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Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
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proper pronunciation and aiding in vocabulary memorisation. One effective
method involves demonstrating the names of body parts.
The third is active strategy. In this strategy, the teacher involves the students directly in the teaching-learning process. The teacher poses questions
to the students, and the students respond. To check the students' understanding, the teacher asks the students one by one.
Y. Desmiyanti and colleagues propose “the make a match model” as
a relevant instructional approach for teaching English to students with intellectual disabilities. “Make a match model” is a partner finding technique where
students look for a pair of the card they are holding. The researchers suggested
using a match model through the contextual approach, using visual media in
the form of picture cards to help students develop their interest and make a connection between the content of the subject and the real world (Fig 7.).
Fig. 7. The sample of cards in Making a Match Model48
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URL: https://www.researchgate.net/publication/340718235_Make_a_Match_
Learning_for_English_Conversation_Skills_of_Students_with_Intellectual_Disabilities
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The implementation of “making a match method” comprises seven
steps:
1. The teacher provides several varied cards that are suitable for the top-
ic to be taught. They consist of 2 types of cards: questions and answers.
2. Each student gets a card.
3. Each student thinks of the answers/questions from the card owned
for 10 seconds.
4. During the accompaniment of music sounds, each student looks
for a partner who has a card that matches the card he/she is holding.
5. Points will be given to students who are able to match the card before
the time limit.
6. Every student who is mistaken in matching the cards, they must be
able to identify their mistakes and practice the phrases. If students look confused, the teacher can help students by linking the topic to their daily lives.
7. After one round, the cards are shuffled again so students get a different card from the previous one, and this process is repeated.
The teacher should not focus only on the vocabulary components,
in which vocabulary that is learned and memorised without practice will
disappear. Instead, the teacher should facilitate the students in exercising
the newly acquired language skills in their day-to-day conversations [Desmiyanti, 2020].
For teaching multiple reading skills to students with intellectual disability the methodology TISIPfSENs has been suggested. TISIPfSENs is the
Targeted, Individual, Structured, and Integrated Program for Students with
Special Educational Needs. It consists of five phases.
The initial stage involves systematic empirical observation, during
which the teacher examines the student’s case and creates an initial profile
of their learning. The second stage consists of informal pedagogical evalua-
tion and entails recording the skill level across various areas by completing
basic skill checklists. The third stage involves the creation of an educational
program plan. The selection of pedagogical materials by the teacher should
be based on the students’ intellectual abilities, skills, and learning difficulties. In the fourth phase, educational objectives are achieved through direct
teaching using different teaching methods in the classroom. The fifth and
final stage of the TISIPfSENs involves evaluating the student's progress
[Panopoulos, 2019].
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Review questions:
1. What should be taught to learners with mild mental retardation?
2. Can children with mental retardation learn new skills?
3. What are the characteristics of a sensory room?
4. What should a sensory room contain?
5. What is the function of a wearable smartwatch for students with intellectual disabilities? How can a smartwatch help students with intellectual
disabilities?
6. Who is the founder of the theory that the factors influencing normal
and abnormal development of children are identical?
7. What specific techniques can help in teaching students with mild or
moderate intellectual disability?
8. What is an edutainment game?
9. Give an example of concrete, specific and complete instruction.
10. Why is it important to teach life and work skills to learners with in-
tellectual disabilities?
11. Give an example of how to promote independence in learners with
intellectual disabilities.
12. What skills can be taught to learners with intellectual disabilities using the TISIPfSEN methodology?
13. What are the most common methods used to identify intellectual
disabilities?
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7. INCLUSIVE EDUCATION FOR STUDENTS
WITH BEHAVIOUR DISORDERS AND EMOTIONAL
DEREGULATION (ATTENTION DEFICIT
HYPERACTIVITY DISORDER AND AUTISM
SPECTRUM DISORDER)
7.1. Recognising Students with ADHD
Attention deficit hyperactivity disorder (ADHD) refers to difficulties
with sustaining attention and controlling impulses. While most students experience these issues sporadically, those with ADHD exhibit them more frequently than their peers. In the classroom, a student with ADHD may exhibit frequent fidgeting and squirming, have difficulty maintaining a seated
position, struggle to maintain focus on tasks, experience challenges with
turn-taking, and display impulsivity by blurting out answers and comments.
Additionally, the student may engage in constant movement from one activity to another, have difficulty playing quietly, or talk excessively without
listening to others. The student may exhibit disorganisation by misplacing
items or engage in risk-taking behaviours without considering the potential
consequences [Seifert, 2009].
Four primary symptoms which are used to identify students with ADHD
have been defined. These symptoms are: (1) an inability to sustain attention,
(2) impulsivity, (3) hyperactivity, and (4) deficits in rule-governed behaviour [Borich, 1997].
