Education is a continuous process that involves the acquisition of knowledge from credible sources. Therefore, in order to optimize the capacities and capabilities of diverse groups of children, there is a need to institute measures that promote equitability and homogeneity. Students can be divided into distinctive groups based on their ethnicity, ability (or the lack thereof), height and colour. These groups can be further sub-divided into smaller, easily manageable ones. For instance, students with special needs can be classified into physically or mentally handicapped. In some instances, these differences may not be obvious. Nonetheless, minute oversights can hinder learning and proper behavioural development of children. The education curriculum is normally written and adopted without implementing major changes in the classroom setting, which will suit children from different backgrounds and with various ability levels. Such pupils have different goals, cultures, interests and health issues. Therefore, cognitive measures should be instituted in order to ensure that children with special needs receive quality education.
In order to identify and address individual needs of students, teachers / instructors must assess various sources of information, such as work samples, direct observation, school records, reports and standardized tests. Once the teacher identifies students with special needs, he or she engages special education specialists and fellow workplace colleagues in order to identify a workable plan, which will be of help to students.
Therefore, it is not a question whether the process of providing support to students with special needs shall be implemented. There is a concern how accommodation shall be allocated to them. The parent’s major concern is methodology or a laid out plan, which can aid the child. Specialists are in agreement that children with special needs should not be attended in special classrooms. Regular classrooms provide a free and unrestricted environment. Hence, if these children are to be attended in a regular classroom, the teacher must identify and evaluate them on the basis of their performance, achievements and behaviour. Then, a classroom plan is drafted, which fits the needs of particular children. There is no general plan that can be implemented for children with special needs. Nonetheless, teachers are in prime position for shaping attitudes and perceptions held by students, members of the staff and parents with special needs.
Different needs call for different measures. First, children with behaviour disorders require an elaborate individualized education plan, which includes a behaviour intervention plan (BIP) and an hourly schedule of class events. Normally, behavioural disorders must be addressed every morning before classes start. Secondly, visually impaired children require individualized education plans (IEP), which involve classroom modifications, such as providing visual handouts (charts and PowerPoint presentations), as well as allowing these students to sit close to the instructor or some other source of instruction activity. Moreover, these children require at least four hours a week, whereby they work with specialists in order to improve their cognitive abilities. Thirdly, children who learn English as a second language require special attention to their needs. Whereas these students may not require special education, instructors must institute measures that encourage them to learn the English language. For instance, the teacher should label all basic classroom items and assign a classroom study mate to each student with special needs. In addition, these children must dedicate at least an hour a day to learning English as a second language, whereby they build their vocabulary either with the aid of an instructor or a study mate. Finally, the teacher should modify assignments in such a way that these students can decipher the required information with ease.
Children with attention deficit hyperactivity disorder (ADHD) require specific IEP modifications. First, the instructor should stipulate that these students must sit near him or her. Secondly, they must sit in a location that is free from distractions. Finally, these students must face the teacher at all times. These measures are aimed at improving teacher-student interaction. Therefore, these students do not require attention or specialists at specific times of the day or week. The teacher must rather attempt to attract and keep the attention of such students at all times.
Finally, children from families with a low socio-economic status require special attention to their needs. Whereas these minorities are usually ignored due to the fact that their situation cannot be addressed through special education, their needs must be paid attention within the classroom framework. A workable classroom plan involves building a strong relationship with students, as well as providing secondary sources of classroom materials. Students with a low socio-economic status are normally misunderstood and are often at the receiving end of jokes. Therefore, it is advisable for such children to visit guidance and counselling specialists regularly in order to address self-esteem issues that might hinder their academic performance.
In conclusion, there are various types of students, who require special attention to their needs. Whereas this list is not exhaustive, it poses substantive suggestions, which, if properly implemented, provide a suitable classroom plan, which will greatly assist these children. In order to address special needs of such students, teachers must develop a first-on approach towards learning and must attach equal importance to all children with special needs.