Crystal Ann C.

Domingo July 31, 2023

2-SEDM1 EDUC 202 A

As a future teacher, how are you going to adapt with these learners with
additional needs?

A. Learners who are gifted and talented

 Students and teachers create an environment of mutual respect and
admiration in a supportive learning environment. When everything is
working properly, all kids feel respected, and teachers understand how
developmental needs affect learning. Some students, however, may
acquire their abilities or talents ahead of their age or experience. As
educators, it is our obligation to engage and develop these strengths and
talents. Keep in mind that exceptional students are one-of-a-kind as you
develop your approach and learner profile. They could be twice-
exceptional youngsters who are both cognitively talented and have
learning problems. They could be talented in one area but not in another.
Extraordinary arithmetic talent does not usually translate to equivalent
literature, art, or science talent. This might be aggravating for students.
Supporting gifted students typically entails a combination of acceleration
and enrichment of the standard curriculum. The first step is to create an
interest survey for the entire class. A classroom teacher can adapt
lectures and target subjects of interest by examining the outcomes.

B. Learners with difficulty in seeing

 Students with low vision may struggle to understand where objects are in
the surroundings and may require the assistance of a white cane to
navigate alone. Furthermore, students with vision impairment frequently
struggle to gather information from visual cues. As a future teacher, I'll
prioritize creating an inclusive learning environment for children with vision
impairments. I'll make certain that the classroom is equipped with the
essential assistive technologies, such as braille books and screen
readers. Encourage the student to use the prescribed visual
aids/resources example glasses, magnifiers, large-print books, etc. Seat
the student appropriately in the classroom (for example, in the center, at
the front). Make sure the lighting is enough. In addition, I will maintain
frequent touch with the students and their families in order to learn about
their individual needs and make the necessary accommodations.
Furthermore, I will encourage peer support and foster an environment of
understanding and empathy among all students. Finally, in order to deliver
 the best possible training, I will stay up to date on the latest advances and
strategies for supporting students with visual impairments.

C. Learners with difficulty in hearing

 The student with hearing loss may appear to hear normally, but in reality,
the student is unable to hear speech sounds well enough and is
misinterpreting the information. The learner may struggle to pronounce
speech sounds correctly, have poor vocal quality, or have difficulty
explaining ideas clearly. As a teacher, I will inform the individual who is
deaf about the topic of discussion. Deaf students need to know what will
be discussed in order to pick up vocabulary that will assist them to follow
the discourse. Especially crucial for people who rely on oral
communication. Speak slowly and clearly without yelling, exaggerating, or
overpronouncing. Exaggeration and overemphasis of words distorts lip
movements, making it more difficult to read speech. Try to pronounce
each word clearly and without strain. Long sentences are more difficult to
understand than short ones. If a pupil signals that they did not
comprehend you, repeat what you said and then try to rephrase it rather
than repeating the same words. And if the individual just missed one or
two words the first time, one repetition is typically sufficient. Individuals
with hearing loss may find it hard to read certain combinations of lip
movements. However, if necessary, do not be embarrassed to
communicate using paper and pencil or a computer. Allow extra time
when referring to manuals or texts since the person with hearing loss must
look at what is written before returning his or her attention to the speaker.

D. Learners with difficulty in communicating

 A child with a communication impairment finds it difficult to communicate
with others. They may not understand or produce spoken sounds. In
addition, the youngster may struggle with word choice, word order, or
sentence structure. Teaching this sort of learner is equally difficult
because there are several factors to consider to teach successfully and
quickly. When we are aware that our pupil is having problems
communicating, We need to calm down our speaking pace. According to
research, this is a successful method for youngsters who struggle with
comprehension. And, where necessary, utilize explicit visual help such as
gestures or pictures. You must be patient and understanding because you
may be dealing with students with various types of speech impediments.
Lastly, maintain an eye on them because some of them are difficult to
communicate with. When teaching, you must be careful with your words
but also ensure that it is understandable.