Teaching students with disability

Teaching is not an exact science, where one teaching strategy fits all. Having a lesson planned that is carefully prepared may encourage some students to improve their grades, craft an incredible story, and attend college. That same lesson may leave other students discouraged and confused. Effective teaching requires creativity and flexibility. Teaching techniques and strategies must be adjusted and monitored frequently by both general educators and special educators. Only a portion of the lesson plan might need to be reconstructed. Teachers relay upon their various strategies and techniques in order to meet the requirements and needs of the diverse learners. “They also use evidence-based practices shown through research to improve student learning (Mulligan , Sept 2011).”

Educating students with disability is of the highest priority for the National Dissemination Center for Children with Disabilities (Mulligan , Sept 2011). Who frequently filter the results of research and examination in order for general and special educators to connect the “evidence based practices” regarding educating students with disabilities (Mulligan , Sept 2011).

Modifications and Accommodations are a vital part of planning and preparing educational plan for students. Many students with a disability may just require small changes in the manner in which they are tested and taught. Then they may be able to take part successfully within regular class room setting. Accommodations entail various types of support system and techniques. Accommodations assist student with disabilities to work around their limitations associated with their disability. For example a student who uses wheelchairs may need elevator or ramp to move independently inside the school. A student who is blind may use books-on-tape or Braille textbooks. And students who is hearing impaired will need a sign language interpreter.

When accommodations are being used in learning, setting goals for student learning