SPECIAL CHILDREN

Strategies for adapting science instruction to

children with
1. learning disabilities
2. physical disabilities

DEFINITION
Special children are those who have physical

disabilities, experience difficulties in learning

or behaviour problem or both, as well as
children whose performance is so superior
that special education is necessary if they are
to fulfil their potential

DEFINITION
Terms such as handicapped, disabled,

impaired, dysfunctional, exceptional and high

risk are often used synonymously
Children with significant disabilities may be
referred to as developmentally delayed,
developmentally disabled, medically fragile or
technology dependent

LEARNING DISABILITIES
Learning Disabilities eg : Dyslexia,

Dyscalculia, Dysgraphia
Attention Deficit
Behavioral Disorder
Intellectual Disorder

MASALAH PEMBELAJARAN
Dylexia : Pelajar yang menghadapi masalah

membaca
Dyscalculia : Pelajar dengan masalah
pengiraan dalam matematik
Dysgraphia : boleh bercakap dengan baik
tetapi tidak boleh menulis dengan baik. Tidak
konsisten semasa menulis huruf, saiz tidak
sama, bentuk atau condong. Perkataan tidak
lengkap dan menulis dengan lambat

STRATEGI UNTUK MENGAJAR PELAJAR

DENGAN MASALAH PEMBELAJARAN
Guna bahasa yang mudah supaya

pelajar senang faham

Sediakan satu panduan
pemarkahan dan sediakan contoh
untuk setiap persembahan
Jangan guna contoh pelajar
sebagai contoh kerja yang tidak
baik

STRATEGI UNTUK MENGAJAR

PELAJAR DENGAN MASALAH
PEMBELAJARAN
Minta pelajar ulang arahan yang

telah diberikan
Nyatakan dengan jelas arahan
yang telah diberikan
Gunakan pengurusan grafik/peta
minda untuk membantu pelajar
memahami pelajaran
Arahan diberi satu persatu

PHYSICAL DISABILITIES
Kecacatan fizikal termasuk masalah
penglihatan, pendengaran dan masalah
ortopedik seperti kegagalan otot, sendi dan
rangka sistem berfungsi
Example :
Communication Disorder
Motor Impaired/Orthopedic Disabilities
Hearing Impairment
Visual Impairment

HALANGAN PELAJAR YANG

MASALAH KECACATAN FIZIKAL
Struktur bilik darjah menghadkan

pergerakan dan pencapaian pelajar

Kemudahan di sekolah mengurangkan
pendedahan pelajar untuk melakukan
pengalaman manipulatif
Program/kurikulum yang belum
dimodifikasikan atau diubahsuai untuk
memenuhi keperluan mereka

HALANGAN PELAJAR YANG

MASALAH KECACATAN FIZIKAL
Guru mempunyai pandangan yang negatif

atau terlalu mengawal perlakuan pelajar

Guru memandang rendah kepada
kebolehan pelajar
Tidak ada harapan tinggi daripada ibubapa
dan guru
Program sains yang tidak diubahsuai untuk
mereka
Rasa rendah diri yang tinggi

PENDEKATAN UNTUK MASALAH

PENGLIHATAN
Menggunakan pendekatan pengajaran

menggunakan bahan audio

Pembelajaran menggunakan audio tape
yang boleh diulang-ulang
Guna bahan cetakan dan bahan bantu
mengajar dengan warna yang terang
Gunakan model/replika/ bahan maujud

PENDEKATAN UNTUK MASALAH

PENDENGARAN

Gunakan alat bantu

pendengaran
Gunakan objek
Pasangkan pelajar yang
bermasalah dengan rakan
yang normal

PARENTS OF SPECIAL
CHILDREN
Grief is the usual reaction when parents first

realize they have a child with disability

In the process of grieving, parents may
become angry, depressed or overwhelmed
with unfounded guilt reactions
They may deny that anything is wrong,
regardless of the childs appearance or
behaviour

Cont
These reactions are normal
At the same time, parents need help in

working through these feelings

They need to begin the process of adapting to
the realities of caring for a child with a
disability
Almost immediately, they will have to begin to
make urgent decisions and solve complicated
problem affecting every member of the family

Cont
These might include :
1) Heavy expenses and financial burdens other
than medical
2) Frightening and energy-draining crises eg:
major convulsion
3) Transportation problems, babysitting needs
for the other children, time away from jobs
to get the child to consultation and
treatment appointment

Cont
4)Expensive or life threatening medical
treatment, surgery or hospitalization that may
occur repeatedly and for extended periods
5)Continuous day and night demands on
parents to provide routine caregiving tasks
(for example, feeding a child with severe cleft
palate condition)

Cont..
6)Lack of affordable child care for families with
children who have development disabilities
7)Little opportunity for recreational or leisure
activities
8)Constant fatigue, lack of sleep and little or no
time to meet the needs of other family
members

Cont
9) Marital problems arising from fatigue, finances,
differences about management of the childs
disability and feelings of spousal rejection
10) Difficulty of getting babysitters to care for a
child, especially if the child has severe medical
or behavioural problems
11)Jealousy or feeling of rejection among brothers
and sisters because the special child
monopolizes the familys attention and
resources

THE PARENT-TEACHER
PARTNERSHIP
Parents and teachers who work actively and

effectively with one another comprise a

powerful team
Provides child with :
1) Increased opportunities for learning and
growth
2) Access to expanded resources and
services
3)Greater consistency in his or her two most
important environments

THE PARENT-TEACHER
PARTNERSHIP
A productive parent-teacher relationship

provides teachers with :

1) Increased opportunities to reinforce
appropiate behaviours in both school and
home settings
2) Data for more meaningful selection of
target behaviour that is important to the child
in his or her world outside the school

Cont
3) Feedback from parents as to changes in
behaviour that can be used to improve
programmes being implemented by teachers
and parents
4) Greater understanding of the overall needs
of the child and the needs and desires of the
parent
5) Access to a wider range of social and activity
reinforcers provided by parents

BARRIER TO EFFECTIVE PARENTTEACHER INTERACTION

The parent as vulnerable client

- Teachers who see parents only as helpless

souls in need of assistance make a grave
mistake
Tendency to label parent
- Teachers often seem eager to label parents,
just as they often do children
Professional distance
Teachers not getting too involved with a
client

Cont
The parents as responsible for the childs

condition
- Some parents do feel responsible for their
childs disability and with a little
encouragement from a teacher, can be made
to feel completely guilty
The parent as less intelligent
- Parents are considered too biased, too
involved, or not skilled enough to make useful
observations

PARENTS AS HELPER
Get to know your childs teacher
Recognize that you have a tremendous

influence on the growth and development of

your child
Seek guidance from your childs teacher

CONCLUSION
Teachers and parents will continue to develop

better ways of working together for the

benefit of special children
In the future more home-based interventions
will focus not just on the parent-child
relationship but on the interrelationship of all
family members