Korean Job Discussion Forums

[Steelrails]

Anyone out there have any experiences/recommendations for teaching with a Special Ed student in the classroom?

Situation: One of my 4th grade classes has a special ed student with Down Syndrome in the class. The class size is about 25 students of varying levels. I have a Korean co-teacher in the class. The special-ed teacher does not stay with the student in the class. As far as I can tell the student has zero English ability and may or may not be able to learn a second language. I don't feel that I should focus entirely on the student during the class time, at the same time totally ignoring the student doesn't appeal to me either. Also I have zero training or experience regarding special needs students and don't want to do anything that would make things worse.

I am completely at a loss. Whatever advice anyone can offer would be most helpful.

[andrewchon]

I had two 'clinically slow' students in my class. I discussed that with my co-teacher. He said he knows about them and said, just leave them alone. I didn't even give them worksheets after that.

[Faunaki]

It really depends on the student. If they are completely unable to do anything then just let them be but if not give them the chance to participate and include them as much as possible.

All of my MS special needs students participate in presentations even if their line is OK or yes or something small like that. They are always willing to participate too which surprised me at first because I thought they'd be too shy.

Make them participate in group work too, giving them roles they can handle.^^

[Dazed and Confused]

My 9 year old neice is classified as mentally retarded. She spent 3 months in Korea learning Korean and Taekwondo. She did just fine and still will speak Korean any time she gets the chance. I think she begs her mom to go to Korean restaurants! Don't underestimate these students. They may have behavior issues or learn at a slower pace but they can learn something.

[oldfatfarang]

Public school teaching is about 'teaching to the middle'. Large classes of mixed ability learners is our reality.

I have 3 very slow kids in one middle school class. They're nice kids, they just sit quietly, and I give them a handout. They can draw pictures if they want, or just sit there smiling. I don't have time to do anything with them. Them's the breaks.

[TheUrbanMyth]

I have two classes of Special Ed. students for a total of three times a week...we're learning the alphabet.

"A" yesterday for the first class and "A" today for this one.

[Welsh Canadian]

Do a search of VAK or Choice Boards.

Basically instead of just talking to her (I don't know you teaching style so this is not meant as criticism) you may have to make visuals or do more movement with her.

[southernman]

I'm sure youre probably doing all the correct things anyway, I've got some special needs kid's and had a young guy with downs syndrome last year.

Just treat them the same as anyone, I actually treat all my special needs kids with a little bit more kindness than my usual kids in the hopes that the other students will learn from me.... I give them the same stuff as everyone, it doesn't matter if they don't do the handouts, but they will notice if you don't give them the stuff the other kid's have.

My young second grader had surprisingly strong English, for his age, I think his special needs teacher had been coaching him, he did all the stuff the other kids did when he was in the classroom. Plus I used to go and see him for 15 minutes before school started most days and just play some board games with him

Keep them close to the front of the classroom and make heaps of eye contact with, smile a lot and they will pay attention to you, sure they might wander a bit at times. But i've actually found that they generally are very good.

[Steelrails]

Well today was the first class I've had with the student since I posted this. It went alright. I tried to get him to write some letters of the alphabet and he couldn't really do it, but the fact that showed him attention and was willing to help him rubbed off on the other students at the table and they went from being uncomfortable around him to trying to help him.

I couldn't spend too much time with him, but now maybe the other students will at least try to get him involved.

[reactionary]

maybe it's the part of Seoul I'm in (the up-north), but I have had at least 6-7 students I can recall that have had some kind of major learning disability in various classes, and that's just in 2 semester working there. autism, down syndrome, and moderate to VERY severe ADHD...

one of the mentally challenged students REALLY wanted to participate in class. Would always raise his hand when i asked the class a question. Usually there'd be a student nearby to kind of whisper how to respond one word at a time - if not my coteacher or I would do it. Letting them get a sentence in now and then, even if it's spoon fed, i think is a good way to include them in the class without making them too, er, invasive to the rest of the class.

