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Specialized instructions

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Specialized instructions

Specialized instructions are instructions provided to individual students based on their needs. Different students in special education have different needs, and the teacher provides each one of them different instructions based on their needs. That is what makes special education unique. The special instruction teacher receives a thorough evaluation for each student, which helps him/her prepare instructions for each student’s special needs. For example, a student with poor visual memory and auditory skills will require a specific multisensory approach to help him learn how to read.

Question 2: What is meant by clinical teaching?

Clinical teaching is a unique teaching method that helps students who experience learning difficulty (Lerner & Johns, 2014). It is an attitude and ideas about teaching enjoyed by special education teachers who believe in making a difference in special needs students’ lives. These teachers are commonly referred to as remedial teachers, good teachers, or effective teachers. Clinical teaching is being enthusiastic, optimistic, and taking serious endeavors to ensure that special needs students perform optimally.

Question 3: Describe and give an example of three instructional variables that teachers can change.

Some students’ learning problems emanate from factors such as genetic, biological, and the home environment, in which the school and the teachers have no control. However, teachers can control variables such as time, language, difficulty level, and space if they put more consideration. For example, each lesson’s time can be reduced to shorten their attention span and increase concentration. Instead of asking the student to read an entire book, the teacher can ask them to read a paragraph daily. A teacher should use simple and straightforward words in a language students with learning disabilities will understand. Space means a physical setting, and it should be comfortable for each special needs student. Teachers should use quiet corners or build a cubicle for each student.

Question 4: Why is it important to consider ways to accommodate students with learning disabilities and related disabilities in the general education classroom? Name three ways that general education classroom teachers can make accommodations for students.

In a general education classroom, most students do not have any learning disabilities. It is easy for teachers to assume that all students understand what they teach. Considering ways to accommodate students with learning disabilities ensures that all students benefit equally from teaching resources.

The teachers can make accommodation for these students by increasing attention by shortening special needs students’ attention span. Improving listening ability by ensuring that the instructions are simple and straightforward and asking the students to repeat those them to repeat. Additionally, the teacher should assist students in time management by helping them develop time consciousness. Moreover, he/she should adopt the curriculum through the use of visual aid and choosing high-interest materials.

Question 5: Other students may complain that it is not fair to make modifications and accommodations for students with learning disabilities. How would you respond to these comments?

These students have a reason to think that those with learning disabilities are receiving special attention, and that may be because they do not understand what learning disability means. First, I will explain to them that all students are talented differently by showing them some good drawings and cartooning of those with disabilities. That will help all students know that they have different abilities and that accommodations and modifications help those with learning disabilities learn the same way as those without. I will also teach them the need to understand and accommodate diversities.

Question 6: Describe Task Analysis and give an example of an instructional sequence

Task analysis means breaking down an activity from its complex nature and making it easier by developing steps to execute it. It aims at helping students move to a level where they can achieve their skills efficiently. For example, a long division can be made easier by dividing, multiplying, bringing the next digit down, and then repeating it. The teacher has to plan, teach, and evaluate in every step.

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