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SPECIAL CHILDREN

SPECIAL CHILDRENStrategies for adapting science instruction to children with1. learning disabilities 2. physical disabilitiesDEFINITIONSpecial children are those who have physical disabilities, experience difficulties in learning or behaviour problem or both, as well as children whose performance is so superior that special education is necessary if they are to fulfil their potentialDEFINITIONTerms such as handicapped, disabled, impaired, dysfunctional, exceptional and high risk are often used synonymouslyChildren with significant disabilities may be referred to as developmentally delayed, developmentally disabled, medically fragile or technology dependent LEARNING DISABILITIESLearning Disabilities eg : Dyslexia, Dyscalculia, DysgraphiaAttention DeficitBehavioral DisorderIntellectual DisorderMASALAH PEMBELAJARANDylexia : Pelajar yang menghadapi masalah membacaDyscalculia : Pelajar dengan masalah pengiraan dalam matematikDysgraphia : boleh bercakap dengan baik tetapi tidak boleh menulis dengan baik. Tidak konsisten semasa menulis huruf, saiz tidak sama, bentuk atau condong. Perkataan tidak lengkap dan menulis dengan lambat

STRATEGI UNTUK MENGAJAR PELAJAR DENGAN MASALAH PEMBELAJARANGuna bahasa yang mudah supaya pelajar senang fahamSediakan satu panduan pemarkahan dan sediakan contoh untuk setiap persembahanJangan guna contoh pelajar sebagai contoh kerja yang tidak baikSTRATEGI UNTUK MENGAJAR PELAJAR DENGAN MASALAH PEMBELAJARANMinta pelajar ulang arahan yang telah diberikanNyatakan dengan jelas arahan yang telah diberikanGunakan pengurusan grafik/peta minda untuk membantu pelajar memahami pelajaranArahan diberi satu persatuPHYSICAL DISABILITIESKecacatan fizikal termasuk masalah penglihatan, pendengaran dan masalah ortopedik seperti kegagalan otot, sendi dan rangka sistem berfungsi

Example :Communication DisorderMotor Impaired/Orthopedic DisabilitiesHearing ImpairmentVisual Impairment

HALANGAN PELAJAR YANG MASALAH KECACATAN FIZIKALStruktur bilik darjah menghadkan pergerakan dan pencapaian pelajarKemudahan di sekolah mengurangkan pendedahan pelajar untuk melakukan pengalaman manipulatifProgram/kurikulum yang belum dimodifikasikan atau diubahsuai untuk memenuhi keperluan merekaHALANGAN PELAJAR YANG MASALAH KECACATAN FIZIKALGuru mempunyai pandangan yang negatif atau terlalu mengawal perlakuan pelajarGuru memandang rendah kepada kebolehan pelajarTidak ada harapan tinggi daripada ibubapa dan guruProgram sains yang tidak diubahsuai untuk merekaRasa rendah diri yang tinggiPENDEKATAN UNTUK MASALAH PENGLIHATANMenggunakan pendekatan pengajaran menggunakan bahan audioPembelajaran menggunakan audio tape yang boleh diulang-ulangGuna bahan cetakan dan bahan bantu mengajar dengan warna yang terangGunakan model/replika/ bahan maujudPENDEKATAN UNTUK MASALAH PENDENGARANGunakan alat bantu pendengaranGunakan objekPasangkan pelajar yang bermasalah dengan rakan yang normalPARENTS OF SPECIAL CHILDRENGrief is the usual reaction when parents first realize they have a child with disabilityIn the process of grieving, parents may become angry, depressed or overwhelmed with unfounded guilt reactionsThey may deny that anything is wrong, regardless of the childs appearance or behaviour ContThese reactions are normalAt the same time, parents need help in working through these feelingsThey need to begin the process of adapting to the realities of caring for a child with a disabilityAlmost immediately, they will have to begin to make urgent decisions and solve complicated problem affecting every member of the familyContThese might include :Heavy expenses and financial burdens other than medicalFrightening and energy-draining crises eg: major convulsionTransportation problems, babysitting needs for the other children, time away from jobs to get the child to consultation and treatment appointmentCont4)Expensive or life threatening medical treatment, surgery or hospitalization that may occur repeatedly and for extended periods5)Continuous day and night demands on parents to provide routine caregiving tasks (for example, feeding a child with severe cleft palate condition)Cont..6)Lack of affordable child care for families with children who have development disabilities7)Little opportunity for recreational or leisure activities8)Constant fatigue, lack of sleep and little or no time to meet the needs of other family membersCont9) Marital problems arising from fatigue, finances, differences about management of the childs disability and feelings of spousal rejection10) Difficulty of getting babysitters to care for a child, especially if the child has severe medical or behavioural problems11)Jealousy or feeling of rejection among brothers and sisters because the special child monopolizes the familys attention and resourcesTHE PARENT-TEACHER PARTNERSHIPParents and teachers who work actively and effectively with one another comprise a powerful teamProvides child with : 1) Increased opportunities for learning and growth 2) Access to expanded resources and services 3)Greater consistency in his or her two most important environmentsTHE PARENT-TEACHER PARTNERSHIPA productive parent-teacher relationship provides teachers with : 1) Increased opportunities to reinforce appropiate behaviours in both school and home settings 2) Data for more meaningful selection of target behaviour that is important to the child in his or her world outside the schoolCont 3) Feedback from parents as to changes in behaviour that can be used to improve programmes being implemented by teachers and parents4) Greater understanding of the overall needs of the child and the needs and desires of the parent5) Access to a wider range of social and activity reinforcers provided by parentsBARRIER TO EFFECTIVE PARENT-TEACHER INTERACTIONThe parent as vulnerable client - Teachers who see parents only as helpless souls in need of assistance make a grave mistakeTendency to label parent - Teachers often seem eager to label parents, just as they often do childrenProfessional distance Teachers not getting too involved with a clientContThe parents as responsible for the childs condition - Some parents do feel responsible for their childs disability and with a little encouragement from a teacher, can be made to feel completely guiltyThe parent as less intelligent - Parents are considered too biased, too involved, or not skilled enough to make useful observations

PARENTS AS HELPERGet to know your childs teacherRecognize that you have a tremendous influence on the growth and development of your childSeek guidance from your childs teacherCONCLUSIONTeachers and parents will continue to develop better ways of working together for the benefit of special childrenIn the future more home-based interventions will focus not just on the parent-child relationship but on the interrelationship of all family members