Answer to Question #232513 in English for Mama

Question

Draw a mind map to illustrate how you would provide assistance or support to a learner in an inclusive learning environment who experiences the following barriers to learning :

1. Auditory or hearing implements .(5)

2.Visual implements. (5)

3.Physical (mobility ) impairments. (5)

Answer 1

1. Auditory or hearing implements 

To speech read (read lips) or hear more clearly, children with hearing loss may need to sit closer to the front of the class. Consider putting seats in a U-shape or circle in your classroom so that children with hearing loss can better interact with their peers. When at all feasible, reduce background noise. This could entail locating quiet work locations for a student. Finally, when you talk, turn to face the pupils. To some extent, most students with hearing loss can speech read. Face them when you speak, speak slowly and clearly, and don't yell to aid them. You can speak in a normal tone as long as they are using their devices. Other options include using a lot of graphics and technology to aid learning. This includes having real-time captioning on any videos used in the classroom and using voice-recognition software on computers. For more ideas, ask the student’s family, the audiologist, or special education teacher. Have a plan for missed instruction, assignments, and testing. Students with a hearing impairment may miss class time to go to doctor visits. Know how the student will make up for missed time. 

 

2.Visual implements.

Always use a visually impaired student’s first name when addressing them. This way they will know you are talking to them and not someone else. When writing on the board, always verbalize what you are writing so the student has access to that information and can follow along. Use positional and directional concepts like above/under, on top, behind/in front of, left/right etc. and use descriptive sentences like, “The ball is next to the door” instead of “The ball is over there.” Avoid words and phrases like “here,” “there,” “over here,” “over there,” and gestures that provide direction, i.e. pointing to a location without verbalizing what is being pointed to because visually impaired students cannot see that.

 

3.Physical (mobility ) impairments.

Encourage independence. Remove obstacles so that the student can move freely from lesson to lesson. Encourage support for the student from classmates. Consider physical access issues such as ramps, toilets, lifts and classroom layout.