Setting up A Classroom

 The classroom has to be set up predictably to be conducive and free from all the destructions. Also, a child's behavior is subdued for attention and learning purposes. A teacher has to meet each student's needs, and the best way to go about it is by preventing external challenges that thwart the students from fully paying attention to the learning process taking place in the classroom (Buli-Holmberg, & Jeyaprathaban, 2016). One needs to note that a student with special needs can be overwhelmed the same way a parent is overwhelmed due to the bills and other activities. Therefore, children with disabilities should be kept away from any distractions to manage the learning process's structural demand. Some children, such as those with autism or ADHD, can be highly excited or stimulated when they come across numerous activities. Therefore, it is vital to keep the learning surrounding free from plenty of activities that might overwhelm the student hence preventing them from learning. One of the most practical ways of keeping the classroom environment conducive is by putting specific things in particular places: bins, toys, and other things. If the teacher wants to finish certain tasks, then the teacher is supposed to ensure that the working space has only the specific things needed to achieve the tasks. In other words, the personal objective is to ensure that the classroom is free from distractions, and the best way to achieve this is through proper arrangement of things within the classroom so that the children might not get overwhelmed.

 Additionally, another way of ensuring that the classroom is free from any distractions is through the classroom's scheduling routine. A schedule dictates the mood and routines of the entire classroom. All students are to adhere to the regulations put in place by the teacher. Schedules also determine how the students respond to the activities of the day as learning takes place at a certain time (Hannås, & Bahdanovich Hanssen, 2016). For example, it would be best for students with intellectual disabilities to ensure that pictures are used in the classroom to indicate activities taking place and highlight the progress made during classroom hours. This will enable the students to come to terms with the entire classroom surrounding and comprehend how each activity is done. The cohesive nature of the surrounding ought to resonate with the child’s condition so that no student would seem to be the odd one out during the classroom sessions. Even though children with autism might be distracted due to the numerous images within the classroom, distraction and loss of concentration are common to all the world students. In general, images should not be covered up to help other children access more than one learning resource. Partly, the classroom should compromise in meeting the students' actual needs and keeping up with the academic progression of each student in the classroom. Keeping drawing and beautification in one particular corner of the classroom rather than in all places in the classroom will help the students who easily lose concentration to pay close attention to the classwork than the decorations placed within the classroom (Bagger, Roos, & Engvall, 2020). Also, storing learning material in shelved and other enclosed labeled containers is a certain way of ensuring that a classroom is conducive for learning and conducting positive activities. Again, students with distraction disabilities can be separated from the rest of the students so that their desks are free from anything that might cause them any distraction.

 The classroom should be arranged in a definite manner with all areas distinguishable by the students. Highly distinguish areas easily tells a disabled student what and what not to do. This is applicable if the classroom can be divided into more than one station (Somby, & Johansen, 2017). Even if the classroom is one single space, the teacher can ensure that the arranged or structured manner enables the creation of distinguishable places where the student can access or other people can come in and teach them. One way of turning the classroom into a distinguishable space is through the use of colored carpets and the labeled items to give the impression that collectively all items labeled that way are to be found in one location. Children should also learn how to arrange different sections to look more distinguishable from the rest of the sections. A teacher might use tapes and room separators to divide the classroom and indicate to the children each section's role according to the colors labeled used to mark the different areas. The colors are to coordinate so that the students might not destruct from their presence. In fact, students who easily lose concentration during class time due to the overwhelming input usually have a hard time comprehending the concepts being taught; hence it is the teacher's work to identify the spots conducive to learning and free from distractions (Ueno, Noguchi, & Takahashi, 2019).  In summary, the classroom should be free from any external distractions, and the teacher should adopt more than one way of teaching so that all the students can grasp the concepts being taught in all the classes.  Written and visuals are to give all the students a chance to explore their own potentials as the teacher dispenses information on a certain topic. For attainable results, the teachers should be able to refer to the timetable and teach the students to respond based on the activities that are to be performed at that particular time.

