Verbal and nonverbal language affirmations
Verbal and nonverbal language affirmations were employed to enhance the learning experience for special needs students with different learning disabilities. Most of the higher-order questions were targeted at the top-performing students who did not have any special needs. The higher-order questions were designed to challenge the top performers of the class therefore enhancing their learning experiences. Responses were being solicited from all the students regardless of their status in the class. Individualized support was mostly targeted at students with special learning needs. Some of the top performers in the class were efficient in connecting class content to their lived experiences. Student understanding was evaluated through assessment tests and individualized tasks. One probing and clarification technique that was used in the lesson is holding discussion forums where students openly discussed and debated different texts. The instructional resources and material are designed to cater to the learning needs of each of the students regardless of their backgrounds.
The lesson implemented sufficient resources to cater to students with varied learning abilities, learning needs, and backgrounds. Evidence of this is reflected in the provision of pre-recorded lessons, notes, and PowerPoint presentations to help the students who had difficulties. The learning materials help the students revise what they had learned in class. The check-ins with the student also served to help those who had learning challenges as the teacher was able to provide them with specialized attention.
The student’s everyday experiences are significantly related to the lesson’s central focus. This is reflected in the fact that the lessons sought to have the students utilize concepts derived from their everyday experiences in their analysis of the text structure. Doing this helped the students to get a better understanding of the text as they could easily relate to it.
The lesson plan had been structured to ensure that the students’ cognitive, physical, social, and emotional needs were sufficiently supported. Evidence of this is reflected in the independent activity and other activities designed to help the student develop cognitively. Student learning assets were validated through the use of independent learning activities designed to evaluate their learning competencies. Their language needs were supported through notes and PowerPoint documents that covered the subject.