Republic of the Philippines

SORSOGON STATE UNIVERSITY

College of Teacher-Education
Sorsogon City Campus
Magsaysay St., Sorsogon City
Tel.No.: (056) 211 0178; E-mail Add.: ssc@sorsu.edu.ph

JARABESE, CIARA KAYE

BSNED - 3A
EARLY CHILDHOOD INCLUSIVE EDUCATION

ACTIVITY 2

Question:
How will you handle student/s with special needs in your future classroom? Will you
employ differentiated instruction with them? Why?

*** We face an unprecedented challenge as aspiring teachers: figuring out

how to connect with and instruct a student with special needs. It's not simple. But for
so many of our students, it's essential. We must first make connection or to have
innovative ways to engage with the students for the reason of learning is not a place.
It’s a relationship that must build first between the teacher and student. For that we
really cannot expect that students learn without a connection especially on their
situation for having a difficulties in learning.
Additionally, participating in a special education program at school can benefit
students who have developmental delays like dyspraxia or apraxia of speech, as well
as those who struggle with reading and numeracy due to a particular learning
disability. Another possibility is that a student's physical condition prevents him or her
from learning in the same way as their peers, in which case special accommodations
and resources are required. The fundamental prerequisite for a program to qualify as
special education is that it must specifically address the requirements of each student
in a way that isn't feasible in a regular classroom. However, just because a child
requires additional assistance does not imply that they are less gifted or bright than
their peers. Determining a student's strengths is one of the most crucial ways a
teacher can support a student in special education. For instance, students with
dyslexia may struggle with reading yet excel as painters. Or an autistic child may
have difficulty with social skills yet be an expert internet user. Since each learner is
different, providing access to the appropriate accommodations is essential, which
might include special pen and pencil grips for students with motor skills difficulty who
find it difficult to hold writing instruments or a calculator for someone with dyscalculia
who has trouble with arithmetic. These are just a few examples of the
accommodations that should be available to all students with special needs.
So by getting to know your students well, you as a teacher may then employ
a differentiated instructional tactics to make information accessible to all students. In
order to encourage students to enhance one another’s skills, teachers may also
organize students according to their interests and aptitudes, or they may create
diverse groups. It's important to bear in mind that each student has a unique learning
style. As a result, teachers shouldn't insist on having students write down what
they've learned. Teachers should think about how they might allow students with
learning difficulties to act out, speak, use photos or drawings, or utilize technology to
demonstrate their understanding of a subject.