In my field experience, I handled a group of 12 th -grade students, and I sought to help them in literacy development across content areas. Further to that, I dealt with another group of students of the same grade and engaged them in problem-solving of local and international issues. The two groups of students had language disabilities with characteristics such as stammering, lack of fluency, difficulty in producing speech and lack of voice strength among others. In both lessons, I started by creating a conducive environment for young learners by introducing the lesson’s objectives. In both experiences, the main focus was to promote critical thinking, creativity, and problem-solving skills among the students.
In the literacy development class, the students were tasked with reading a comprehension loudly and then interpreting the reading to their peers. The lesson's objectives were to improve the pronunciation and understanding of the reading content. I allocated enough time for the challenged student to learn the right ways to read and understand. I also used charts with pronunciation guides to help the students learn how to read well. I allocated ample time for the students to communicate their questions and contributions in class and some cases I spoke out the words said by the students loudly to help communicate with their fellow students. I also used a public address system for the students with low strength in voice.
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For the lesson on problem-solving of local issues, reading was equally important since it helped the students express their views on the topic. In this lesson, the students were asked to identify environmental problems experienced in their community. I further engaged the students in identifying the solutions to the issues stated. I also had the pupils write a letter to the Environmental Protection Agency explaining why the use of plastic bags and bottles should b.e banned. I used this task to gauge the student’s abilities to communicate and express their ideas in a clear and concise manner. I evaluated the students in both classes by asking questions randomly to the students and letting them answer. I gave them enough time to speak out their answers and encouraged applause from the class to motivate them.
Both lessons helped me appreciate and learn skills on how to handle students with language disabilities. I realized that most of the challenged students required motivation to gain confidence and slowly improve their reading and writing skills. I also realized that partnering the disabled students with others helped enhance verbal communication.
