Learning entails the process of acquiring skills, values, knowledge, and understanding. Techniques that facilitate learning include discussions, teaching, training, storytelling, among others. Under normal circumstances, the ability to learn is possessed by human beings, animals, improvised machines, and even plants ( Wehmeyer, 2019) . A teacher, who is authorized in a formal setup, incorporates numerous teaching methods that aid the learning process. The teacher should be wise enough to select an appropriate method that matches a learner's standards and ability; otherwise, learning becomes void. Since learners come with unique and different personalities, a good teacher should respect the differences and accord services as per the uniqueness of each learner (Bryant, 2019) . Similarly, a class setup is composed too with learners with disabilities. Learning disability is a condition in the brain caused by several factors that result in difficulties in comprehending or processing information. For learning to be successful, a teacher needs to be smart in employing methodologies of handling disabled learners. This paper comprehensively analyzes several special education case studies and provides appropriate ways of serving students with disabilities.
The case analyzed is of student Doug, aged 7.9 in second grade. The study critically examined Doug's behavior in different school elements like performance in class, interactions with others, and general teamwork to come up with the disorder. Being easily frustrated, poor skills in initiating the starting up of assignments, and frequent involvement in 'Lego gadgets and drawing robots help in the identification of attention deficit hyperactivity disorder (ADHD) that originate from childhood and may persist in adulthood. The study evaluated the problem, and possible solutions are recommendable for both survival and attainability of learning objectives in the classroom setup. However, the rescue measures did not personalize more to capture the key areas that Doug suffers from-not performing well in mathematics, reading, and the general.
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In the overall attempt to help Doug manage the ADHD, the other two key goals are identified; first, he should be able to read and manipulate mathematics correctly and, secondly, boost concentration that aids him in initiating the process of doing an assignment without frustrations. The goals are clear, specific, and measurable since, for reading, he can be given an article to read loudly as the teacher listens and observes lips movements while in mathematics, he can be given a sum to work out after a session. The goals are vital to Doug since he is good at science, and likes playing with Lego gadgets. He can make a good scientist, engineer, or any other science-related field of study. Playing with Lego gadgets implies that Doug is smart and with high intelligence quotient, something that, when mathematics and reading are worked on, can yield a potential scientist in the society.
To increase Doug's attention, the teacher should initiate techniques by setting up a classroom to accommodate him. As illustrated by Wehmeyer (2019) , Doug should seat in front away from the windows, doors, and any other destructions, and in a quiet class. On information delivery, the teacher should give clear instructions, one at a time, and repeat where necessary. The use of visuals, color coding, charts and pictures should be used to tackle complex content in the morning hours. Also, the teacher should accept Doug’s late work and give credit on partial work done and give tests of fewer questions with less frequency.
Besides, after appropriate stationing and organizing Doug in a classroom, a teacher incorporates a teaching technique that can help him pass mathematics, reading, and general performance. The teacher should, during the lesson, maintain eye contact with Doug, list for him the activities to be undertaken, and avoid asking Doug the subject questions that might challenge him in public. Doug’s class should have mathematics done in the morning, and be given less challenging questions- probably the one he performs well. An outline for note-taking for English and Mathematics should be created in Doug’s book. For language, give easy tasks like oral work or giving a task that requires filling the blank spaces. Giving less challenging tasks enables Doug to execute, thus boosting interest in the subject matter. Avoiding asking him a challenging question before others help to avoid bruising the self-esteem- vital in learning, while scheduling mathematics in the morning finds his mind fresh and his concentration at optimum ( Wehmeyer 2019) . Re-establishing the sitting position in the class is also critical. Classroom positioning is key to solving his problem of attaining concentration since among the major problems of ADHD is lack of concentration. As a teacher, the implementation may include allocating Doug the first locker just from the teacher's desk-adjusted close to the center of the class and offer instructions restricting any changes regarding the sitting position.
To wrap it all, teachers should evaluate all the learners to identify their individual needs and work on them to facilitate learning in a classroom. For learners with learning disabilities, teachers need to incorporate the speciation technique to help them acquire education, just like other learners. In the case of Doug, a teacher requires to consider the position in class that can help boost concentration and the potential of the tailored technique for giving instructional learning. Otherwise, if the special techniques are not put in place, Doug’s learning process may become ineffective.
References
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms . Sage Publications.Wehmeyer, M. L. (2019).
Wehmeyer, M. L. (2019). Strengths-based approaches to educating all learners with disabilities: Beyond special education . Teachers College Press. https://iris.peabody.vanderbilt.edu/wpcontent/uploads/pdf_case_studies/ics_encappbeh.pdf
