Targeted work with students from a mixed class in which several students with disabilities study requires particular teacher attention not only to the educational process but also to the children’s needs. Although the observation is carried out in the eighth grade, the division of the study group based on ability levels is observed, which is a reason to apply adequate teaching methods. According to Algahtani (2017), given the classroom management theory, when interacting with students with disabilities, the concept of behaviorism is a key consideration. Therefore, the organization of the educational process takes place in a special mode when students perform tasks either as a team or individually. In the second case, children with disabilities are given personal tasks to complete, and preliminary explanations are given to them. This eliminates teacher bias and allows for conveying educational objectives comprehensively, thereby achieving maximum academic productivity for all students.
To address the students’ safety, especially those with disabilities, the educational process is designed in such a principle as to control the behavior of the pupils. As Hodge et al. (2017) state, safety is enhanced when the child has appropriate learning motivation and is not distracted by external factors. Therefore, the safety aspect directly correlates with the dynamics of the educational process, and the students with disabilities get an opportunity to fully express their personal educational aspirations. Involving them in answering questions, collective discussions, and other types of group activities reduces the risks of poor academic performance and increases motivation. In addition, this approach helps strengthen the social expectations of all students. The desire to feel on an equal footing with other pupils is found in the students with disabilities.
The socio-behavioral criteria of teacher-student interaction are addressed through open communication and encouragement. The children realize the importance of showing respect for each other, and there is no hostility in the classroom, which is manifested in collective approval and motivation. Each of the pupils is ready to express themselves, and for this purpose, the proactive behavior strategy is applied, which, as Nagro et al. (2018) argue, contributes to stimulating activity and demonstrating individual academic aspirations. The activity of students is one of the objectives to evaluate in the context of teaching, and the opportunity to be oneself is a chance to preserve their individuality.
To keep the students engaged, both verbal and non-verbal cues are applied, such as dialogues and cheers. These motivators make it possible to ensure the active participation of all students in the educational process and encourage their productivity. The behavior management strategy is not the least intensive; at the same time, there are no negative incentives or difficulties for the students with disabilities. The load is average, but due to active engagement, each pupil is ready to show oneself to the fullest. From an ethical and legal perspective, no rights of the children are violated. Student data is treated confidentially, and communication takes place in a respectful and friendly manner. No physical punishment is applied to either group of students, and any form of verbal abuse is unacceptable, including between the pupils themselves.
Throughout my educational experience, I have interacted with paraprofessionals to receive the necessary advice regarding interaction with the students with disabilities. The communication has been productive, and the experts have shared with me valuable knowledge on how to better structure the lesson process. Other teachers are also supportive, but I wish I saw more emphasis on group learning rather than dividing children into groups. Addressing the needs of students with disabilities is an essential task, but these pupils feel more confident when they are involved in the overall learning process. Several adult volunteers have also become engaged in this activity and provided valuable assistance by offering specific forms of interaction with the students. Flashcards, which Habibi (2017) assesses as convenient forms of learning materials, have helped me interest the pupils. As a result, a positive and favorable educational environment has been established.
This field experience has confirmed my desire to work with students of this age in the future. These children are open, ready for interaction, and sincerely rejoice at success, which is a significant incentive for me as a teacher. The findings will be useful to me because working in integrated groups allows for gaining new communication experiences, implementing communication strategies, and honing distinctive teaching methods. Therefore, the experience gained is a valuable background for me to improve my professionalism and learn to become not only a skilled teacher but also a supporter of children.
References
Algahtani, F. (2017). Teaching students with intellectual disabilities: Constructivism or behaviorism? Educational Research and Reviews, 12(21), 1031-1035. Web.
Habibi, N. (2017). The use of flashcards in improving vocabulary mastery of students with disability. Inklusi Journal of Disability Studies, 4(2), 197-216. Web.
Hodge, S. R., Haegele, J., Gutierres Filho, P., & Rizzi Lopes, G. (2017). Brazilian physical education teachers’ beliefs about teaching students with disabilities. International Journal of Disability, Development and Education, 65(4), 408-427. Web.
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2018). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140. Web.