How should the classroom for children with learning disabilities be managed?
Classroom Management of LD Children 23 William and Hounsell (1998) in their article on the learning matrix of children with learning disabilities, have said that most of the learning disabilities in the child do not have the educational power to achieve the achievements of normal people. assistance is required. E 1. Teaching Strategy - The following are the matrices for the learning of physically and mentally handicapped children
(1) It is an important duty of the teacher to help and pay attention to the commendable work or work done successfully by the children with learning disabilities. Do not stick the label of learning disabilities on the children, which will help in boosting the morale of the children.
(2) Using techniques is beneficial. Using the computer as much as possible is also a good act of wisdom. Use of computer learning encourages premature children in giving important advice for sense knowledge.
(3) Children with learning disabilities easily acquire the knowledge of objects related to television and other vision.
(4) Through the sound of music and pictures, children with learning disabilities can be brought alive in education.
2. Organization of Classroom Education - The teacher of children with learning disabilities should fix the class time according to the task. Time should be fixed in such a way that hard working tasks can be done comfortably by giving more time. Walkers can do the work by moving around with pleasure. The teacher should keep the following points in mind. Seating Arrangement of Children - Care should be taken while arranging the seating arrangement for the children who are learning prematurely.
(1) Desks should be in the form of clusters at one place, that is, they should not be spread far apart, which helps in discussing or working together with the children, so that they can imitate.
(2) While teaching new words to children, the words should be repeated again and again, which they have to remember.
(3) The teacher should plan the work to be assigned to the students and emphasize on the basic work to be done by them, so that there is no doubt about the work in the mind of the children.
(4) Gradually, first, the child should be made to do direct and simple tasks. After this, the difficult tasks should be proceeded adding one after the other. As the school hours pass, accordingly children with learning disabilities should be easily led towards narrow work.
3. Assessment Strategies - The following is the assessment matrix for children with learning disabilities. While assessing children with learning disabilities, the teacher should do the work clearly and on the basis of characteristics related to the education of the children, they should be given the results of the examination. Points should be given as While preparing questions for the examination of children, special care should be taken to ensure that suitable answers are provided in multiple choice questions. Teachers have to make the main stream of the education room at the individual level, where individual differences are accepted and valued. The teacher should guide the children and accept the learning of the children as his personal responsibility. Teachers should work cooperatively among the children, solve the problems of the children and encourage the students to work independently. Teachers have to take special care.
(1) The response of the children to the classroom environment should be accepted.
(2) Different options should be given to the children to motivate each child.
(3) Children should be motivated to do small group tasks on the basis of self-reliance.
(4) Increase the duties, control and responsibilities of the students.
(5) Hold formal and informal meetings.
(6) Evaluate and assess children to know the progress of each child.
The following things should be used in ordinary classes.
(1) The planned program should be saved, that is, not done.
(2) The neutral people should be seated in the middle.
(3) Use of teaching by peers and the child with learning disabilities should be given the task of teaching.
(4) Home work should be given according to the syllabus taught.
(5) Children should have close relations with their parents or guardians.
(6) Programs should be made according to the needs of the children.
(7) The tasks should be analyzed and a sequence should be followed for the child to learn.
