SDC Teaching Special Needs

1. SDC Teaching Special Needs Our workshop aims to educate ALTs and JTEs about how to effectively teach and/or communicate with special needs students by providing information about the different types of special needs schools and students they may encounter, using group discussion to generate ideas based on personal experience, and problem-solving situations they may face when teaching special needs students. We hope participants both with and without first-hand experience can attend and work together with us to provide everyone in attendance a '"tool bag" of information and ideas to help them communicate effectively. 

2. Introductions About us: Sara Brown 2nd year ALT Base school: Kikuchi SHS Special Ed. School: Kikuchi Shien Gakkou

3. Introductions About us: Joseph Fowler 3rd year ALT Base school: Tensui JHS Special Ed. School: None, but I teach Special needs students at 3 of my schools.

4. Types of schools and teaching • Until 2007 (2012 in Kumamoto), students went to different schools based on their handicap. • Visually-Impaired ⇒ Mougakkou 盲学校 • Hearing-Impared ⇒ Rougakkou 聾学校 −These two types of schools aimed to educate students according to standard elementary/middle/secondary education guidelines as well as give them the skills they need to live and function successfully in spite of their handicaps 

5. Types of schools and teaching • Mentally/Physically-Impaired & students with weak constitutions ⇒ Yougogakkou 養護学校 • These schools aimed to educate students according to standard education guidelines as best they could while also equipping students with skills necessary for employment and independent living.  • In 2007, the law concerning special education schools changed and all prefectures were required to rename their schools as 'Special Support Schools' (Tokubetsu Shien Gakkou 特別支援学校).  •                ⇒EXCEPTIONS:  Kumamoto School for the Deaf and Kumamoto School for the Blind

6. Types of schools and teaching • There are also classes held within schools for students in rural areas with no easy access to a Tokubetsu Shien Gakkou (特別支援学校). These are logically called Tokubetsu Shien classes (特別支援授業). • Students often undergo a similar curriculum to that of Shien Gakkou, but teaching is done one-on-one or in very small groups. • Lessons could focus on standard subjects or more essential topics according to the needs of the student.

7. Types of schools and teaching • Special needs students in all schools vary in severity of their disability. For example, one school might have several students with Attention Deficit Hyperactivity Disorder (ADHD) and another might have a student who is unable to communicate at all. If you will join them for a class, their teacher should be able to give you advice on what their limits are. • At Tokubetsu Shien Gakkou • At JHS and Elementary schools

8. What is our role? • As an ALT, we should never attempt to take full control of the class. We are assistants, and we are not a regular part of the learner’s lessons. The Tokubetsu Shien teacher should always be in charge and has invited you to join a lesson. Follow their lead as much as possible. Bear in mind that the student’s personal development and mental balance take priority over us. However, joining a class, being fun and encouraging the students will rarely be denied! • ESID!!

9. A day in the life • TokubetsuShien schools try to give the students as close to a normal experience as possible. The activities/studies for the day can differ greatly depending on the school itself, the school year of the student (2nd year primary vs. 1st year secondary), and the student's own abilities. Arrival at school/Change clothes ↓ Morning meeting ↓ Activites/Studies for the day ↓ Lunch prep/Lunch/Cleaning ↓ Activities/studies for the day ↓ Closing meeting ↓ Students go home

10. Group Discussion • Understanding and expression The main problem most students face is an obstruction in understanding and expression. We interact with the world by accepting information (hearing, seeing, touching, tasting, smelling, sensing) and then producing a response. However, with special needs learners there is a barrier in the process. Blind students can’t accept visual information, deaf students can’t accept sound information. Students with special learning needs cannot fully understand or express themselves.

11. Group Discussion • So what can we do? • In groups, please discuss how we can help special needs students communicate and express themselves in an English lesson. • Feedback time – Your ideas and ours

12. Example activities • Pair matching (Pelmanism) • Arranging a story in a series of pictures • Choosing flashcards • Interactive electronic activities • If a students displays aptitude for something, try to do it every time as a confidence booster • Colouring • Most special education classrooms have extra resources such as games and toys. Feel free to use them

13. Advice from teachers -Show rather than explain -Talk to teachers and find out about the students -Find out what the students like to talk about -Be open-minded and accepting -It takes a while to get used to special needs students, so be relaxed -Be optimistic. Think that the students like you. It takes students a while to get used to ALTs -Do not over-praise students. Too much praise can be confusing.

14. Scenarios • On your worksheets, we have three possible scenarios that could arise whilst teaching. • Please discuss how you would deal with these problems. • Feedback!

15. Questions + Answers