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Teaching strategies for learners with special educational needs

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National Journal of Multidisciplinary Research and Development

National Journal of Multidisciplinary Research and Development

ISSN: 2455-9040
Impact Factor: RJIF 5.22
www.nationaljournals.com
Volume 3; Issue 1; January 2018; Page No. 696-698

Teaching strategies for learners with special educational needs

Ranjeeta
Junior Research Fellow, Department of Education, Kurukshetra University, Kurukshetra, Haryana, India

Abstract
There are a number of teaching strategies for learners with special educational needs (SEN). But, the focus of this study is co-
teaching between special education teachers and general teachers. Co-teaching is seen as a way to promote inclusive education.
The overall aim of the study is to contribute to a deeper understanding how co-operation between teachers can promote learning of
all pupils in a general education context. The specific aim of the study is to describe and analyze the strategies the teachers use
during co-teaching. Co-teaching has been suggested as a way to offer education for all pupils in the general education classroom.
Co-teaching can be defined as a form of co-operation where at least two teachers teach in the same classroom at the same time.
The teachers collaborate with each other in order to teach pupils with and without disabilities in the same classroom, focusing on
the use of collaborative and differentiated instructional strategies that can promote and increase the accessibility of curriculum
content for all learners. Such a research programme should examine teaching and learning in real settings as it will need to take
account of the ways in which teachers do their work in relation to the wide variety of situations they face.

Keywords: teaching strategies, co-teaching, pupils, special educational needs (SEN)

Introduction for teachers. One of the key factors we considered was the
Every learner is unique and has own learning style that is extent to which the review should be led by literature that
affected by his/her personality factors. Learning style or refers to categories of impairment in the field of SEN. It was
individual preferences in child’s learning result from his/her decided to adopt the ‘areas of need’ as defined in the SEN
dominant intelligence: visual learners prefer using pictures Code of Practice as a feasible means of grouping the literature
and reading; auditory learners like listening to explanations under a manageable number of headings. This strategy would
and reading aloud; kinesthetic learners need physical activity include all pupils having some form of SEN as well as being
to help them learn; interpersonal learners are sociable and generally understood by parents, practitioners and policy-
eager to use language for communication; intrapersonal makers.
learners are quiet and reflective and learn by listening and
observing. Teacher’s task is to provide a variety in the The areas of needs are
activities as carefully structured input and practice  Communication and Interaction
opportunities, catering for different learning styles.  Cognition and Learning
However, when teaching a child with SEN, knowing his/her  Behavioral, Emotional and Social Development
learning style is not enough to secure his/her successful  Sensory and/or Physical
learning in classroom. Teacher should also consider child’s
abilities and his learning difficulties, like short concentration Successful inclusive practice also depends on the following
span and slower learning pace that may easily demotivate the factors
child in learning a foreign language. Teacher can help the  Applying appropriate teaching methodology
child by letting him/her practice a particular language  Using appropriate teaching material
structure by repeating it as many times as needed (in well-  Having extra time for individual work with the child
structured exercise), being very patient and not interrupting  Acquiring specific knowledge, skills and experience in
the child, but encouraging him/her, praising his/her effort and dealing with diversity in class
building the child’s confidence. Instead of correcting the  Adapting the curriculum
child, teacher should ‘model’ the correct form, or allow the  Drawing up individual learning plan for each child with
child to ‘shadow’ the recorded text. SEN (Inclusive Education and Classroom Practices,
Mapping the effectiveness of different approaches and Summary Report, 2003) [6].
strategies employed to respond to the full range of children’s Teachers should try to apply strategies that will help meet the
special educational needs is a complex task because the field needs of children with SEN and reduce learning difficulties as
is broad, covering a range of educational needs across all well as behaviour, social or emotional problems. Demotivated
phases of education. This scoping study drew upon national pupils with behaviour problems are the biggest challenge of
and international publications, including reviews of research primary classes. Research shows that there are effective
findings, individual research reports and professional guidance practices that can be used in inclusive settings. They can also

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National Journal of Multidisciplinary Research and Development

be regarded as effective teaching practices in inclusive classes. Supporting Teachers

These involve: The role of the learning support/resource teacher (and/or other
supporting teachers, where available) is to provide advice and
Co-operative teaching: involves cooperation of teacher with resources to the class teacher which will assist him/her in the
colleagues, like class teacher, school principal, inclusion assessment process and in the development of classroom and,
specialist, health therapist, and with parents, all belonging to a where appropriate, home based interventions for the pupil.
team responsible for the child’s development. They
collaborate in solving particular problems related to the The Principal
child’s development. In some countries (like Finland) there is The principal’s role is to note, in line with the schools SEN
a teaching assistant who helps children with SEN and supports policy, the fact that a Classroom support process is being put
teachers in the classroom. in place.

