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kidkensei
Joined: 17 Nov 2008 Posts: 36
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Posted: Mon Feb 08, 2010 12:14 am Post subject: Mentally Challenged students |
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I assume that most ALT�s have had a class with 2 or 3 handicapped students. I find it very difficult to keep there attention with activities let alone educate them in English. Tried doing yoga and 'what time is it mr. wolf but they got a bit violent and started throwing punches. I would love to take them to a punk rock concert but it will have to be outside of school hours.
Seriously though, can anyone help me out with some activities. They don�t have to be English ones but simply stimulating and educational on some level.
Cheers
Kensei |
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Imseriouslylost
Joined: 09 Nov 2009 Posts: 123 Location: Tokyo
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Posted: Mon Feb 08, 2010 1:06 am Post subject: |
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Unrelated: do they put mentally challenged students in the same class as regular students in Japan and then pretend there is nothing wrong with them? It's standard practice here.
I tried my best to cater to those students individually but in a class of 45 with no co-teacher I found it was too difficult to give more attention to one or two students with a disability.
I'm not sure if it's just a Korean thing or something that is common in Asian countries (pretending obviously challenged students are not challenged). |
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Lyrajean
Joined: 19 Jul 2006 Posts: 109 Location: going to Okinawa
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Posted: Mon Feb 08, 2010 5:19 am Post subject: |
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Yes, if a student is functioning enough to 'blend in' to a regular class. My impression is that they usually do it and pretend nothing is wrong. My impression is also that the families of said students also often prefer to leave it this way. Like being diagnosed with something like autism or a learning disability is a source of shame or embarassment.
The obviously unavoidable or un-ignorable disabilites will be ferreted out and sent to seperate schools for the blind, deaf or mentally challenged.
I teach at a low-level HS three days a week and I know I have a smattering of students who are virtually illiterate in their own language not just English. In many cases I think these are underlying learning diabilities like dislexia that have been ignored. We've also had students who are so emotionally disturbed they had to be watched lest they hurt themselves. The burden seems to fall on the homeroom teachers rather than the parents or some sort of mental or social services counseling to look after these kids.
Sad but true.
In a class of thrity or forty its hard to give the time to these students they need. I make a point to try to connect with them outside of class and communicate with them (in Japanese if I must) so at least I hope they know that if they feel ignored of like they don't understand in class its not because they can't speak English or because I don't like them or they're stupid.
I do find that becuse of the emphasis on group cooperation in this culture that often the more socially astute students will take these misfits under their wing and help them out discreetly in class. One thing you can do is when doing group work to try to group off these weaker students with the 'social leaders' in the class. |
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Glenski

Joined: 15 Jan 2003 Posts: 12844 Location: Hokkaido, JAPAN
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Posted: Mon Feb 08, 2010 5:29 am Post subject: |
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You may want to plan around the student. Since you are an ALT, ask the sage advice of the person leading the room, the JTE. You should not be responsible for such students' discipline or learning. |
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steki47
Joined: 20 Apr 2008 Posts: 1029 Location: BFE Inaka
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Posted: Wed Feb 10, 2010 7:27 am Post subject: |
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Lyrajean wrote: |
I do find that because of the emphasis on group cooperation in this culture that often the more socially astute students will take these misfits under their wing and help them out discreetly in class. |
I have taught autistic children at two different jobs. Private conversation schools, mind you. The parents paid the money the kids became my students.
I have never had any training or read much about autism. But I quickly found both kids to be brutal to teach. Getting their attention, keeping their attention. Explaining, playing games-everything was 5X harder.
Both situations taught me a lot of patience and flexibility. I had to give them more freedom ("agency") and let them choose activities. Or at least the illusion of choice. Then they were interested in my lesson.
Going back to the quote, I was very impressed with the patience and kindness of the other students. They would take the time to help the child. Explain the rules or target language in Japanese. Sometimes just give them the answer (which I tried to stop). Sweet kids. |
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Lei Feng
Joined: 28 Feb 2006 Posts: 59
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Posted: Fri Feb 12, 2010 5:14 pm Post subject: |
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I had a slightly different situation. I had a kid with a severe stutter. I have absolutely no clue what to do in a spoken English class for someone with that kind of disability.
I would love to hear if someone has any advice. |
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Lyrajean
Joined: 19 Jul 2006 Posts: 109 Location: going to Okinawa
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Posted: Sat Feb 13, 2010 10:24 am Post subject: |
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Lei feng- Even though you are here to teach speaking and listening skills there are some students for whom teaching them anything even if it is written english is more important. Giving that student the opportunity to give correct answers without emphasising his disability may be the most important particularly if he is sensitive about it. If you get the opporutniuty for some one-on-one time sure try to work on his speaking but otherwise perhaps some self-esteem building may be in order.
For example: a friend of mine does jeopardy with the mini white boards you can find at the 100 yen shop. She always has a couple categories where the students can answer with the white board. Good for shy students who are too scared to give an answer out loud in class. They can still practice their listening skills assuming you are giving them the clues in English. |
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Quichia
Joined: 03 Feb 2010 Posts: 17
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Posted: Wed Mar 10, 2010 9:42 am Post subject: hmmm |
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Having worked with children with different disabilities: some violent, some shy, some very difficult to understand, the most effective thing you can do is figure out what their disability is. Then do a bit of research on how to manage behaviors.
You can always extinguish behavior by simply ignoring it (unless they are endangering another student). For instance, if a student whines for an object, ignore the whine and present them with a replacement behavior. It may take time and patience, but eventually the student will have no choice but to stop whining in order to get what they want.
Children with autism will need schedules. They also function at a black and white conceptual image (there are generally no gray areas).
Anyhow, from experience just do a bit of research on behavioral management and there should be tons of information. Good luck! |
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