Articles

For attention sustaining difficulty

• Seating students near the teacher, to avoid distractions
• negotiating an individual, physical or visual cue to bring students back to work
• helping students to keep their workspace free from distraction

For lack of organization

• helping students to plan their daily routine
• encouraging the use of a diary/planner and for regular checks
• encouraging and acknowledging punctuality
• using a timer for activities

For inconsistent effort

• adapting the task
• providing clear step-by-step instructions
• breaking the task into steps
• setting frequent interim deadlines
• considering negotiating extra time
• allowing enough time to copy homework instructions
• increasing the time spent on tasks over small intervals

For problems with waiting, taking turns and following direction

• allowing frequent movement
• giving practice waiting and taking turns
• changing the type of activity regularly

Students with poor social skills

• Using a system of behaviour modification based on rewards / daily evaluation systems / short measurable goals

Academic strengths / weaknesses

• Using a system of behaviour modification based on rewards / daily evaluation systems / short measurable goals
• Lesson content and instructions are modified and simplified.
• Students’ comprehension skills and writing abilities are considered.
• Students are encouraged to focus on the real world.
• Students are guided away from persistent questioning related to irrelevant fixations.
• Guidelines are provided on paper to help with the control and uniformity of writing.
• Extra time is allowed.
• The use of technology is encouraged.
• Structured sessions are ensured.
• Work is broken down into smaller steps.
• Frequent feedback is provided.
• Redirection opportunities are given.
• Non-verbal signals are used to bring students back on task.
• Students' strengths are highlighted.
• Extra time is provided for classroom tasks or assignments.
• Understanding is checked regularly.
• One-to-one support is offered if needed.
• Social contact with peers is encouraged and facilitated.
• The importance of moving forward in life is emphasized.

Stammering and Stuttering (Speech that is hard to understand)

• Using a system of behaviour modification based on rewards / daily evaluation systems / short measurable goals
• An advance alert is given before questioning (e.g., “John … what is …”).
• Extra time is allowed for oral responses.
• The lesson or reading material is previewed with students.
• Reading is divided into smaller sections.
• Reading aloud in front of the class is made optional.
• The use of visual spelling strategies is promoted.
• Understanding of material and tasks is discreetly checked.
• The quality, rather than the quantity, of responses in oral tasks or exams is taken into consideration.

Inappropriate behavior that is frequently attention-seeking

• Emotional and behavioral problems are noted, and the classroom arrangement is carefully considered.
• A working relationship built on trust and mutual respect by both parties is established.
• Order and discipline are ensured in class so that learning can take place.
• Social and behavioral expectations are outlined and upheld.
• Written contracts are drawn up with individual students, stating rules and expectations.
• The lesson is abandoned if it is not working, and fun activities are used to help students refocus.
• Tasks are modified to make them achievable.
• Frequent praise is given with a positive outlook.
• Teachers use a relaxed, controlled voice and body language.
• A sense of responsibility is fostered.
• Special assessment accommodations are provided for internal and external assessments.

Gifted and talented:

• Open-ended, inquiry-based tasks are used.
• Higher-order thinking and problem-solving activities are provided.
• Students are encouraged to take on roles of responsibility.
• A mentor and dedicated time are provided within the school to assist students with particular interests, such as art or music.
• Enrichment of units within the subject is planned.
• Prior knowledge is assessed and used as a starting point for students' learning when introducing a new unit.
• The use of information and communication technology for research and the development of higher-order thinking tasks is encouraged.
• Activities and work sessions are negotiated.
• Meetings of like-minded students, such as debating clubs and chess clubs, are arranged and encouraged.

Mild learning difficulties due to lack of exposure to the English language

• Teachers should be aware of ESL students in the class and the contributions that individuals from different cultures can make to the group.
• Involve ESL learners with other students. Listening, observing, or participating in group activities will promote language learning.
• Use visual clues, such as pictures or diagrams, and concrete materials to support lengthy teacher explanations.
• Ask ESL students questions to check their understanding. Many of these students are reluctant to raise their hands to answer, but they should be encouraged to participate actively.
• Repeat or rephrase instructions when necessary at an individual level.
• Ensure that instructions are clear.
• Reinforce oral instructions in writing.
• Modify language to aid comprehension. Pausing can help slow the pace of delivery, and slang or idiomatic expressions should be avoided.
• Encourage students to respond and seek individual assistance outside of class if necessary.
• Present texts in manageable "chunks."
• Select and pre-teach key vocabulary.
• Always provide a model as a guide for students' writing.
• Give students plenty of opportunities to practice writing the required genre.
• Clarify assignment requirements.
• Allow extra time for tests, as ESL students may not work as quickly as native English speakers.
• When assessing written work, consider the challenges faced by ESL students. Areas of great difficulty, such as verb tenses, prepositions, and sentence structure, should be reinforced.
• Orientation classes are held for two months during the summer vacation to develop the English language skills of students who do not meet the standards of St.Elizabeth Public School.
• Regular coaching sessions, including tuition, special coaching, and intensive coaching, are conducted to enhance language skills and address other special needs.

Special Education Needs:

• At ST.ELIZABETH PUBLIC SCHOOL, special education needs were always part of the mainstream education. Processes of inclusion, differentiation and assessment led to the re-conceptualization of “special needs” and its ardent practice

INCLUSION AND DIFFERENTIATION

Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities. Inclusion is responding positively to each individual’s unique needs. Inclusion is less about marginalizing students because of their differences. It is an unending process of increasing learning and participation for all students. Differentiation is inclusion in practice.

Differentiation is based on good teaching practice. Differentiated instruction may be conceptualized as a teacher’s response to the diverse learning needs of a student. Differentiation is seen as the process of identifying, with each learner, the most effective strategies for achieving agreed goals. Differentiation calls for greater understanding in the way learners work, either alone or with others, based on their individual needs and goals. It requires the learner to take a more active and responsible role in the planning, carrying out and reviewing of what is learned.

Differentiation is implemented as an ongoing whole-school practice to:

• Teaching and learning are transformed.
• Classroom relationships and expectations are developed.
• Assessment practices are differentiated.
• All staff members use pedagogical approaches that support the special needs of language learners.
• The faculty has undergone language-oriented training from reputed institutions and organizations.
• Such training is a regular feature, ensuring that the language needs of students are facilitated and supported to the greatest possible extent.

ASSESSMENT

Assessment allows for self-reflection and peer review, which enhances and supports all learners in gaining independence and becoming advocates for their own learning.

Four principles of good teaching practice