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Students with special needs such as disabilities, neurodiverse learners, and students suffering from trauma have the same right to education. Schools and teachers should take measures to include these students in the curriculum.
First, the administration should consider staffing needs. Classes with special needs students may be considered for teaching assistants or a lower student-teacher ratio. The safeguarding of human resources is the primary element in the provision of support for students with special needs. This is because it is clear that special needs students require extra time and effort to support their regular learning. Just like the classic picture of Equity vs. Equality, special needs students need 2 extra boxes to see the ball game. So, resource support comes first.
Second, teachers should be well-trained. Whether they are disabled, neurodiverse learners, or traumatized students, they have special psychological and physical needs. Teachers need special training in educating such students.
Third, establish an inclusive classroom culture. Culture has a subtle effect on people. As Gabor Maté stated that “How to hold on to our kids: 1. Collecting the child. 2. Inviting dependence. 3. Make the relationship the priority. 4. Structures and restrictions. 5. Attachment-friendly discipline” (P. 6). If such a classroom culture can be established, special needs students will naturally feel included.
Fourth, both the content and methodology of the curriculum are designed to take into account the needs of students with special needs. In my point of view, we can take these strategies. 1, Understanding and respecting individual needs. Teachers can learn about their children’s preferences, and strengths, and guide them into classroom learning by communicating fully with parents. 2, Using diverse instructions. Teachers can use a variety of teaching methods in the classroom to both add interest to the classroom and to meet the learning needs of special needs students. 3, Apply multiple types of assessment methods.
Maté, G. (n.d.). Combining science and compassion: Trauma-informed care in dealing with troubled youth.
According to Limin’s analysis, her reflection emphasizes important aspects of creating an inclusive environment for students with special needs, disabilities, neurodiverse learners, and those suffering from trauma. Accepting the need for additional resources such as teaching assistants and smaller student ratios is essential for providing adequate support to students with special needs. Teacher training is also very crucial in addressing the diverse and unique needs of learners. Having an Inclusive classroom culture that respects values and prioritizes relationship is also fundamental. Lastly, what I understood from your analysis is how to adapt the curriculum and instructions. This includes understanding individual needs, using diverse teaching methods, and embracing multiple assessment strategies to ensure effective learning outcomes for every student.