strategies to support students according to their individual development and needs.

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Student Support Learning objectives.   The Self, Social, and Moral Development Recommend strategies to support students according to their individual development and needs. Resources :  Woolfolk, A. (2016). Educational Psychology: Active Learning Edition. (13th ed.). Boston, MA: Pearson. Pages 82 – 117 in Cluster 3 The Self, Social, and Moral Development. Pages 153 – 162 in Cluster 4 Learner Differences and Learning Needs. SPECIAL INSTRUCTIONS :  Respond to the following prompt in the Student Support discussion forum by The deadlie: Community colleges, colleges, and universities are faced with significantly increased student populations of students who are deaf or visually impaired, have health or sensory impairments, serious health concerns, Autism Spectrum Disorders or Asperger Syndrome, experience Post-Traumatic Stress Disorder PTSD), and drug problems (prescription and non-prescription).  Identify a situation where a student has one of the listed concerns and share how you would work with the student, and appropriate individuals, so the student can progress in their academic program. Include any resources that a campus should have to support the students related to your situation. Include any cultural considerations you should address Sample response.  By R.C To have students with disabilities progress, they would need to have an academic program that is substantial to their needs. According to Burton (2019), in the article, how to support A Child with Autism in the Classroom, there are seven tips and strategies that should help in the classroom.  Establish a routine: Beginning with creating a visual timetable is an effective and widely used method for doing so. This involves placing images and simple words on a timetable, in chronological order, to describe the activities and transitions in the child’s day. Having this visual aid gives the child a sense of security, while also acting as a reminder for those who support them.  Consider their learning environment: Observe how they react to hearing certain sounds or touching certain fabrics and see if their parents or careers can offer input. Then, do what you can to remove or reduce any stimuli in the environment that causes them anxiety.  Manage and change transitions: For example, if you are planning to change classrooms in a week, take the child to view it a few days in advance. Show and give them pictures of it for them to look at until the day of the change. Attaching some predictability to an unexpected task in this way can help it feel less daunting for the child and gives them time to mentally adjust.  Communicate Clearly:  Avoid complicating them with metaphors and rhetorical questions. Keep them simple and direct.  Integrate their Interests:  Whether it is roller coasters, electronics, unicorns, or a certain period in history, these interests can all be used as gateways to learn. All it takes is some creativity and commitment in your lesson and homework planning.  Work with their Parents:  To fully support the child in and out of school, you should therefore coordinate and share knowledge with them. Both of you can suggest interventions that have worked at home or in school for the child and can integrate these into their routine.  Build Your Resilience: Even when you think you are doing everything right, teaching an autistic child can still be testing. The child and their parents are counting on you to do your best though, so it is important to learn how to bounce back from those difficult days.  This will obviously come with experience, but there is something that was not said here, and I think it is trust, although this article was focused on students with autism, it is feasible for all individuals with a disability.  As a special education teacher, I have come across students with several disabilities and just like any student, we as teachers try to get the best out of our students and with those students who need extra support are not different.   The campus should be able to assist all students with their disabilities from counseling to psychologist, while they are legally covered, sometimes it can be hard for students with disabilities to self-advocate. In some cases, the nature of their disability makes this level of self-monitoring difficult. While becoming more independent is helpful preparation for their post-graduation reality, that only stands to serve students if they can reach that point (Meyer, 2018).  A time I could remember working with an Autistic student is when I was able to relate something to him, I got the best out of him, he enjoyed sponge bob, he named myself and everyone in the classroom with a name from the cartoon.  This was good for him, because it made him comfortable and we named the classroom as well, so when he would come to class, we all had names as well as the classroom.  This was great because it added comfort for him and his family and we were able to get some learning done, we also colored and cut out tropical pictures and his area was like an underwater ocean for him.  The cultural effects of all my students were, not close at all, my students never cared about who came from where, although there are times, I would have a student point out a deformity of another, but it was never with malicious intent it was more of something they had noticed but were ok with it.  The students always smiled and were always kind to each other, always a good classroom environment, I think I had more issues with staff than students and parents as I look back now. Burton, L. (2019, September 23). How to Support a Child with Autism in the Classroom, HUB, High Speed Training.  Retrieved from https://www.highspeedtraining.co.uk/hub/how-to-support-a-child-with-autism-in-the-classroom/  (Links to an external site.) Meyer, E. H. (2018, February 8). Strategies to Support College Students with Learning Disabilities; Higher Ed. Jobs, Retrieved from https://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=1532