Co-operative learning: all children benefit from cooperative Other Professionals

learning, teamwork and peer tutoring, both cognitively and Other professionals such as Educational Psychologists, Speech
affectively (socially and emotionally). Positive and Language Therapists, Visiting Teachers etc may be
interdependence in cooperative learning allows each group involved indirectly, offering consultation or advice in relation
member to contribute with own strength to the final outcome to appropriate approaches for pupils presenting with early
of the learning activity. Child with SEN can learn from his difficulties. In addition, work on the development of whole
peers and follow their performance as a model. school policies, practices and initiatives to support all pupils
with special educational needs in partnership with NEPS, DES
Heterogeneous grouping: it is very effective in classes with staff and other outside agencies can support interventions at
big diversity of children’s abilities and supports cooperative this stage.
learning. Children with SEN develop cognitive and social
skills, while other members of the group learn to accept and Effective Teaching Strategies for Special Education
respect the child with SEN. However, in language teaching, it Children with Special educational needs pose a vast range of
is sometimes more useful to make homogeneous groups, some challenges to educators looking for effective teaching
of them consisting of children who experience similar learning strategies for the special education classroom. These
difficulties, so that teacher can give them extra help. In such suggestions should come in handy for teachers working with
cases, teachers should give differentiated tasks to particular special educational needs students.
groups, making them challenging enough for particular
abilities. Working with Short Attention Spans
 Set clear expectations for all students.
Individual Educational Plan (IEP): It is a pedagogical and  Break assignments into smaller pieces to work on in short
development plan drawn up for each child with SEN by time periods.
adapting the curriculum in conformity with the child’s  Space breaks between assignments; so, students can
abilities and needs. New learning objectives are identified on refocus on their tasks.
the basis of child’s performance in classes. These objectives  Share ideas with parents so they can help with homework.
should not be too difficult to discourage the child, but they  Carry out every day routines consistently.
should not be too easy, either, as the child needs to be  Develop a reward system for good behavior, completing
challenged to learn new skills. The plan comprises all work on time and participating in class.
information necessary to follow the child’s progress, and  Use visual and auditory reminders to change from one
teacher draws it up in cooperation with other members of the activity to the next. This may need to be done several
team responsible for the child’s inclusion. Parents play a very times before the change is made. An egg timer is a good
important role in supporting the child’s development in many auditory tool that indicates a signal to begin or end an
ways, one of them being active participation in the team activity.
preparing individual educational plan for the child.
Managing Constant Change
Roles and Responsibilities The science behind teaching special education students is not
The Class Teacher cut-and-dried. The strategies that teachers develop for their
The class teacher liaises with the parents regarding the classrooms are not permanent, and must be scalable and
decision to initiate the Classroom Support process. Good flexible so that they can evolve. This strategy enables teachers
practice would suggest that the class teacher will generally act to teach every student.
as co-ordinator throughout the problem solving process in  Design teaching aids and lessons that are flexible.
consultation with the pupil and his/her parents. The class  Add creativity to lessons and homework.
teacher may also seek advice from the learning support /  Develop easy-to-use monitoring tools that are needs-based.
resource teacher in the school and will keep the principal  Design lesson plans that can be modified to fit each
informed. He or she should maintain a record of relevant student.
information which will be used should more detailed problem  Develop a set of resources and interventions that work.
solving be required at School Support level.

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National Journal of Multidisciplinary Research and Development

Effective Teaching Summary report. European Agency for Development in

Being an effective teacher requires many tools, most of which Special Needs Education. 2003.
are chosen through trial and error. Many resources are 7. Murawski WW, Lochner WW. Observing co-teaching:
available to help teachers planning lessons, manage classroom What to ask for, look for, and listen for. Intervention in
environments, and develop high-quality instruction for School and Clinic. 2011; 46(3):174-183.
students with special needs. Effective teaching strategies 8. Smith P. Have we made any progress? Including students
include: with intellectual disabilities in regular education
 Use a multiple-scenario approach to developing lesson classrooms. Intellectual and Developmental Disabilities.
plans. 2007; 45(5):297-309.
 Monitor and verify student responses to lessons.
 Evaluate and adapt lessons as necessary.
 Use peers to review lesson plans and to develop ideas that
might be applicable.
 Develop and maintain a pool of mentors.
 Keep a list of resources for teaching, lesson plans and
professional development
 Set a professional development plan for yourself and track
your goals
 Develop or implement a system that allows for easy and
comprehensive data collection to help monitor and adapt
lessons
 Gather some tricks of the trade from fellow teachers,
including those who do not teach special education.

Conclusion
The overall conclusion is that questions about whether there is
separate special education pedagogy are unhelpful given the
current policy context, and that the more important agenda is
about how to develop a pedagogy that is inclusive of all
learners. This considers how the strategies identified from the
review as having the potential to raise achievement might be
usefully organized in a typology that could be used to create a
multi-method response to teaching pupils with special
educational needs. A second phase of this research programme
should involve systematic, long-term development work
across a range of sites and settings, which also allows for the
examination of the impact of the innovations upon
achievement. Such research is necessary to advance
knowledge about teaching and learning, and to understand
how combinations of teaching approaches might be used in
different contexts and for different purposes.

References
1. Adey P, Fairbrother R, Wiliam D. A review of research on
learning strategies and learning styles. King’s College,
London, 1999.
2. Ainscow M. Towards inclusive schooling. British Journal
of Special Education. 1997; 24(1):3-6.
3. Daniels H, Creese A, Norwich B. Supporting
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(ed.) Special Education Re-formed. Beyond Rhetoric?
London: Falmer Press, 2000.
4. Davis P, Florian L, Ainscow M. Teaching strategies and
approaches for pupils with special educational needs: A
scoping study. DfES Publications, 2004.
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