Benchmark – Potential Solutions
Nina Gauntt
EDL-910-0500
Grand Canyon University
May 4th, 2022
Nina,
Thank you for your work with this paper. Yes, identifying potential solutions to problems or issues commonly begins with a review of the extant literature to determine if a similar problem or issue has already been solved. The published solution to the problem or issue can then be adapted as necessary to create a viable solution. In this assignment, you appeared to search the literature for solutions to similar problems, consider how to adapt those solutions to the problem or issue you identified, and present several potential solutions to the identified problem or issue.
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Poor Conditions of Special Needs in School
Teachers that deal with special needs children in school face manychallenges[M1] . These challenges vary from limited resources toa lack of appreciation for their work.A little appreciation goes a long way. However, not everyone in society seems to acknowledge this[M2] . Secondly, there is a lack of parental[M3] support, making it even more challenging to help the students (Fletcher et al., 2018) and work with other teachers and challenges in scheduling the school day for special needs students, among many other problems.
To help teachers that deal with special needs students, we must first assist the teachers in maintaining[M4] order in the classrooms where special needs students study. The structure is crucial for special education children, and it can also be beneficial to them as a teacher. Whether they have one student or twenty, maintaining a daily routine will benefit them and their students. Maintaining order will reduce tension and distractions (Florian, 2019).
Secondly, it’s essential to remember that every child is unique[M5] . As each special needs student is an individual, teachers, parents, and everyone around them should strive to get to know them as people instead of defining them by their condition. As a special education teacher, one mayoversee creating IEPS – not only are they a federal obligation, but they may also be a valuable tool for the teacher and the child’s parents to collaborate on a plan that works for everyone.
Thirdly, teachers should create possibilities for their students to succeed. Keeping a positive attitude is critical in a demanding sector as demanding as special education. Some days will be more difficult than others, and some pupils will advance at a slower pace than others. Teachers should encourage their students to work hard and improve by recognizing and celebrating tiny victories.
Assist teachers in making a network of people who will help them[M6] [M7] . Special education teachers shouldlearn to collaborate with their students’ general education instructors, therapists, and parents. The more they communicate with everyone, the easier it will be for the teachers and their students.
Every child should feel part and parcel of the group in class. None of them should feel left out. We can achieve this byfirstly establishing unambiguous behavioral minimums. Every student in your classroom should know precisely what is and isn’t acceptable behavior. As a teacher, you and your students should agree on the rules for your classroom.
Asking students to sign a class contract once they’ve agreed on the rules will help ensure that everyone is on the same page and committed to upholding[M8] them (Florian, 2019). As an option, you may even want to involve your students in constructing a classroom rules display. Everyone can understand these if they’re kept to a minimum. Try to avoid making these norms about learning rather than making everyone feel safe and valued. Examples of regulations that you might agree on include the following are, being nice to one another. Always use positive language and observe property rights
Secondly,consistently enforcing guidelines will help improve students’ attentionto class performance[M9] . Dealing delicately with low-level disruption is also very important. Making time for all children to listen, opinions raised by each child should be listened to and respected. No child should be diminished or discriminated against because they have a different view from the other students.
Develop a scaffolded learning strategy[M10] . Keep in mind that each child in the class has unique needs. They were assistingstudents in ways that would benefit all the students in theclass—establishing a calm, focused learning atmosphere. Timetables and other important information should be displayed prominently.Pre-assessment would assist in planning. Also,allow kids to pick how they want to demonstrate their knowledge. One child’s success should not be compared to that of another, and it’s essential to focus on each child’s progress (Hornby, 2015).
Instead of chasing students out for behavioralissues, teachers should be encouraged to employ other methods, such as figuring out what’s at the heart of the problem. Consider what might be driving the disruptive behavior because conduct is a kind of communication (Efendi et al., 2022). Identifying the source of the problem can assist teachers in anticipating student needs while maintaining control and avoiding unintentionally reinforcing adverse conduct.While the types of behaviors differ, they all serve one or two purposes: to acquire something, for example, attention, or to avoid something, for instance, a punishment which may be in the form of work. For example, a student who repeatedly interrupts your class may express a desire for attention. Rather than responding to a student’s outburst with negative attention, try anticipating the behavior and satisfying the student’s need ahead of time. Before class, meet with the student and request their assistance with a specific task. Try to speak with the student one-on-one about a topic of mutual interest. You can save money if you meet the student’s needs on your terms.
Another method they can use is to seek assistance from coworkers.Teachers specializing in working with students with behavioral concerns can usually be found in most schools. If you’re dealing with a student acting out, find these people and ask them for help. Pam Schiefferis an excellent example of a teacher like this. She works with students with emotional and behavioral difficulties (EBD) in Minnesota and frequently encounters extreme conduct. “My best counsel for the pupils is to set clear, concise, and hard standards,” she says. “They’ll strive to push past the limit. Don’t give up, and don’t let on that you’re upset. Also, if they try to entice you in, ignore them and get away as soon as possible.” (Banks&Banks, 2019)
Thirdly, teachersshould engagethe administration[M11] when necessary.Their principal focus should be protecting themselves from dangerous situations. Teachers should not be subjected to physical or verbal abuse or threats. If they’ve tried everything to get their pupils to behave better, but they’re still not responding, it’s time to involve the school administration (Hornby, 2015). A student engaged in a violent situation should be keptsafe, and parents should call for assistance. The class may need to be moved away from the pupil if you cannot isolate them. A teacher should be patient with him or herself and the students after an incident. Theyshould regaintheir composure and then make a detailed report of the incident.
Another option could be to keep track of the interventions you’ve tried while dealing with problematic behavior in your students. Documentation is essential for establishing a pattern of behavior and providing the administration with relevant information if they become involved in the investigation. Additionally, if management is unsupportive or doubts your actions, having paperwork outlines the procedures you’ve tried before involving them. Dealing with special needs students is a collective responsibility and should be accompanied by hard work and cooperation from teachers, parents, society, and the students themselves.
References
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives.John Wiley & Sons.
Efendi, M., Pradipta, R. F., Dewantoro, D. A., Ummah, U. S., Edivanto, E., & Yasin, M. H. M. (2022). Inclusive education for a student with special needs at Indonesian publicschools. International Journal of Instruction, 15(2), 967-980.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: Fromidentification to intervention. Guilford Publications.
Florian, L. (2019). On the necessary co-existence of special and inclusive education.International Journal of Inclusive Education, 23(7-8), 691-704.
Hornby, G. (2015). Inclusive special education: Development of a new theory for the educationof children with special educational needs and disabilities. British Journal of specialeducation, 42(3), 234-256.
[M1]List the challenges with possible references/dates
[M2]Opinion?
[M3]Agree, but not new
[M4]What about other ideas, increased instruction in college regarding special needs students
[M5]agree
[M7]can you tie to any research?
[M8]Good idea
[M9]Can we share any research to back this up?
[M10]I like the idea… any research to back it?
[M11]Agree, ask for help when needed