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¶ … keeping up with the rest of the students, probably because of some disabilities. In this case, the students love taking risks, but all this is limited by the physical disability of epilepsy. It is crucial that the teacher comes up with differentiated methods of study for her if there is a chance of educating her normally. Differentiated studies should not be taken as a burden to the instructor because it offers some benefits in the end. For one, student will have the ability to focus on one area of expertise that she feels is best and most suitable (Mel 2005). A telling example is in a social studies class where the expectation is that the student will learn a few concepts on geography and history. If the teacher offers to differentiate instructions for this girl, then she can focus on her own area while at the same time learning new content.
Through differentiated lessons, many areas can be explored in the student. For one, focus of differentiated studies is not only on the strengths of the student but also the weaknesses. The student in this case is risk-taking despite her discrepancy. It is particularly beneficial for the teacher to explore the risk taking nature of the student. The advantage of this type of learning is that it goes beyond the comfort zone of the student and explores areas, which they did not think that they had expertise...
The low side of dealing with a student with a condition as serious as epilepsy is that a lot of care has to be taken in case they suffer suddenly (Mel 2005). Through the differentiated studies, the epileptic girl is under constant care and watch from the instructor. Hence, this type of study is the most suitable for the girl considering that she has the zeal to be normal and that her parents are deeply concerned with her condition.
PART B
As a teacher, there are various ways to identify a student with a learning disability. However, most notable is to improve the theoretical and practical methods of teaching in order to reach them. One of the most effective ways to do this is by dividing the learning material. After this, it is easier to deliver the units in manageable quantities to the children (Giangreco 2007). Instead of presenting a whole chunk of a subject in one sitting, the most suitable way to reach the special needs children is to divide the work into smaller units. An example would be in a history lesson where the expectation is for the child to learn about a war. Instead of presenting the whole war in one sitting, it would be best to ivied into smaller units that could be about the reasons for the war, the war itself and the effects under different sittings (Peterson & Hittie 2003).
Some…
References
Giangreco, M., F. (2007). Educational leadership. Atlanta. G.A. Corwin.
Janney, R,. & Snell, M. (2004). Modifying schoolwork. Baltimore. Paul Brookes Pub. NSW Department of Education and training. (2004). Curriculum differentiation. Sydney.
Mel, A. (2005). Teaching for diversity. Sage.
Peterson, J., M., & Hittie, M., M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn and Bacon
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