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In my perspective, new techniques should be given to the teachers to teach the students with special needs. This might include providing alternative formats for presenting information, such as visual aids, manipulatives, or digital resources. The materials should be provided to the educators so that they can use the techniques in a better way. Inclusive learning should be introduced in schools for such students. This involves offering multiple means of representation, engagement, and expression to support diverse learners. A safe environment could be made in the classroom by the teacher for trauma activities. “Trauma is not created by the external insult or event, but by the lack of opportunity to experience the normal response to the insult’’ (Gabor Maté, p.3). This involves understanding the effects of trauma on learning and behavior, fostering a sense of safety and trust, and implementing strategies to promote resilience and coping skills. On the other hand, for LGBTQ students the teacher needs to learn more about their sufferings as they face discrimination, harassment, and bullying in schools, which can negatively impact their academic performance, mental health, and overall well-being. The teacher can use inclusive education in the classroom as it provides an opportunity to celebrate diversity and promote acceptance of all students, regardless of sexual orientation, gender identity, or expression. Moreover, they can use practices and counseling services to support the students. I think that teachers should foster a positive relationship with LGBTQ students to learn more about them. This will help them to bring friendly behavior to the class. Access to support services, such as counseling, mental health resources, and academic support, can help students feel supported and cared for within the school environment. Engaging parents and families in their children’s education can strengthen attachment bonds and create a partnership between home and school.
References
Maté, G. (n.d.). Combining science and compassion: Trauma-informed care in dealing with troubled youth.
Your viewpoint on providing educators with cutting-edge methods to assist pupils with special needs is praiseworthy. Nonetheless, it is imperative to tackle the pragmatic obstacles linked to the efficient execution of these tactics. Even while digital materials and visual aids are useful alternative presenting forms, it takes a lot of effort and money to make sure they are accessible and integrated into lesson plans. Furthermore, although creating a safe space for children who have experienced trauma is crucial, it’s also critical to recognize the structural obstacles that can prevent these students from getting the resources and help they need. Merely comprehending the effects of trauma is insufficient; real healing requires taking concrete steps to remove these obstacles. Furthermore, although it’s critical to support LGBTQ students’ acceptance through inclusive education, it’s also critical to acknowledge the continued harassment and discrimination LGBTQ students experience.
Vandana, I too agree with your opinion of adaption of various methods by educator to engage the students in an inclusive education. Teachers must support the students with various disabilities by providing counselling services to them. The overall well being of the students can be improved by efficient peer engagement and scaffolding. I believe that through effective scaffolding and proper deliverance of knowledge through various means can create miracle among students.