Emotional, Behavioral, and Physical Disabilities
Emotional, Behavioral, and Physical Disabilities
When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student.
It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning.
There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need.
Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student education.
There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help.
For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone.
Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like “listen,” “look,” and “name” lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking.
A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives.
When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful.
I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice “Try to walk in their shoes for once. ”
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 20 September 2016
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