Criteria And Characteristics Of Children With Special Needs.docx

Criteria and Characteristics of Children with Special Needs Categories of Disability Characteristics Teaching and Learning Requirements BBB:  Attention problem.  Utilize Assistive  Problems in Technology (AT) such processing as large calculators, information and lack task analysis, of psychological communication cards processes. (Augmentative  Provide appropriate Alternative response Communication Difficulty in AAC), software to questioning check spelling such  Speech difficulty as E-Kamus  Following oral Dewan,Ginger instructions Software  Understanding  Use large “square humour and body Learning disabilities (overall) line” in Mathematics. language  Help them to organize  Lack of social skill ideas, take notes,  Writing problem write, productivity, (written language) access to references  Quantitative disorder. and modify materials  Reading difficulty  Limited vocabulary Task/activity/Worksheet:  Grammatical and  Small number of sentence errors questions in a single  Excessive repetition page  Understanding  Big font size compound sentences Classroom setting:  Seating arrangement - near to the teacher  Include one SWSP in each group activity  Flexible for individual and groups  Collaborative learning (mixed ability groups) Teaching and learning management:  Give marks based on the moral values of each group activity  Make vow in an inclusive classroom so that they help each other and ensuring

Attention Deficits Hyperactivity Disorder(ADHD)

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Hyperactive Aggressive

Cerebral Palsy

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Weak motor capability Difficulty in speech

the success of all the friends in the group.  Encourage pupils to do reflections at the end of the class  Repetitions of teachers’ instructions with CWD by using simple sentences  Using “carta matematik 5 minit” strategy at the beginning of the lesson  Distribute materials (exercises or notes) to pupils instead of letting them to copying notes from the white board Be careful about using certain colors that disturb students like red 

 Autism Spectrum Disorder

Visual impairment

• Concentration and attention • Anxiety disorder • Affective Disorder • Learning Difficulties • Having troubles seeing things on the board without assistant tools (Partially sighted) • Hardly see things on the board • Unclear instruction: have difficulty to follow the teaching and learning process if the instructions given is too visual-oriented (here, there) • Visual learning aids may pose challenges to them. • Interaction with peers

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Seats and tables that are compatible with their physical problems. Use a laptop for assignment purposes Provide instructions in simple and printed form

Classroom physical setting: • Make sure the students with visual impairment are seated in front of the classroom or in the middle. This will enable the students to have the best view of the black board and thus they are able to participate in the T&L • Make necessary adjustments to the lighting to minimize the negative impact of the visual impairment. Put on curtains when necessary.

– pupils have less control on the social circle • Orientation & mobility – less control on the physical environment • takes longer time to do and complete the assignments compared to their peers • requires assistance during co-curricular activities

Special equipment: • Ensure that the students with vision impairment to get the Optical Aid Tool that suitable for both short-sighted and longsighted. Teaching and learning process: • get help from the resource teacher to prepare the diagram, circulars/ notes, classroom practice, worksheets, etc., in braille or big photocopy in advance • ask the resource teacher to introduce the special symbols in braille (basically in Mathematics: symbols for logarithms, angle, etc.) for students with vision impairment • Use a specific language that can be shown to the blind student. e.g. For location, we can use the words “at the upper left” or “in the middle” or “almost seven (use the clock reference system)” to describe it based on the diagram given. Elaborate on the process specifically to avoid confusion when there is a demonstration (especially on movement and process) • Time allocation for task and examination should be longer because the blind student may acquire more time to read, write and manage his materials. • Ask someone (who is responsible) to read out the notes on the board for the blind student and to be his “buddy”.

Collaboration: • get teacher’s help to help blind / low vision pupils during a practical session or T&L session involving the use of complicated teaching aids (eg in Science, Living Skills, Geography ...) • get teacher’s assistance if a new pupil is placed at the school; if the activity is outside of the class, pair the low vision pupils with the celestial ones • get resource teacher's help to prepare large prints / embossing / distributed materials in large print or braille

Pupils with hearing impairment

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Difficult in hearing soft sounds Unable to listen to any sound Facing difficulties in social interaction/ communication Facing difficulties in expressive and receptive communication, reading and writing Difficult to involve in group discussion in class Low self-esteem Interpret information given wrongly Difficult to comprehend the text Difficult to give respond/feedback of discussion that involves abstract thinking compared to hands-on task.

Co-curricular activities: • Get a buddy for visual impairment pupils to carry out the activities Classroom setting:  Sit at the front row to easily see the teacher  Use the mimic method Teaching aid:  Use pictures, multimedia and printed materials because they learn using their vision.  Prepare reading materials/ notes first before the teaching and learning (T&L) so that pupils will be ready. Support:  Classmates and teachers could learn sign language to help the pupils