Special Needs Teaching Resources
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Julian Said:
Special needs teaching: basic skills, ASDAN etc?We Answered:
Try to get in touch with a social worker in your area. I have a cousin with Aspergers who is in this age range, and she has a social worker that teaches her basic skills. Also look for adult group homes, I'm sure they have classes as well. I'm sure they will be able to offer you a plethera of resources! Good luck!Nicole Said:
How i can teach using Mnemonics as mind tools? i need reliable resources plz?We Answered:
for special needs, dear god no, for anyone.take the example of: King Phillip Came Over For Good Sex.
King = Kingdom
Phillip = Phylum
Came= Class
Over= Order
For= Family
Good= Genus
Sex= Species
Will that ever be that hard to remember again? The reason it works here is based on humor. Make it fun for them.
Alice Said:
What credential do you need to teach disabled students in resource programs and special day classes?We Answered:
Depending on the state which you teach, you will need certification in Special Education--disabilities for the grade level you wish to teach.This is a four-year college degree from an accredited university , plus passing scores on your state's teaching certification and subject area exams.
Some states use the term ESE, LD, SLD, etc.
Good Luck, it is a challenging position.
Kristin Said:
Resources for teaching adults with special needs?We Answered:
I have taught students whose first language is not English, and I have also taught students (including adults) with developmental special needs. There is a lot of overlap with both these groups as far as good teaching practice. Don't just talk - always illustrate your point in another way, whether by showing pictures, slides, PowerPoint, or real objects. Demonstrate every concept. Give the students an opportunity to participate in some fashion, whether it is role playing or having them demonstrate a key concept. If a key piece of information can be stated in a "slogan" that the students can chant, that's another way of helping them to remember. If there is a way to include kinesthetics (movement) with your lesson, that's another good way to help the students both to remember the material and to stay focused on the presentation. Keep it reasonably short, and don't try to cover too much information at one sitting.I am a little worried about the practicality of your topic, though. Do your students live independently? If they live in a licensed group home, the staff (in all the states I am familiar with) are mandated to administer all medication, both prescription and OTC. There are lots of regulations regarding where the medications are to be stored (locked up and inaccessible to the residents), as well as mandatory recording of each dose given (date, time, by whom, etc. etc.) If your students do live independently and are expected to manage their own medications, I would hope, for the sake of safety, that someone is overseeing them and at least setting up the dosages for them in a daily medication box (if they aren't coming packaged from the pharmacy like that.) It's so easy for any of us to make a mistake and take the pills at the wrong time, or confuse them, or forget that we just took them and then take another dose..... As the sister of a woman with Down syndrome, if she lived independently (which she does not - she's in a group home) I would want someone to teach her all the specifics about her medications in her home, in the actual environment in which she would be taking them, rather than learning about it as part of a group in her day program or work program.
I can see teaching concepts like, "Why do people need to take medications sometimes?" "What people are allowed to give you medications, and what people should you never take medications from?" But be very careful in what you choose to present. There are so many potential disasters (and lawsuits) around medication that most programs (schools, recreation centers, adult day programs, residential programs, etc.) don't even give an aspirin or Advil without having written consent. Which is another issue for you to consider - do your students have the right to make their own decisions involving their health care, or do they have conservators? If so, the conservator would also be involved in decisions which may include medications.
I hope I haven't discouraged you, because it's great that you want to do a meaningful presentation for adults with special needs. But there are a lot of considerations when you are working with this type of group, and you may want to modify the topic itself somewhat, in addition to modifying the way you present it.