When it comes to learning, the teacher is always expected to maintain an eye on the child’s vision, and the curriculum has to focus mainly on the education outcomes. All student needs must be accommodated and the curriculum should be designed to accommodate them. Specifically, the parents and the schools equally have a role to play. They must challenge students with disabilities to shine at higher levels (Bateman & Cline, 2016). They have to ensure that all learners with disabilities have been engaged and accessed general education curriculum. The school and the parents have to ensure accountability in learning of the students with special needs by taking part in state and local assessment programs. For most students with special needs, access to general curriculum and appropriate instructional practices is significant in improving their academic performance.
For learners with disabilities, a wide range of instructional strategies are available for teachers to use. Notably, students display various learning disabilities and as such, the teacher has to identify the appropriate strategy to use, based on student individual needs, course objectives, and the targeted academic services and adjustments ( Shepherd & Linn, 2014) . The most appropriate learning strategies are the ones that are focused on the activities of assessing students and monitoring their progress through the curriculum. In the teacher’s perspective, individual needs take precedence for the management and organization of the general classroom content.
Delegate your assignment to our experts and they will do the rest.
In the 21 st century, classrooms have become all inclusive, comprising of special needs and general education students. Notably, the students tend to display mild to moderate behavioral and learning challenges and as such, they lead to complex class management requiring instructors to be highly consistent and structured. The course has demonstrated that, in the absence of appropriate classroom management strategies, it becomes difficult for the teacher to pass knowledge to the learners effectively ( Shepherd & Linn, 2014) . Beyond preparing for academic content, classroom management is one of the major factors associated with effective teaching. In today’s classrooms, the teacher must be aware that, special needs students tend to display moderate challenges in terms of behavior and learning. The ones with learning disabilities struggle with attention deficit and functioning. In that respect, the teacher has to create a learning environment for an inclusive classroom, properly managed with clear routines and structures for success of all students.
In terms of assessment, students with special needs always present a dilemma to teachers and parents. In often cases, assessment of students is carried out regularly, with an aim of providing students with feedback regarding attaining curriculum objectives. Factually, the main objective of teacher assessment is mainly to encourage learners in their learning and improving interpersonal skill, while improving on the overall management of the education process ( Shepherd & Linn, 2014) . However, teachers must avoid using the grades scored in the assessment to punish learners. Expectedly, the identified method of assessment should be non-discriminatory and transparent.
In the case of individuals with disabilities, their way of learning and being taught is heavily informed by their needs. Learners with intellectual disability can perform well while accorded the appropriate support and help. The teachers have a role in ensuring that they are involved in the general education curriculum. The way of learning and teaching should be appropriately designed in order to make necessary accommodations, which are appropriate to the student needs. The learners should be provided with the necessary equipment, personnel and instruction to make it possible for them to be educated alongside normal students. Teachers have a role of ensuring the special needs students can communicate with others with ease, can take care of their personal needs, have developed the necessary social skills, and remain health and safe.
References
Bateman, D. F. & Cline, J. L. (2016). A Teacher's Guide to Special Education: A Teacher's Guide to Special Education. ASCD
Shepherd, T.L. & Linn, D. (2014). Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies. SAGE Publications
