Looking at the title of this post, a reader may be tempted to wonder who is presumptuous enough to lump all the widely different kinds of “special needs learners” into one post. Surely there is a world of difference between the one learner in your class who can’t hear well, the one who can’t see well, the one who is dyslectic and the learner who can’t sit still for more than a few minutes.
Well, I am.
Because there is one thing that all these learners have in common. They need to have an open line of communication to you, the teacher, outside of the lesson. While adult learners may be able to tell the teacher, in front of the whole class, something like: “You spoke with your back to the class and I couldn’t hear you, please repeat that”, most children avoid drawing attention to themselves like they avoid the plague. Children, particularly those between the ages of 9-15 are much more concerned with what they believe their peers think of them than with ensuring they are getting the accommodations the need. They will nod emphatically to indicate that they have understood even when they haven’t, just to avoid any special attention from the teacher.
Therefore, the teacher and the learner need to find a way to communicate regularly in a manner which will not embarrass the child. The options are many, ranging from face-to-face (the student stops by during the teacher’s weekly yard duty) to weekly phone calls, emails or video chats. Not only will these short exchanges allow the teacher to ensure that the child understood technical information (such as which material must be reviewed for the exam) but will give the child and the teacher an opportunity to work out “secret signals”.
Consider these two examples:
When a teacher switches back and forth frequently between English and the mother tongue, a child with a hearing loss may have a difficult time following. It takes such a learner more time to register that there has been a switch and then an adjustment of lip-reading skills focused on needs to be made. Some teachers and learners agree on a tiny hand signal the teacher makes when switching languages. No one but the student notices it.
Sometimes a teacher may not notice that her black marker (for the whiteboard) is beginning to fade away. Or perhaps the teacher may not pay attention that she/he has written on the board with letters that are smaller than the size needed. The student with a visual impairment may pretend to suddenly have a cough, which alerts the teacher to the fact that the board must be examined.
In many cases, the children themselves are the best source of knowledge as to how to help them function in class. But they won’t say a word in class. The teacher needs the opportunity to listen to the student, outside of the classroom.