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What are two common learning, physical, psychiatric, or neurological disabilities. How can teachers adapt instruction to...

What are two common learning, physical, psychiatric, or neurological disabilities. How can teachers adapt instruction to support a student who has these disabilities?

Expert Solution

AUTISM,ADHD are two common learning, physical, psychiatric,and neurological disabilities that seen among school children.

1) AUTISM

Autism is a complex neurobehavioral disorder that includes impairments in social interaction ,verbal and non-verbal Communication combined with restricted and repetitive behaviour. Characterized by

*Inappropriate responses to environment

*Pronounced impairments in language,communication ,and social interaction

*Repetitive interest and behaviour

*Disordered thinking

*Difficulty understanding feeling of others and world around him.

INSTRUCTIONS:

*Use simple,concrete language that is easier for students on the spectrum to interpret than abstract language.

*Avoid sensory overload :Many unaccepted things can be distracting the students with autism.

eg:noise

*Use visual aids for teaching practice,that may capture the attention and increase the interest of the children.

*Be gentle in criticisms: like all children autistic children need honesty,guidance and feedback regarding when they are doing task correctly and when they are not ,but it's important to always be gentle in tone and words when offering correction or critique.

* Applied Behavioural analysis: evaluate the students behaviour and apply interventions to try and alter the behaviour.

*Always provide integrated care to the child with autism.

*Provide psychological support to the child.

2) ATTENTION DEFICIT HYPERACTIVITY DISORDER.(ADHD)

It is a persistent pattern of inattention and hyperactivity more frequent and severe than is typical of children at a similar level of development. Manifested by,

In school:

*Often fidgets with hands or squirms in seat

*Answer only the first two questions .often blurts cut answers to questions before they have been completed.

*Has difficulty awaiting turn in games or group situation

*Often loses things necessary for tasks or activities at school.

INSTRUCTIONS:

*Develop a trusting relationship with children.convey acceptance of child,sepera se from the unacceptable behaviour.

*Provision for potentially dangerous situations.

*Provide an environment that is as free of distraction as possible.

*Ensure the child's attention by calling his name and eshtablishing eye contact , before giving instructions.

*Ask the child to repeat instructions before beginning a task

*Establish goals that allow the child to complete a part of the task, rewarding each step completion with a break for physical activity

*Give immediate positive feedback for acceptable behaviour.

*Provide quite environment,small group of activities. Avoid over stimulating environment.

*Asses the skill level, intellectual , emotional and physical strength and limitations.

Nightingale answered 2 years ago

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