Special education academies too run efficient engagement strategies for students with exceptionalities. This is so they can perfectly inject knowledge and all the necessary resources into them without discrimination or insufficiencies.
Many of the engagement strategies that will be outlined in this article are products of inclusive educational projects that have over time been established for the psychological cum mental development and growths of students with special abilities. The truth is, students with disabilities can succeed academically with proper support and intervention in their various social environments.
While learning disabilities interfere with the ability to progress academically, genetic or neurobiological factors that slightly alter brain function and cognitive processes do not reflect an individual’s intelligence level.
Exceptionalities in Students
With several strategies on ground for the adequate learning and comprehension of knowledge and high-end topics which are according to individuals’ weaknesses, below are some of the examples of exceptionalities or disabilities in students:
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Dyslexia
Many students with learning disabilities struggle with reading. Reading disabilities, such as dyslexia, make it difficult for students to decode words accurately. They may need help with rhyming, sounding words out, or recognizing the sounds associated with certain letters.
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Dyscalculia
Math disabilities, or dyscalculia, affect an individual’s ability to understand numbers and comprehend math facts. Affected students often need help with reading numbers, processing their meaning, counting objects, or remembering the order of operations for solving particular math problems.
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Dysgraphia
Written language and writing disabilities, also called dysgraphia, manifest as difficulties with spelling, poor handwriting, and overall trouble putting thoughts down on paper. Writing requires the brain networks for memory, vocabulary, grammar, and hand muscle movement to collaborate and be in good working order. A child with a writing disability, for example, might not be able to compose complete and grammatically correct sentences.
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Nonverbal Learning Exceptionality
Students affected by nonverbal learning disabilities may have trouble interpreting cues such as facial expressions or body language. Oral language disabilities impact an individual’s understanding of spoken language and ability to express themselves verbally.
Engagement Strategies for Learning
Below are the various engagement strategies that teachers can use for the students with exceptionalities in your schools:
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Learning Style
Visual learners may require more motivation to participate in a typical class discussion comparing two items or ideas. However, using a Venn diagram to display similarities and differences might encourage them to engage. Have students draw pictures or create art representing new concepts or things they’ve read, highlight information in different colors during note-taking, and present material with various images, graphics, or models.
Auditory learners are more likely to thrive in reading aloud and class discussions but dislike silent reading. Try allowing them to use text-to-speech for reading passages. And incorporate sounds and music, mnemonic devices, and rhyming into lessons when possible.
Kinesthetic learners need movement to cement ideas. In a classroom setting, it can be difficult for these students to stay seated for long periods of time. When active listening is required, they may benefit from squeezing a stress ball or other subtle fidget toy. Try incorporating stand breaks and activities that require manipulating objects with their hands. Have them underline or highlight when reading and use flashcards that they manipulate for studying.
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Colors
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Instructions
Students with learning disabilities or exceptionalities benefit from specific and sequenced step-by-step instructions explicitly explained by the teacher. It is also helpful for them to have instructions both presented in writing and read aloud.
To help ensure they’re engaged and on the right track, it’s a good idea to check for potential miscommunications or misunderstandings before any work begins by having students repeat an assignment’s instructions back to you. Set the stage for successful learning by showing students why the material is important, what their learning goals are, and what your specific expectations are for quality performance.
Create models or examples of quality work that students with learning disabilities can see, reference, and analyze. Including both spoken and written explanations, in addition to work examples they can see, listen to, or touch, helps improve a student’s comprehension or retention of essential instructions.
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Role Models
- Nikola Tesla
- Emily Dickinson
- Barbara McClintock
- Charles Darwin
- Michelangelo
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Efforts and Persistence
Last of the engagement strategies for students with exceptionalities is inculcating efforts and the spirit of persistence in them. Many tasks in learning require students to sustain their effort and persistence in order to achieve a goal. Some students can achieve this more readily than others. Variances in attention, effort, and focus can be influenced by factors such as motivation, ability to self-regulate, and confidence level with the material.
Helping students build self-regulating skills, providing conducive learning tools and environments, and augmenting their self-determination with continuous motivation will allow them to best demonstrate consistent performance throughout their learning.
In some cases, students may feel a lack of motivation or internal organization when they don’t fully understand the goal or purpose of an activity. Others may need a sense of community to feel engaged in the course.