Y. Kristanto identified three types of ADHD [Kristanto, 2023]:
1. Inattentive.
2. Hyperactive.
3. A combination of both.
Teachers sometimes mistake a student who is merely rather active
for a student with ADHD, since any tendency to be physically active
may contribute to problems with classroom management. The tendency
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to “over-diagnose” is more likely for boys than for girls, presumably because gender role expectations cause teachers to be especially alert to high
activity in boys. To avoid making such mistakes, it is important to keep in
mind that in true ADHD, restlessness, activity, and distractibility are
widespread and sustained. A student who shows such problems at school
but never at home, for example, may not have ADHD; he or she may
simply not be getting along with his teacher or classmates [Seifert, 2009].
Attention deficit hyperactivity disorder (ADHD) is frequently in children aged 3–4 or 7–8 years old. Nevertheless, there have been instances
where indications manifest as early as the first year of life [Шипицына,
2023].
In diagnosing Attention-Deficit/Hyperactivity Disorder either A or B
criteria can be used.
A. six (or more) of the following symptoms of inattention have persisted
for at least 6 months to a degree that is maladaptive and inconsistent with
developmental level:
1. Inattention:
– often fails to give close attention to details or makes careless mistakes
in schoolwork, work, or other activities;
– often has difficulty sustaining attention in tasks or play activities;
– often does not seem to listen when spoken to directly;
– often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (not due to oppositional behaviour or failure to understand instructions);
– often has difficulty organising tasks and activities;
– often avoids, dislikes, or is reluctant to engage in tasks that require
sustained mental effort (such as schoolwork or homework);
– often loses things necessary for tasks or activities (e.g., toys, school
assignments, pencils, books, or tools);
– is often easily distracted by extraneous stimuli;
– is often forgetful in daily activities.
B. six (or more) of the following symptoms of hyperactivity-impulsivity
have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
1. Hyperactivity:
– often fidgets with hands or feet or squirms in seat;
– often leaves seat in classroom or in other situations in which remaining seated is expected;
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– often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings
of restlessness);
– often has difficulty playing or engaging in leisure activities quietly;
– is often “on the go” or often acts as if “driven by a motor”;
– often talks excessively.
2. Impulsivity:
– often blurts out answers before questions have been completed;
– often has difficulty awaiting turn;
– often interrupts or intrudes on others (e.g., butts into conversations
or games [Borich, 2023].
Recent research indicates that ADHD has an emotional component. In
addition, research has shown that, in parallel with deficits in executive functioning, some individuals with ADHD do not experience sufficient levels of
emotional reward in the completion of daily tasks. This lack of emotional
reward can present challenges, as it may make school tasks appear too challenging or insufficiently rewarding, thereby negatively impacting motivation. Reduced motivation may lead to moodiness or inappropriate behaviour
in class [Albertovna, 2020].
Research indicates that medication can reduce ADHD symptoms
in many students, with methylphenidate (commonly known as Ritalin)
being the most prevalent drug used. These medications work by stimulating the nervous system and helping students pay more attention to their
choices and actions, thus decreasing symptoms. Regrettably, not all students with ADHD respond positively to medication, particularly as they
progress into adolescence. Furthermore, there exist certain practical issues
with its use [Seifert, 2009].
7.2. Teaching Foreign Languages to Students with ADHD
There are general strategies for teachers to simplify their approach and
support children with ADHD in succeeding academically [Garland, 2014]:
– minimise distractions from the environment;
– establish ground rules to help the children with ADHD succeed in
completing their work and responsibilities;
– have demands limitation on the children, it means do not ask them to
do something that they are not capable of. It is suggested to break down
tasks into smaller portion. In addition, do not talk more than that you need
to. Language does not really work well for controlling their behaviours
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as part of their brain which has a function to relate language for guiding
their behaviours do not interact well. Therefore, just using gentle touch and
see them directly in the eyes can personalise your affection towards them,
then briefly say something which needs to be said [Barkley, 2020].
The four-squared method by Eisenhower grid will help to determine the
priorities that the children should have done (Table 2).
Table 2
Four-squared Eisenhower grid
Urgent Not urgent
Quadrant 1
Important
Not important
DO
Quadrant 3
DELEGATE
Quadrant 2
PLAN
Quadrant 1
ELIMINATE
These squares can be interpreted as the following:
1. Do: These are the things that have great importance and immediate
action, therefore the priority needs to be done.
2. Plan: These are the things that are important but have somewhat less
sensitive time.
3. Delegate: These things are considered to have less urgency therefore
assigning some tasks to other children/teams it may bring benefit to teachers.
4. Eliminate: These are things that do not have urgency and importance
therefore they should not be pursued further.
Y. Kristanto outlines techniques for fostering linguistic intelligence, defined as the ability to understand the meaning of words and to manipulate
language in order to communicate effectively. Students relish the experience
of using language effectively, whether speaking or writing. Such individuals
learn best through verbal, auditory and visual writing. The strategic approaches that can be used in teaching children with ADHD to help develop
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their linguistic intelligence are as follows. The teacher can set up some
reading strategies that can keep the pupil actively involved throughout the
reading process, for example through storytelling and poetry. The teacher
can also use fun materials and tactile strategies such as writing the spelling
of a word in the sand, finger painting and using coloured or glitter pens.
