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Mariam Abdulrahman

Report on the integration of Special Needs

in mainstream classrooms.

ADH
D

Course Name: Teaching Learners with Special Needs.

Teacher Name: Antoinette Wiseman
Name: Mariam Abdulrahman
Date: 17/3/2016

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Description about the student:

During my teaching practice, I ask my MST if she has any students that have
any learning disabilities she said for me who and what he has. Then, I start
observe the behavior of this student to know what they are doing during the
class. The name of this student is Khalid.N, he is about 8 years old, he is in
grade 2 and he is studding in American School of Creative Science in
Sharjah. Khalid has ADHD which is (Attention deficit hyperactivity disorder)
is a heterogeneous disorder, whereby multiple etiologies can manifest
similar behavioral symptoms. By far the most common cause has been
genetic transmission. (Wilkins, 2006)
when I observe his behavior during the classroom I saw that he likes to move
every time, he always bothers other students, talk too much, move every
time, he doesn't stay seated just walk, run and when the teacher teach them
the student lying on the floor, playing with his pencil and ignoring the lesson.
Khalid faced some problems that make him feel difficultly to learn such as:
poor of attention take a long time to finish one worksheet didn't pay
attention and he just interrupts the teacher or students conversation. These
symptoms indicate that this student has ADHD.
Accommodation and Modification:
The Accommodation of ADHD is about supporting and helps the child who
has been learning disabilities to be able to manage their learning
environment and they take same curriculum as other normal students. The
learning disabilities are: A disorder related to processing information that
leads to difficulties in reading, writing, and computing. (bursuck, 2014)
For example: Extended test time, teacher must give the student who has
ADHD extra time to finish their activities or exam to avoid their stress. Also,
during my teaching practice I saw my MST when she gives the exam,
activities for the students or asked them to do something she went to sit
close to Khalid and she explains more for them and helps him complete her
work. The teacher tries to make Khalid learn more by helping them. Khalid
attends and takes same curriculum all of them as normal students. Another
example that, teacher establish a reward system, especially for student's
behavior. Every day, teacher look at the students behavior and she tries to
remember the student who has ADHD about the reword system to make him
reduce her bad behavior like: talk when the teacher explains the lesson and
start pay attention and follows the instructions. If he or she collects more

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star the instruction to get a gift in the end of the week (Thursday). (School
and Your ADHD Child, 2011)

The next one is Modification. The Modification is about changing the level or
removes some curriculum for students who have been learning disabilities.
For example: use various types of tools to teach the students or for the
assignments. Teacher must give the student who has ADHD different
homework and the activities. During my teaching practice, the teacher use
different kinds or types of materials to do the activities or the homework in
different and simple way to help students learn in better way. Also, when I
teach the students the lesson I tried to make for them different kinds of
activities to make all students understand the lesson in easy way.
The second example will be about the curriculum that means the teacher try
to excuse ADHD student from particular projects that related to the subject.
If she feels the student who has ADHD can't do it and she tries to change the
project and make it easy for him. Before one week, my MST asked her
students to do the science project and they have to do about the volcano
and they have to talk about it. She thinks that the project is hard for ADHD
student so, she asked him to sit and answer two worksheets about the
volcano to put the grade for him. I saw that she read the question for him
and Khalid is answering it by writing. (Strom, 2016)
Objectives:
IEP is about the plan that describes the special education program. Its
requiring from student who has learning disabilities to know the strengths
and needs that is, the strengths and needs that affect the students ability
to learn. It has different types of domains that help special needs students
learn in better way and these are some of them. (Education, 2004)
Motor domain:
Khalid.N will be able to sit on her place about three minutes on one week to
do her work without: moving, playing with her pencil or chair and disturb
other students through his behavior or interrupt the conversation of the
teacher and other students.
I will achieve it by using the bell for example: after each activity (worksheet
or complete the book) I will use it to make them (ADHD students) know that
when I move the bill they have to put their pencil on the table and be quite
and listen to me. Also, I will ask them to do some exercise like: hands up,

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hands down, stand up, sit down and ford your arms to help them to unload
their energy. I will measure it by observation and checklist every day to see if
they can stay or not.
I choose this objective because during my teaching practice I saw Khalid was
did this behavior and this is simple things that help him to unload their
energy.

The second one is communication/ language domain:

Khalid.N will be able to read the short paragraph in correct way without
mistake, he will learn new vocabulary by listening and act the words and he
will improve their communication skills. It will be for ten minutes after each
today on two weeks.
I will achieve my objective by:
1- Helping Khalid to read the story which, is on the book in correct way then,
each two days I will give for them a simple story they have to read with her
friend in nice voice to avoid the shouting. After that, I will go to Khalid.N and
ask him about the story what they learn and different questions to improve
their communication skills and language.
2- I will open bring I pad and I will open one program that help him listen to
the word and act it. I will ask Khalid to listen then, repeat it by acting for
example: the word Jump Khalid will listen to it after that, he will jump and
will say the word jump. This activity will help Khalid to improve their
vocabulary by listening, repeat and act. I will measure it by observation and I
will do for them a reword system it will be out her reading.
I choose this one for Khalid because he has weakness in reading and my MST
always helps him read and understood it by acting, coloring or pointing on
the smart board. It is positive for ADHD students.
The third one is social domain:
Khalid will improve their social skills on one week.

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Every day, I will give for them one picture that related to the lesson and I will
ask him to use a verbal to explain it to me and make with me eye contact. . I
will measure it by classwork.

Assistive Devices:
Assistive devices made for students who have disabilities learning to make
hard task be doable. I think that, using technology device in the classroom is
positive for ADHD students because students like to use technology to do
anything, it makes them feel motivation and it helps them to improve their
skills like: reading, speaking, listening and writing. The technology devises
that help ADHD student is I pad. Its the best technology for students, it easy
to carry it and use it. The teacher can download many programs from apps
that she thinks that help the students to improve him. The learning style for I
pad are visual and auditory. The teacher can download the program that text
and speech. It helps students to listen to the text and following the reading.
(Kerry Shelton)

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References:
School and Your ADHD Child. (2011). Retrieved March 12, 2016, from playattention:
http://www.playattention.com/504/school-your-adhd-child/
bursuck, M. F. (2014). Including students with special needs. pearson.
Education, M. o. (2004). The Individual Education Plan (IEP). Ontario: Queens Printer.
Kerry Shelton, M. P. (n.d.). Assistive Technology and Educational Best Practices for
Students with ADHD. Retrieved March 16, 2016, from weebly:
http://kerryshelton.weebly.com/technology-for-adhd-students.html
Strom, E. (2016). Common Modifications and Accommodations. Retrieved March 13,
2016, from understood: https://www.understood.org/en/learning-attentionissues/treatments-approaches/educational-strategies/common-modificationsand-accommodations
Wilkins, L. W. (2006). Attention-Deficit/Hyperactivity Can It be Recognized and
Treated in. p. 88.

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