Moving to Special Educational Needs Teaching

The main and most important factor is becoming familiar with the vocabulary and descriptions of the different Special Education Needs. Successful teaching demands that the teacher knows each student and their individual needs whether SEN or G&T in order to provide effectively for their educational needs. Planning and the ability to track and monitor progress, assess effectively, are all part and parcel of the package. While the same can be said of Special needs schools one need to be aware that making the changeover from mainstream to Special need can be quite daunting and frustrating especially when there is insufficient familiarity with SEN statements and in particular associated characteristics and effective ways to deal with these.

SEN needs are far ranging including needs from ASD, SPLD, SLD, BESD, MLD, ADHD, SLCN, ADD, PD to mention a few. Ceiling and patience are key 學習支援 required characteristics for the SEN teacher as enrollees can display behaviour ranging from extremely brash to clinginess.

Each particular need is unique and within each need enrollees often having similar analysis will not display the actual characteristics. It can be quite difficult to create the right balance and look after an effective teaching atmosphere where all enrollees achieve. Some students maintain a constant and quite predictable behaviour pattern while for others it’s more tenuous and likely to change from day to day.

For SEN enrollees trust and stability are strong facets of their daily lives. Often the ability to deal effectively with SEN enrollees will depend on their education of trust you manage to build with them. Behaviour management strategies will also be very helpful since most enrollees will generally display very similar behavioural patterns to their mainstream counterparts and ultimately will largely respond to the same sanctions. Of tantamount importance, is the ability to be calm and realistic under time limits and then develop strategies that will help to quickly originate situations that may likely get out of control. Usually, an adult that has worked closely with the university student for a long time will be invaluable in such situations.

Class sizes are relatively small for a reason in SEN schools. The product range of university student need is usually quite vast and in most cases includes BESD. Small class sizes allow for effective facilitation of different university student needs. It is however important to plan for every child. While this does not mean another lesson plan for each child it does mean that great pains must be taken to ensure that the wants of each child is looked at particularly when choosing activities or tasks. Activities that is included in drawing for example are good for helping some children function with certain concerns. Text messages should not be too long winded or complicated, this often cause frustration as a many SEN enrollees have difficulties with language and literacy skills as well. Difficult or tedious text messages can put enrollees off tasks, ultimately leading to interferences in the lesson.

Whilst for the most part a properly planned lesson will often be executed as planned in a mainstream setting, it may be a bit more challenging in Special needs context and aborting and turning to a plan B can be quite useful. Behaviour can be capricious and can easily swing from normal to nonrational. This will ultimately affect planned learning outcomes. Mostly this is true for individual students but can affect an entire group as well.

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