Using the phonics method of learning to read can be useful for children
with ADHD in the early stages of learning to read. In addition, the teacher
needs to establish a reading routine and provide books that can be taken
home. Next, teachers can also use the answer card method, where after
each question the teacher asks the children to write it down directly and
hand it to them one at a time, making it a smaller and less painful task
for them. Another strategy that can be used is to allow them to read aloud,
this can help to develop their reading comprehension better than silent
reading [Kristanto, 2023].
S. M. Albertova discusses practical interventions suitable for support of
students with ADHD through cooperation of teachers, school psychologists
and parents. These interventions target the overall well-being of students
and address various aspects of this disorder, including emotional dysregulation.
The following is a brief summary of the interventions:
– address potential academic problems as soon as possible;
– provide counselling support with social competences and emotional
needs of the student;
– help the student establish functional patterns of behaviour and provide
breaks when needed;
– catch the student being good, motivate with every little success;
– apply consistent behaviour management, set consistent home and
classroom strategies;
– understand the individuality of the student, get to know her/him as a
unique person;
– focus on the student’s strengths, positive traits, abilities and hobbies to
help the student succeed in class;
– provide the student with multidisciplinary support in school (class
teacher and other teachers, assistant teacher, school psychologist, occupational therapist);
– cooperate and communicate with parents on a regular basis as well
as with outside mental health professionals who may be involved [Albertovna, 2020].
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7.3. Learning Environment for Students
with Autism Spectrum Disorder
Autism Spectrum Disorders (ASD) vary in form and severity, levels
of intellectual and language development.
There is evidence to suggest the presence of Autism Spectrum Disorder
(ASD), which can be observed through external indicators, such as extreme
isolation, difficulties in social communication, and limited or repetitive behaviours and interests. Individuals with ASD may struggle to establish eye
contact, use non-verbal cues such as facial expressions, gestures or intonation during interactions. They may also experience challenges in verbalising
and comprehending emotional and affective states of others. It is apparent
that forming emotional connections is challenging, even with close acquaintances. However, autism is more apt to hinder the creation of bonds
with unfamiliar individuals.
Children with ASD exhibit stereotypical behaviour along with a strong
inclination to maintain habitual, unchanging conditions. They may resist
even the slightest alterations to their environment or daily routine. They
tend to engage in repetitive actions, such as rocking, shaking, waving their
hands, or jumping. Additionally, they can become fixated on certain objects,
performing repetitive manipulations like shaking, tapping, or turning. Individuals may become fixated on a particular subject of discussion, drawing,
or other task and repeatedly engage in it.
Many people with ASD demonstrate further traits, including language
abilities that have been delayed. About a third of these individuals may suffer from mutism, which implies a lack of intentional speech for communication, although they may still occasionally produce single words or phrases
at random. Children with ASD may possess advanced language abilities,
including rich vocabulary and the use of adult phrases, but their speech
is often rote and repetitive. Such children tend to avoid language interactions and may not respond to verbal communication whilst occasionally reciting the same poem with enthusiasm. They exhibit a lack of questioning
and are unable to use language in necessary scenarios. A child with ASD
exhibits speech echolalia, defined as the automatic and meaningless repetition of previously heard words, phrases, or questions. They often display
a considerable delay in the accurate and timely use of personal pronouns,
they refer to themselves using the pronouns “you” or “he”. Their communication primarily consists of impersonal commands, such as “give drink”
or “cover”, as they struggle to convey their own needs. Additionally,
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the child’s speech is distinguished by atypical speed, rhythm, and melody
[Кузнецова, 2002].
When organising an educational environment, clear zoning should
be established. For instance, several zones can be created, including a designated play area and a zone for creative activities equipped with appropriate resources. When deciding on the placement of each zone, the development zone of a child with ASD and their immediate development zone
should be taken into consideration.
The establishment of an learning environment facilitates the following:
– overcoming negative affective behaviours such as impulses and aggression;
– reducing negativism, sensory discomfort and emotional distress;
– fostering emotional connections with the child.
A learning environment ought to feature an isolated area for unwinding.
This could encompass a nook (such as a partition, an armchair, a mat) where
a pupil may retreat, soothe oneself, experience security and ultimately resume socialising with fellow students. Ideally, this retreat should be adorned
with muted pastel hues.
To provide appropriate visual support for children with ASD, a sensory
enriched environment incorporating timetables, diagrams, activity algorithms, and daily routines in pictures is essential.
It is important to maintain a clearly structured daily routine, including
learning activities. Games that promote movement, and emotional and sensory impressions or require effort, must be incorporated into lessons.
Play breaks should be alternated with calm activities that follow
the child’s habitual behaviour patterns, aiming to soothe them. Therefore,
a child with ASD should engage in activities based on the strength and novelty of external stimuli.
To restructure and order the behaviour of a child with ASD, the spatial
and temporal structure of the learning environment is a potent tool.
To address issues with social adaptation and overcoming difficulties in
navigating school spaces, rooms are designated for specific types of lessons based on their behavioural stereotypes. For instance, physical exercises and active games take place in the gym, while the music room is reserved for singing, dancing and music appreciation. Individual sessions
with a psychologist, a specialist in learning difficulties, and a speech therapist are mandatory. The necessary equipment, didactic and game aids
should be provided.
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