On the 29th of June, 2020, I was assigned to
conduct a lesson delivery in the year 8D level. And this is the first time I
met the disabled students. A few of the students in this class have different
learning disabilities. There are four of them who are disorders in which that
they have a problem in their sight, hearing, speaking and thinking. Also, in
this class, there is a young man who was an interpreter. His job in this form
is to help those kids in translating what the teacher is saying into the sign
language.
I was grateful to have those kind of kids in this class because I learnt a lot of new things in having them. One of the things that I learnt was choosing the best teaching resources so that those students can be assisted in their learning process. In regarding to my teaching aids, I used big printed text on the charts and the black board. This is where I could help those who have a problem with their eye sight (low vision ones). Not just that, but also my voice was big that day so that they could hear me very well. It was a successful teaching-learning process, where those kids were really enjoying my delivering. Also, in the group, I mixed those kids with the normal students (capable ones). How happy they were in which that they really appreciated in the group work. This time, no child left behind throughout the teaching-learning process that would positively empower the students learning process.
Also, this time we I used the positive reinforcement and I treated both the boys and girls equally so that they could feel loved, accepted and valued. Walker and Buckley, (1968) suggested that practicing positive reinforcement in classrooms have significant positive effects on students and when they are all treated equally through the use of inclusion and positive reinforcement, the learning environment will be fruitful and encouraging. Because of this, when my students completed their individual work, I wrote positive comments such as 'fantastic!', 'you did great today', 'well done!!' and so forth and this is positive reinforcement. Not only that but because I always stayed positive even when they make mistakes, they felt that they are accepted and loved.
However, throughout the learning process, I could find that
there were few of them did not achieve the last learning outcomes. Even though
they were very engaging but in achieving the last learning outcome which
involved the application where they are needed to use their thinking skills
(cognitive skills) to apply their knowledge and skill to solve the word problem.
When it came to the marking, I found that a few of them including the disabled
students could not answer the questions which are related to the solving problem.
Those kids could not make it to reach or achieve this learning outcomes and
this was the hardest part for them and what I felt was depressed. I also felt
sorry for those kids and I learnt that next time, I will use another approach
that is more powerful and effective for those kind of kids.
Finally, in order to tackle this kind of problem, I will use
the most effective teaching approach which can make the students achieve all
the learning outcomes. One of the strategies that I think the most powerful was
a students centered approach which makes students learn through hands-on which
is related to their real life experience. The second one is to make myself very
clear in explanation. I will do this through repeating the question to make
sure that they are all understand what I am talking about or what I am trying
to explain the lesson. Therefore, this teaching experience has given me a very
important lesson in dealing with the disability ones inside the classroom.
Those weaknesses and strengths of this teaching-learning process are very
important in which that I could use them for the betterment of my future
teaching-learning process.
References:
Walker, H. M., & Buckley, N. K. (1968). THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR 1. Journal of Applied Behavior Analysis, 1(3), 245-250.
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