F.A.T. City – Video Analysis

The process of teaching disabled children has a number of difficulties and challenges which are caused by students’ inappropriate language processing and inabilities to comprehend the essence of the material. The results of such misunderstandings differ considerably: a teacher poses a question to the students of the same class where both, LD and non-LD children study; non-LD children can comprehend the essence of the question and give an answer, and LD children have to spend much time to evaluate the question. They need to think a lot and weigh all pros and cons to give an answer, so even if the class has normal rates, LD children are behind the rest of the class. There is a technique for such children with disabilities. If John is the only LD child in my class, I should spend some time with John independently, and define whether he has some difficulties during my lecture. If he answers ‘yes’, I should better provide him with several additional lessons. Some problems may appear in case I call on him. To decrease the level of anxiety and personal challenges, I can stand far from him to allow gathering the necessary energy and efforts to focus on my lecture. During the lecture, I will ask the questions to him in case I know he may answer. He will eventually understand my lecture. Sometimes, the process of teaching disabled children has visual perception impairment. In this case, some teachers have a habit of blaming the student for the inabilities to comprehend the image correctly and give clear answers. However, if teachers give the students the right direction, they will understand everything perfectly. Inability to understand something is a huge students’ problem, and it’s not caused by students’ lack of motivation. Visual perception problem influences LD children’s behavior. When they are in trouble, they cannot understand what they actually do wrong, because they don’t see what is happening; and the teacher expects too much from them. Some LD children have visual/motor integration problems and suffer from dysnomia. When the teacher asks questions, they should call on LD children first since they possibly come up with one or two ideas while other students may come up with more answers. In this way, LD children are able to answer without inconvenience. When students face difficulties while reading, teachers consider this fact as well. If students are auditory learners, they have to hear it to comprehend the essence, so tutors should read the story aloud to continue the lesson.

According to Richard D. Lavoie, fairness is when a student gets what he or she really needs. So, tutors should treat them differently. As a potential teacher, I will make use of hands-on, tactile, kinesthetic, and auditory/visual components during my classes to be sure that all students can understand the material. Of course, I cannot meet all students’ needs, so, they may believe that I treat them unfairly. To gain a better understanding, I try to communicate with my children; and when they are in need, I will offer them what they really need. When they have inappropriate behaviors, I will explain what is wrong and how to improve the situation.

The lesson plan is one of the core elements to help students meet all their needs. Depending on the lesson plan, students are not always able to keep up with the lecture. In the classroom, there will be a great variety of math abilities, and the developer of any lesson plan should take this fact into consideration. The lesson plan is able to teach at a pace so that lower students are not left behind, but, vice versa, are provided with extra time to make the lectures easier to comprehend. The lesson plan addresses a variety of ideas and teaching strategies. Providing color coding and cute phrases to help students memorize key elements is one of the main teaching strategies. If there are students with some visual problems, alternative teaching strategies are needed for these students, for example, making a song. Division of students into small groups may be another good strategy as long as all the members of the group are able to have at least one role in the group. A good lesson plan provides instructional activities. If there is a language learner in the classroom, extra resources should be provided to complete any kind of schoolwork. At last, the lesson includes the ways to identify students’ progress.