Plan the Day

No one can be fully prepared to handle the needs of having more than one special needs student in one classroom. When professionals come across a situation where they have to handle special needs children and still come up with one result, the combination of general and special education enables the teachers to break down the tasks into smaller pieces, which can be handled by special needs children (Somby, & Johansen, 2017). The strategy is to keep the children on tasks that they can achieve on a timed basis. One of the most vital issues on planning routes for special needs students is the assistance gives to the children, enabling them to build up confidence and carry on more tasks than they were meant to.  When a teacher confirms a solid plan to adhere to, a special needs student will certainly know what they are expected to do in the long run. Also, it will guide the student on what needs to be done to accomplish certain tasks. Thus, a plan puts the objectives together and enables the student to follow the set rules and regulations, which in turn long run, will assist them to get the job done. Thus, the need to separate each of the tasks into smaller pieces so that they seem manageable and seem part of the routine as the child goes about doing the chores. For example, the morning routine entails painting a picture and singing one song for the student, and then before going home, the students have to bid one another goodbye. This sets the pace for discipline and an actionable playing field for the students. Hence if anything is out of place, the special needs student is held accountable and showed how to conduct himself. Besides, all other planning activities should be done before the work schedule and arranged for the most urgent activity (Hasugian et al., 2019). A planned timeline is only effective if all the child's benefits are meant promptly that does not arouse any suspicions; thus, the articulate nature of the plan should emphasize the needs of the children and place more care on the way each activity is to be carried out throughout the day and even week.  Most of the time, the teacher needs to plan for learning trips that take the special needs student out of the classroom to break the boredom and enable other activities such as sightseeing.

 In terms of engaging the special needs students, the teachers should use multimedia learning instruments to ascertain that some students. Most of the multimedia learning software is equipped with features that help teachers cater to the learning needs of more than one special needs student. Also, multimedia learning materials are effective and simple to use in the long run. Also, the multimedia materials assist teachers in being accurate while teaching special needs students. Also, multimedia material makes it easier for special needs children to master and retain the concepts being taught in the classrooms. The convenience that comes with enabling special needs students to learn via modern material enabled them to easily retrieve information and turn it into more than one subject matter, which is more relevant and actionable to the students (Baragash et al., 2020). Planning for these issues depends on how people are integrated into society, thus the need to carefully change the patterns and adjust to more than one mode of learning for the special needs student. The purpose of any planning phase is to educate the children and understand the things that need to happen whenever they are in school learning. The children should also learn that they are people and need to be treated independently of their condition. More so, setting the pace for an affordable system that enables special needs children to learn without any hindrance is one way of catering to their needs and proving that the plans are functional or working.

  The chance given to special needs students to advance their education and take part in community building can be done through the entire community's involvement. This, in the end, leads to understanding and the reworking of curriculums that enable a successful learning environment for the children where there is inclusion and the needs of the children are met on time and adequately (Majoko, 2017). The developmental focus is more important while trying to plan for special needs students because they are humans and need to learn more than one thing that can help them integrate into the larger society. The key to planning is that everything should commence at a slower rate than usual to give room for improvement and catering to the basic needs of the scheduling pace and curricular activities such as sports. After two or three attempts, the plan might be changed depending on how effective it was in meeting the special needs students' needs in and outside the classroom. In summary, the day needs to fit in with the children's needs and give solutions to any impending deals that might come out of the personal initiative to take care of the children.

Structuring the Curriculum of A Special Need Child

 The provision of well organized, revised, and pronounced curriculum offers special needs students the chance to access a general and more effective instructional and supportive learning content.  The objective of any special needs curriculum is to facilitate the learning process and equip the learners with the basic education needed to compete with them. No matter the child's condition, education is meant to achieve one thing, which educates the student. Since the aim of education is one, the approach for educating a special needs student is tied to how well it is refined and executed to fulfill the needs of the children and bring about enlightenment to the pupils who might be a little bit disadvantaged (Pettersson, & Ström, 2017). Thus, each concept taught should bring about the culmination of solid concepts applicable and beneficial to the child's needs and wants. For the sake of taking part in the long terms development of a child's life, the intentional thing one can do is ensure that the providence within the curriculum is to go at a similar pace as the needs of the children hence exposing the child to detailed yet relevant types of knowledge which in retune would enable them to cope with their social and academic life. Therefore, the curriculum should be designed to provide the students with positive experiences, skills, and chances to carry out activities that will open up their minds to more than intellectual development.

