For those students with disabilities, the homeroom setting may introduce certain difficulties that need observation and analysis. Because of the modern, inclusive laws and arrangements, numerous colleges have set up workplaces to help the instructive necessities of students with disabilities, have joined the utilization of new advancements, and have carried out comprehensive, informative practices. In any case, the presence of these activities is deficient in guaranteeing the privilege of the students to quality training without segregation and dependence on the standards of comprehensive instruction.
Labeling someone as ‘disabled’ can be troublesome and propagate unfair and wrong generalizations where students with special needs are not as able as their companions. In most cases, it is fitting to reference the disability just when it is relevant to the circumstance (Browning & Cagle, 2016). Students may have disabilities that might not be apparent at first glance. For example, a teacher may not realize that a student has epilepsy or an ongoing agony issue except if he or she decides to reveal or an episode emerges. These unobvious issues can be complex for students to reveal because numerous individuals expect they are healthy since “they look fine.” Sometimes, the child may make an abnormal solicitation or activity that is health-related (Browning & Cagle, 2016). From my experience, if the educator requests that the students adjust the work areas, a student may not receive assistance since he has a condition like Multiple Sclerosis. There was also the situation when the student requested to record the classes since she had dyslexia, and it took more time to comprehend the lectures.
Teachers may face many challenges when they meet children who do not fit in the group of ‘common’ and ‘healthy’ students. Inclusive education suggests that children with disabilities should be provided with special care and sometimes equipment to receive education at the same level as other peers. However, there are many stereotypes about disabled students as they are perceived as more incapable in comparison to ‘healthy’ children. Thus, it is necessary to ensure the child with special needs does not feel discriminated against during education. There is also a need for different strategies to work with students with behavioral problems.
Kelly lived with her parents and a younger sibling. Not long after her fourth birthday celebration, Kelly’s parents placed her in a general instruction kindergarten. Kelly had a few conduct difficulties in kindergarten. Her educator commented that Kelly regularly experienced issues following guidelines and aggressively responded when she did not get everything she wanted. She likewise had problems coexisting with other children. Kelly did not prefer to wait in the line or for her turn with her group. She would, in general, be extremely troublesome when the class counselor was teaching the class. At the point when the educator appraised a student for a certain behavior, Kelly would do the specific inverse of that behavior. She appeared to ignore and disrespect both her peers and the instructor.
Kelly’s mother also reported that her daughter showed similar misbehaving practices at home. For instance, her mom was worried that Kelly frequently did not listen to her or other adults. She repeatedly ‘bossed’ her younger brother both at home and during family pastimes outdoors. The girl’s brutal practices proceeded in the 1st year of elementary school. For instance, she more than once resisted her teacher and would not adhere to the teacher’s directions. Any form of negative verbal communication prompted fistfights with other girls at lunch or break. Given the expanding recurrence and seriousness of these and other negative practices, Kelly was recognized as the student with conduct issues.
The student’s educator contacted the specialists to determine what might be best for her learning instead of finding a way to adapt to the set educational plan. They saw what might best accommodate her adapting needs and would hold her inclinations by giving her choices. A few instructors would request that she observe similar habits as other students, making Kelly not build a confiding bond with educators. The specialists tried to consider her own advantages while keeping up with educational program objectives which were supporting Kelly’s needs and wishes.
The student’s classroom teacher utilized a token supports program to build up her proper conduct emphatically. The instructor set clear social assumptions for Kelly’s conduct in the homeroom, lunch, rest time, and the gym. Kelly got tokens for suitable attitude yet lost tokens for misconduct. Kelly could exchange the tokens for some valuable prizes. She could pick something as a relaxation time for herself or the entire class, such as playing outside or an additional break. She could likewise acquire extra time with her mother or father.
The instructor’s intervention was effective in Kelly’s case, and the girl’s attitude towards good habits and other children improved. For example, her second-grade instructor revealed that the girl paid attention to her homework, was close to the elementary school level, and particularly enjoyed reading. Her art teacher reported that she followed her directions and completed a big drawing project with her classmates. In order to maintain good behavior, prizes can be eliminated and supplanted with acclaim when a child has dominated another conduct. There are numerous situations with children which can be improved by an award framework. New practices can take some time for youngsters to learn in light of the fact that they take practice.
Nevertheless, a student will gain proficiency with another ability or conduct quicker when instructors use awards as a guiding mechanism (Homer et al., 2018). The investigations show that practices, for example, welcoming youngsters in socially proper ways, sharing, alternating, utilizing an inside voice, and using good manners, can be instructed and created with a prize framework (Homer et al., 2018). One of the keys to utilizing an award framework to stop conduct is to clarify what conduct the teacher needs to see all things considered (Homer et al., 2018). For instance, rather than compensating a youngster for not hitting, it is advisable to offer an award for utilizing delicate contacts, shaking hands, or asking consent prior to contacting his or her sibling.
It is proven to be effective in encouraging a student to displace problematic behavior and aggression with favorable actions and respect for others. However, it is not as effective in children with depression issues and needs continuous application to induce change in a child’s habit. Rewarding the child for showing the ideal conduct is end up being more viable to stop the undesirable activities (Homer et al., 2018). At the point when children hear prohibitions persistently, their confidence can start to endure. They may start to accept they cannot do anything effectively (Homer et al., 2018). At the point when a child procures a prize, the person knows the individual in question has accomplished something great and something the instructor likes. Moreover, reward frameworks likewise work for children of all ages (Homer et al., 2018). Thus, regardless of whether a preschooler has gotten into the propensity for hitting or a young person keeps neglecting to finish their errands, a straightforward award framework can assist them with getting liable for their conduct. This intervention can be useful for me in the future as it is one of the widely used methods to promote good habits in children of all ages.
Despite the proven benefits, the strategy is not always effective. The downfall of such a method is that youth with anxiety and depression demonstrated a diminished reaction to reward methods such as token reinforces, and this finding was driven by a weakened response to the award inspiration (Belden et al., 2016). Consequently, uplifting feedback is best when it happens following the conduct (Belden et al., 2016). Support and rewarding ought to be introduced with enough enthusiasm with regularity.
Belden, A. C., Irvin, K., Hajcak, G., Kappenman, E. S., Kelly, D., Karlow, S., … Barch, D. M. (2016). Neural Correlates of Reward Processing in Depressed and Healthy Preschool-Age Children. Journal of the American Academy of Child & Adolescent Psychiatry, 55(12), 1081–1089. Web.
Browning, E. R., & Cagle, L. E. (2016). Teaching a “Critical Accessibility Case Study.” Journal of Technical Writing and Communication, 47(4), 440–463. Web.
Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students’ Classroom Behavior and English Learning. Educational Technology & Society, 21(1), 137–151.