Communication Strategies
Inclusion instruction classes are most used for special needs in general classrooms. Having a large variety of students in an inclusion classroom may be challenging for teachers and/or students.
Teachers must think about ways to organize their classroom and experiment with different arrangement settings in order to find the most suitable one for his or her class. Educational outcomes are most directly to the activities occurred in classes with the instruction from teachers. Therefore, the physical settings sets the expectations and constraints that will play an affect on the student. It may affect the student's attitude, motivation, and communication. At the end, teachers have to realize the most important strategy is to make observations for the student with special need in class. They would need to observe the attitude, motivation and behaviours from the student. Moreover, it is important to know the factors that contributed to the attitude, motivation and behaviours observed. Teachers can experiment with different strategies and plans throughout the year. Every year, there should be a change in these arrangements and planning because there is NO single class setting that is suitable for all. |
Assessment and Planning |
Before planning interventions for a student, it is important for teachers to know the details about the student(s) with special needs before classes start. This will allow the teacher to make adequate thinking and make arrangements for the classroom. Getting to know the student includes knowing the student's communication skills. It is important to know the ability of the student to interact in a class and how well they play in the playground. In order to find the most suitable communication strategy that will be implied in classroom settings, it is important to know the communication ability and the comprehension ability of the student.
During classroom times, teachers would need to set achievable, measurable, and meaningful goals for the student with down syndrome. |
COMMUNICATION STRATEGIES FOR SPECIFIC GROUPS/TASKS
ClassroomDelivering Classroom Strategies
|
To TeachersTeachers to Students
|
To Students/ParentsStudents to Students/Parents
|
Created by Janny Chan
References
Supporting the Student with Down Syndrome in Your Classroom. (2010). Down Syndrome Association of West Michigan, Educator Manual.
Supporting the Student with Down Syndrome in Your Classroom. (2010). Down Syndrome Association of West Michigan, Educator Manual.