Transcript Document 7373037

Teaching Special Needs
- Introduction
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-Education for Children with
disabilities
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- Current Situation
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- Curriculum
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- Lesson Plans
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- Advice from Special
Needs Educators
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- Discussion / Q&A
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Introduction
Heidi Soto
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Visit a Yogo Gakko
(Prefectural level) once
a month
Varying degrees of
disability
Primary, Junior High,
and Senior High levels
Eric Paulson
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Visit every week
Gap in ability
Primarily children with
learning disabilities
Education for Children with Disabilities
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Schools for the blind (Mogakko), deaf (Rogakko)
and other disabled children (Yogo Gakko)
Elementary
Lower Secondary (Middle School)
Upper Secondary (High School)
Wheelchair Class (Chofuku) in Yogo Gakko
Special Classes
“Resource Rooms”
Schools for the Health Impaired (Usually next to a
hospital)
Special Classes
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Specially designated classes within a local junior
high school for students with learning disabilities
Students receive more one-on-one instruction with a
ratio of 1:3.
“Resource Rooms”
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Separate room where students can get
individualized attention while still enrolled and
engaged in some homeroom classes.
Ensures children get extra help without sacrificing
relationship with peers.
Present Situation
-Shift in Number of Schools for the Blind, Deaf, and other disabled children
(Unit : School)
Curriculum
Special Schools (Prefectural level)
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“educational therapeutic
activities” to improve and
overcome their disabilities
Little to no use of a textbook
Small class size (8 max.)
High School students are taught
the knowledge, skills, and
behavior required for family life,
work life, social life, etc. with
particular emphasis on enhancing
vocational education such as
agriculture, ceramics work, home
economics and woodworking.
Special Classes / Resource Rooms
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No textbook
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Small class
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Focus on cultural exchange and
familiarity, not English mastery.
Many elementary lessons can be
adapted for special needs
classes.
High School Department
AGRICULTURE
Ceramics Work
Home Economics (sewing, cooking, etc.)
Woodworking
Health
There is more stress on exercise, hygiene and health in
upper secondary education.
 Once a month weigh-in
 Daily exercise (running,
basketball, badminton)
Middle School Education
Fun With English
Cultural Exchange
Lesson Plan Ideas & Advice
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Theme lessons
Holiday Lessons
Various Games
Advice from teachers
Teacher participation
Active Games
Junior High Games
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Karuta
Touch Game
Pictionary
Twister
Gesture Game
Shark Game
Full Body
Warm-up
Happy Halloween!
Bobbing for Apples
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Bring a collection of costumes
A big bowl
Apples (cut them in 4s)
Bring your Energy!
SCORE!!
Scenario #1
The student has some kind of
neurological disorder such as
Cerebral Palsy which inhibits
his ability to formulate spoken
output, but his cognitive
functioning is intact.
An Idea
•Have you heard the term “Locked in?”
•Support for these conditions may be further
behind than your home country but please
don’t get frustrated.
•Make your goal to help the child enjoy
expressing themselves in English.
•Take a look at this example lesson.
Scenario #2
The student has some kind of developmental
disability such as Down’s Syndrome and
simply does not understand how to formulate
correct English sentences. He can’t
conjugate verbs, puts the wrong endings on
words (such as “runned”), and his
sentences are just a jumble of words. He
knows some nouns and verbs but that’s
about it.
Some Ideas
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Communication is key! Talk to the homeroom
teacher.
Ask questions about your students
Modify your expectations
Observe the student’s behavior in an outside of
class. What age child does he act like? For
example, He may be fourteen but his actions are
that of a seven-year old.
Please look at the next lesson
Pig
Rabbit
Cat
Tiger
Scenario # 3
I don’t know what to do with my
students. I’m not sure what I should
teach and I don’t know how to keep
their attention. In addition, the ability
levels are so varied that it’s difficult
to design lessons.
Some Ideas
This is a scenario that is likely experienced by all ALTs, not just those in special
needs schools.
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Keep in mind the cognitive functioning of your students.
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At what age does this child function? How old does he act?
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Ask the HR teacher. It is completely appropriate to ask the children’s
functioning ages.
If your class is so varied, it’s more about good classroom management than
lesson designing.
Divide the class into groups according to their functioning ability: low,
middle, high. Determine which group is largest and design a lesson based
on their average functioning age. If the age is between 5 and 10, design a
lesson for a 7-year old.
And More Ideas…
The student with the highest ability, can be made your
“assistant.”
 What did you like to do when you were seven?
• Play “Hopscotch” (Great for counting)
• Make paper airplanes (“Fold here. Look here”)
• Make bracelets (“Right over left”)
• Jump rope (Jumping rhymes – who cares if they don’t
understand, they will get a kick saying them)
 Do not lecture for more than 3 minutes. If the lesson
requires it, make it simpler or break it into parts.
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Advice from Special Needs Educators
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Don’t explain things, show them.
Talk to the HR teachers and ask questions about
your students.
Be independent and take action by playing a role
in lessons.
Be open-minded.
If your scheduled date is set, ask the HR teachers to
prepare for your visit by teaching the students
certain English expressions. For example, make
gestures that will have a meaning in English.
Advice from Fellow ALTs
If you have a hard time visiting your special needs
school, try to do anything to make it a positive day!
 Go to the bakery, buy your favorite snack.
 Buy yourself a small gift.
 Watch your favorite TV show in the morning.
 Even if the student is immobile, a simple touch on the
shoulder is good communication for them.
 Eat a breakfast you love (bacon and eggs,
pancakes, etc.) ESPECIALLY when you don’t enjoy
eating…
Kyushoku
Resources
-'The Curious Incident of the Dog in the Nighttime' by
Mark Haddon (About Aspergers)
- Rainman (Autism)
- www.deaflibrary.org is a virtual library with reference
material and links intended to educate and inform
people about Deaf cultures in Japan and the US.
- DO research and learn about your students and
their disabilities. The Internet has a wealth of
information.
THANK YOU!!