However, during group activities or work sheet time...I pretty much have to ignore them or let them doodle whatever they like on their paper.

My biggest problem is that they tend to "like" me too much. They'll want to have a conversation with me in korean in the middle of the class, or give me a high five, and i kind of have to snub them sometimes to keep things on task.

The other thing is I have to actively ask my coteachers to identify the special needs students to me. I don't want to call on them randomly, not knowing they are special needs, and then get impatient when they don't respond...this has happened to me in the past.

[Fox]

Last year during my third grade classes, there was a special education student who was brought in to join the class during English time, and also had a special education student in one of my second grade classes. From what I understand, the reason for their inclusion is not actually for them to learn English (which would be fairly miraculous), but to provide them opportunity to mingle with normal students. As a general rule, I simply let him participate in the activities without expecting him to retain much, if anything. He obviously didn't perform as well as the other students, but he picked up a few words, and the other students treated him well and were considerate of him, so I consider his inclusion a success.

I think your attitude is correct; getting the other students to interact with him in a positive way is more important than him actually retaining much, and excessive time shouldn't be wasted trying to get him to perform at a normal level.

[Senior]

I had a kid who wasn't special needs, but had learning difficulties, who had better than average English. He was in my after school classes and he was like a savant at English. He would be using the material we had covered the day before in normal conversations the next day. the supposedly normal kids wouldn't know what you were talking about when you quizzed them on the material 5 minutes later.

[partymop]

It depends on severity of the disability. I don't have any experience with kids with down syndrome, but I worked with autistic kids in the past and I currently have a kid who very obviously has it now. He's quiet enough, just doodles around and keeps to himself mostly. He gets up and leaves once in a while and the kids run after him and bring him back. Sometimes they get angry at him when he's not doing the stuff i tell the class to do and i try to tell them "thanks for caring about my class but don't hit him" in the best way possible. I have to walk a line, I've lost it on kids for hitting him before, but then again, they're just basically doing what I think there teachers have said which is to keep him in line. I don't know how to rightly explain it to them through the language and cultural barrier. its tough

The short answer is, sadly, there isn't anything you can do. That may be hard to swallow, but its true. When I worked in a program with Autistic kids, we were working on a 1:1 ratio with them and it was still extremely difficult to see any sort of progress. Sometimes it took years. How can you expect to teach a child with a severe learning disability when you don't speak the same language and you have 30 other kids in the class for like 40 mins a week. Not possible. If they have the ability to interact, get them involved. Otherwise, sadly, there's nothing you can do but maybe raise the issue to your school and just do your job

[freakyaye852]

Don't be afraid to ask questions about disabilities. The worst thing to happen is when a special needs student becomes violent, and it does happen. Some disorders block the student from making connections between their actions and consequences. I've tutored a autistic child who was like this. The trick is to almost be physically demanding. You can use systems like, three chances and then he has to sit facing the wall, or sit him near your desk so you can be in his proximity while still watching over everyone else. IT IS PARAMOUNT THAT YOU DO NOT LET OTHER STUDENTS USE DISCIPLINE. They do not have the maturity to do so, even if they appear to. You could also use a yellow/red card system. When someone misbehaves give them a yellow card. If they misbehave again give them a red card. If they have the red card at the end of class (or set time period) they are in trouble. Once they sustain appropriate behavior take the card away.

Whatever you do, you should still be making worksheets for them!!! They can still learn and will likely still be responsible for themselves when they are older, so you must not short change them. But you will have to create easier worksheets for them. It is important students see they are being given work, even if it easier. This does mean extra planning time for you, tough. For example, the alphabet. A worksheet would involve the outline of the letter 'A' and an 'a' and a picture of an apple. Use the entire A4 page, with the letters a gigantic size. Have the student trace/colour in the letters and apple, make sure they repeat to themselves "A apple, a a a". It may be slow but they will learn, the trick is to treat his work with the same importance as you expect for everyone else.

[dirving]