Plans for accomodating special needs dating toplist

dyslexia, processing disorder, autism), behavioural/emotional (e.g. ADHD, oppositional defiance disorder, panic attacks), and sensory impaired (e.g. Understanding the characteristics of special needs and their implications for behaviour, learning and the ability to process information is critical for anyone working or interacting with special needs students.

This course will give participants a fundamental understanding of different special needs diagnosis, planning inclusive lessons, creating inclusive school environment, teacher’s emotions and attitudes working with special needs students and working with parents.

This course will help you to develop the necessary self-confidence for working with special needs and facilitate competencies for accommodating your teaching strategies to students with special needs.

By the end of the course you will be able to: Inclusive education is about how we develop and design our schools, classrooms, programmes and activities so that all students learn and participate together.

We will also look at best practices for documents such as using clear fonts, organizing text with headings, and describing images with alternative text.

Design and development of learning material: we use the term “universal design” to emphasize the inclusive design of instruction to make it meaningful and useful for all students.

We will consider and explore differences among some of the ways of understanding these problems which define not only how the observations and interpreted, but also what one sees or neglects to see: the psychodynamic, the psychiatric, the prevailing teachers’ and parents’ stands, and those of the school counselling services, along with the predominant CBT and related approaches.

The phenomena we will briefly look into are: hyper- and hypo- reactivity, autistic spectrum, body awareness, ability to focus, aggression, depression, defiance, psychosomatics, as well as traumatic experiences, early relational trauma, and transgenerational family role and pattern transmission.

We will consider how they affect the learning process and the relationships with peers and teachers.

Once the students’ underlying and invisible experiencing is better understood, their possible strong emotional and behavioural reactions to situations can also be seen and experienced by the teachers and caregivers in a different way, thus making the adults and even schoolmates more successful in their prevention and coping strategies.

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Starting as a programme facilitator at 17, she went on to head an NGO and between 20 designed and ran therapeutic summer programmes for children and families, a family weekend, many facilitator trainings, and a few programmes at schools.

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