Diversity and Special Education Needs
What is diversity?
UDL
Universal Design for Learning
ADHD
High-Capacity Students
ASD
Autism Spectrum Disorder
Dislexic students
Methodological aspects:
Rivière, Á. (2014). El autismo y los trastornos generalizados del desarrollo. En Á.Marchesi, C. Coll y J. Palacios (Eds.), Desarrollo psicológico y educación. (Vol. 3).Trastorno del desarrollo y necesidades educativas especiales. Alianza Editorial
Present tasks only when the child is paying attention.
Clearly present tasks with requirements that have already been acquired and adapted to the child.
Use help procedures and provide contingent, immediate, and powerful reinforcers.
Encourage participation: Encourage students with ASD to participate in class activities, while also respecting their individual comfort levels.
Foster positive behavior: Reinforce positive behavior by providing praise and incentives. Avoid negative reinforcement or punishment.
Offer individual attention: Offer one-on-one attention to students with ASD to help them stay focused and on task.
Accommodate for sensory sensitivities: Some students with ASD may have sensory sensitivities, such as to certain sounds, lighting, or textures. Be aware of these sensitivities and accommodate them as needed.
Methodological aspects:
Fernández, J. J., Del Caño, M., Palazuelo, M. y Marugán, M. (2011). TDAH. Programa de intervención educativa. International Journal of Developmental and Educational Psychology, 1(1), 621-628. https://www.redalyc.org/articulo.oa?id=349832328063
Cuidar el orden de los entornos físicos del aula, evitando distracciones.
Asegurar la comprensión de las instrucciones por parte del alumno, hablándoles
de forma cercana, clara y precisa, manteniendo el contacto visual.
No acumular más de dos o tres instrucciones a la vez.
Controlar la agenda y horarios.
Anticipar los cambios de actividad, controlando el tiempo asignado a cada tarea.
Subdividir las tareas más complejas en otras más sencillas.
Dar retroalimentaciones positivas cuando sea posible.
Partir de lo concreto hacia lo abstracto en la realización de tareas.
Fomentar las autoinstrucciones.
Recordar al niño lo que debe de hacer, evitando recriminarle la falta de atención.
Enseñar determinadas tánicas de estudio: subrayado de palabras clave, búsqueda
de información relevante, realización de mapas conceptuales, etc.
Integrar las nuevas TIC en el proceso de enseñanza-aprendizaje.
Ensure Motivation
Methodological aspects:
Use multi-sensory approaches: Encourage students to use multiple senses to learn, such as visual, auditory, and kinesthetic methods. This can help to reinforce learning and make it easier for dyslexic students to understand and remember new language concepts.
Provide clear, concise instructions: Avoid overly complicated language or instructions that are too lengthy. Keep instructions simple, concise, and direct.
Use visual aids: Visual aids such as pictures, diagrams, and videos can help dyslexic students to understand new vocabulary and grammar concepts.
Encourage repetition: Repetition is key to helping dyslexic students to master new language concepts. Encourage students to practice newly learned language concepts through drills, role-plays, and other activities.
Provide individualized support: Consider providing extra support and accommodations to dyslexic students, such as extra time for assignments or access to assistive technology.
Focus on oral language skills: Encourage dyslexic students to practice speaking and listening skills, as these can be especially challenging for dyslexic students who struggle with reading and writing.
Make lessons relevant and engaging: Make lessons relevant to students' lives and interests, and find ways to make language learning fun and engaging.
Use technology: Consider using technology such as speech-to-text software or reading tools to help dyslexic students with reading and writing tasks.
What Do Depression and Anxiety Have to Do With Dyslexia?
([https://www.everydayhealth.com/dyslexia/sometimes-dyslexia-wont-only-diagnosis/])
Dyscalculia: Children and adults who develop this math-related learning issue struggle with numbers, counting, and calculation. This is sometimes called math dyslexia, and while it does often occur with dyslexia, it is not a form of dyslexia.
Dysgraphia: Individuals with dysgraphia have difficulty spelling and writing, and their handwriting may appear irregular.
Auditory Processing Disorder: This makes it difficult for a person to distinguish between sounds and to comprehend the sounds they hear.
Visual Processing Disorder: This makes it hard for individuals to process information taken in by sight. They may have trouble distinguishing between similar sizes, shapes, or objects, and they may also have poor spatial awareness.
Methodological aspects:
Foster a positive learning environment that encourages growth and progress, and provides opportunities for self-reflection and evaluation.
Offer advanced assignments and opportunities for individual research and exploration.
Provide real-life examples and connections to help them see the relevance and importance of the material.
Encourage creativity and critical thinking skills through hands-on activities and problem-solving tasks.
Allow them to work at their own pace, providing additional resources and materials for further learning.
Provide opportunities for independent and collaborative learning, such as group projects, debates, and discussions.
Encourage them to think critically, ask questions, and explore topics in-depth.
Challenge them with advanced material and complex concepts that are beyond their grade level.
Attention-Deficit/Hyperactivity Disorder
Understanding Attention-Deficit/Hyperactivity Disorder From Childhood to Adulthood
Visual, auditory, cognitive/intellectual or motor/mobility