Communication with Parents and Collaboration with All Other Adults

 The parents should always be informed of their children’s progress and the active role they need to play in their children’s life. A parent is just as important as the special needs child. This is because the special needs child depends on the parent for most of the student's basic needs to facilitate education progression. Therefore the teacher should communicate with a parent to enable a continuous progression on the personal development of the special needs student. The teacher ought to form a relationship with the special needs student so that the parent is informed on the child's progress and takes part in the child's life in question. In the contemporary world, the teacher needs to be in constant communication with the parent. At the end of the day, the parent gets the full report on the special needs child's progress in the classroom and the co-curricular activities (Cai et al., 2017). Before any incident occurs, the teacher should open up all the about it to the parent so that when the time arrives, the parent is prepared emotionally to deal with the situation. This way, the teacher will learn to depend on the teacher's judgment and conclusions rather than follow up on confirmed incidences as community members can be given a mandate on how to keep safe the needs of some of the children and also come to terms with their condition through training and even educating themselves on how to handle special needs children so that they might be easily integrated into the community like the rest of the people.

The Balanced Role of the Special Needs Teacher

 The only way a special needs teacher can balance his role is to balance the responsibilities. One way of achieving this is through integrating the duties to incorporate more than just the teaching skills. The teacher must ensure that the general duties and the learning content are well planned so that each student might get a chance to engage in the day's activities ideally (Somby, & Johansen, 2017). Regarding accountability, the people are to set up the needed material for learning and catering to children and parents' special needs. Also, the teacher has a duty to guide the parent on how to handle the educational needs of the child while taking care of the recreational requirement by providing colors and other material that would make learning for the student fun.

Conclusion

 A special needs child needs a conducive environment for learning. The surrounding should be free from clutter, and everything should be placed in the right place. The teacher should ensure that the special child's needs are met by constantly communicating with the child. Also, the parent is always to be informed on the special need's child's progress to always contribute to the child's life. In terms of the curriculum, the teacher should break it down into simpler tasks so that the special needs children can handle all of the activities. The entire society is involved in making a special need child feel comfortable and part of the community.

 

 

References

Bagger, A., Roos, H., & Engvall, M. (2020). Directions of intentionalities in special needs education in mathematics. Educational Studies in Mathematics, 1-23.

Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.

Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134.

Cai, Y., Chiew, R., Fan, L., Kwek, M. K., & Goei, S. L. (2017). The Virtual Pink Dolphins project: An international effort for children with ASD in special needs education. In Simulation and serious games for education (pp. 1-11). Springer, Singapore.

Hannås, B. M., & Bahdanovich Hanssen, N. (2016). Special needs education in light of the inclusion principle: an exploratory study of special needs education practice in Belarusian and Norwegian preschools. European Journal of Special Needs Education, 31(4), 520-534.

Hasugian, J. W., Gaurifa, S., Warella, S. B., Kelelufna, J. H., & Waas, J. (2019, March). Education for children with special needs in Indonesia. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012172). IOP Publishing.

Majoko, T. (2017). Zimbabwean Early Childhood Education Special Needs Education Teacher Preparation for Inclusion. International Journal of Special Education, 32(4), 671-696.

Pettersson, G., & Ström, K. (2017). Consultation in Special Needs Education in Rural Schools in Sweden: An Act of Collaboration between Educators. Journal of Education and Training, 4(1), 8-26.

Somby, H. M., & Johansen, V. (2017). Entrepreneurship education: motivation and effort for pupils with special needs in Norwegian compulsory school. European Journal of Special Needs Education, 32(2), 238-251.

Ueno, K., Noguchi, S., & Takahashi, H. (2019). A field study on the acoustic environment of special-needs education classrooms. Building Acoustics, 26(4), 263-274.