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Inclusion Students Challenge Substitute Teacher

By Barbara PressmancloseAuthor: Barbara Pressman Name: Barbara Pressman
Site: http://www.substituteteachingatoz.com
About: Barbara Pressman is an adjunct professor at the College of Education, Florida Atlantic University. She has been a classroom teacher for more than 20 years, and a supervisor for student teachers for 10 years. She currently mentors Substitute Teachers as well. When asked how she came to be interested in writing for substitute teachers she responded: I have subbed for many years during my teaching career. When my children were small, I found subbing to be a wonderful "free lance" job. At that time, I took on a 6th grade long term subbing assignment, which led me back to full time teaching. Upon retirement, I went back to subbing once again. Barbara is the author of book Substitute Teaching from A to Z (McGraw-Hill, 2008), available in all major bookstores and Amazon.com. To find out more, visit: www.substituteteachingatoz.comSee Authors Posts (32)

Barbara Pressman, author of Substitute Teaching from A to Z , responds to questions from substitute teachers with advice that is often as pertinent to full time teaches as it is to substitutes.

How should I handle a Special Needs  “inclusion” student?

Dear Barbara,

I always worry when I have a Special Needs student. I have no training in that area. If an aide is in the room, I feel more confident. But sometimes they can be hard to handle when I am the only teacher in the room.

Are there any special tricks that Subs should know to make the day go smoothly?

Alex from Trenton, NJ

Dear Alex,

Our classrooms today are very diverse. It is not unusual to find a child who has Autism, or Autism Spectrum disorder. Ability ranges vary. Many of these children are very bright, but have trouble completing their work.

Teachers and Subs need to be aware of the methods to use when working with Special Needs students:

1. 1. Routines must be predictable. Our special needs students may become anxious when routines vary. Write the daily schedule on the board. Give a clear 5 minute warning before changing to a new activity, to help with transitions.
2. 2. Choices should be offered. Be flexible. Give them a choice of worksheets to complete, which color pencil to use, where they would like to sit while completing the activity.
3. 3. Students with autism are usually visual learners. Draw pictures when explaining concepts or directions.
4. 4. Rewards and reinforcement motivate special needs children. State clear expectations and tell them what the reward will be as a result of good behavior. “You can have a five minute break after you finish problems 1 – 5 on your paper.”
5. 5. Modify work and activities for some students. You might ask them to do only the even numbered problems.

Barbara