PSYN257 Psychology of the Exceptional Child

What are ways that you can teach students with severe and multiple disabilities?

There are different policies that can be taken as the solution for the students with severe and multiple disabilities. Learning is a crucial process for any people and the process needs to be understood by people with no disabilities. Disabilities are not a sin and therefore these people deserve the learning process that other people get from school and other institutions. In the case of disabled people, several policies can be taken as the learning process (Macías, Cedeño, and Chávez, 2018).

In this case, there are different strategies that the teachers can take. One of the primary policy of the teacher should be to believe in them. This way the teacher will gain the trust of the student and the process is not easy at all. The process of teaching people with disabilities should also include forming teams and doing the work as a team. Teamwork can increase the bonding among people who have permanent or severe difficulties. Besides these processes, the teacher can make groups and make goals that are achievable by disabled people. The process is important for people with disabilities and therefore they need these kinds of activities (Obradović, Bjekić, and Zlatić, 2015).

People who have severe disabilities need empathy which is important for them. They will find the group activities effective in their life and the courage and self-dependence is the main target for these people. They may not be able to cope up with people with no disabilities, however, they can be trained to be successful in their life.

References

Macías, E.I.P., Cedeño, H.A.C. and Chávez, G.M.R., 2018. Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities. International research journal of management, IT and social sciences, 5(2), pp.120-128.

Obradović, S., Bjekić, D. and Zlatić, L., 2015. Creative teaching with ICT support for students with specific learning disabilities. Procedia-Social and Behavioral Sciences, 203, pp.291-296.

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