioning systems,
computer-assisted note taking, and telecommunication technology. Other modifications
made for English learners are checking for understanding of information, providing stepby-step directions, using alternative tests, and allowing extra time when appropriate.
The General Education teacher role is filled with addition to their existing
responsibilities. As a General Education teacher you are not expected to lower
standards to accommodate students with a disability. General Education teachers are
required to give them a reasonable time to demonstrate what they have learned.
Reference:
Smith, Tom E., Polloway, Edward A., Patton, J. (2012). Teaching Students with Special
Needs in Inclusive Settings. Upper Saddle River, NJ: Pearson Education.