Special education

Résumé du document

Today, school teachers are increasingly dealing with disabled children. In fact, we notice more and more hyperactive children or those with behavior problems. This could be explained by the fact that working parents don't get enough time for their kids. With parents' wish of perfect equal opportunities for all the children at school, teachers do not have adequate training to deal with them.

One of these disabilities is dyslexia. It is a specific learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling.

Dyslexia is most commonly characterized by difficulties with learning how to decode at the word level, to spell, and to read accurately and fluently. Dyslexic individuals often have difficulty "breaking the code" of sound-letter association and they may also reverse or transpose letters when writing or confuse letters such as b, d, p, q. Reading comprehension is really an important work in primary school. So, to analyze different methods which allow children to improve their level of decoding skills and language comprehension skills, we can use the article.

Extraits

[...] Clarifying: The aim is to verify the sense of words that children do not know. Questioning: Children have to ask questions about the text. It allows concentrating on main ideas and not only on details. Summarizing: Children must concentrate on the major subject. These four strategies allow the dialogue between the teacher and the pupils. The pupils become actors because they have to search to predict, clarify, question and summarize, it is not something which the teacher does for them; they become actors of this learning thanks to the help of the teacher. [...]

[...] Moreover it was proved that when the response is found by the child himself, he remembers better the knowledge. For the other children it is also beneficial because it is possible that they understand better what was said by their classmate because the language is closer. Clarification : It was often practiced in pairs. That is to say those children tried first to understand unfamiliar words and concepts by themselves. Here again, finding by themselves is a good thing for the memory. It is probably a better solution to learn something. [...]

[...] Indeed there is a lot of children with disabilities in each class because of lack of places in special school, so today teachers have to deal with these children while they have no specific training. These kinds of methods to improve the level of some children are sometimes seen in books during studies, but when we become teachers, with a lot of work, it seems that we forget this special education, or we do not have resources to apply them. [...]

[...] What was done? To conduct the study, two schools were selected in Helsinki in November 2002. The first was a special school for children with dyslexia and the second was a primary school. Six similar interventions were planned for five weeks in fourth-grade and sixth-grade classes in both schools. The teachers involved were also trained to teach the four cognitive strategies and to continue to use reciprocal teaching. During each of the first four lessons, all the strategies were presented to the pupils and discussed with examples. [...]

[...] So I will now speak about “mental Functioning and gestures” used by Antoine De La Garanderie. And I am going to compare these two similar methods with my own comments. Antoine De La Garanderie It seems that for a reciprocal teaching, the teacher has to take care of each child; it is something quite difficult in a class with a lot of different students. Antoine De La Garanderie is a french pedagogue and philosopher, according to him; it is possible to improve equal opportunities thanks to the use of mental functioning. [...]