Reference:
1. Hadfield, J. (1999) Beginners’ Communication games. Printed: Longman.
2. ‘’Communivative Language Teaching’’ Patrick Knod, 2005.
3. Strategies for Success by Gardner, J.N.Jewler, J.A & Barefoot (2011).
4. Intermediate Communication Games, J.Hedfield. 1990.
5.
www.teaching
structure.com
6.
http://en.wikipedia.org
.
7. Das,B.K.(1984) Communication learning teaching.
8. ZiyoNet.uz
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ID-020-30-M002
Dildora Musurmonova
Oʻzbek filologiyasi fakulteti 1-kurs talabasi
EDUCATING SPECIAL CHILDREN: WORKING WITH
DISABLED PUPILS
“Never be defeated, my dear children, future is yours”
Islam Karimov.
Annotatsiya. Ushbu maqola imkoniyati cheklangan talabalarni oʻqitishning samarali
usullari va yoʻllarini namoyish etishga qaratilgan. Bu maqola oʻquvchilarning nogironlik
turlari bilan tanishishga yordam beradi. Unda nogironlik va imkoniyati cheklanganlikni
tasniflash tizmilari tavsiflanadi.
Kalitsoʻzlar: nogironlar, imkoniyaticheklanganlar, aqliyzaiflik, kar, autizm,
fikrnianiqvaravshanifodalayolmaslik.
Annotation. The following article aims to demonstrate effective ways and methods of
teaching disabled and incapacitated students.The article assiststo get acquainted with types
oflearner’s disabilities and itdescribes the classificational systems for disabilities and
disorders.
Keywords: disabilities, disorders, mentally retarted, deaf, autism, articulation, sound
contrast.
It is obvious that teaching learners effectively is one of the most
important obligations of our country’s policy. Every country own its
owneducational system and they have various types of educational methods.
In general, education can be separated into two types which are: general
education and special education. As far as we know, General education is
teaching and giving knowledge at school, colleges or universities for mentally
Til va adabiyot:
ilmiy va amaliy izlanishlar yoʻlidagi ilk odimlar
2020-yil 30-aprel
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and physically healthy learners. For these pupils there are traditional
educational system and many opportunities in our country by the government.
On the other hand, we have the other group of learners whocan not be taught
effectively with the help of traditional educational system. In this case,
instructors teach learners with the aid of special education. For learners who
have some problems with their mental and physical health, our government
provided special educational system and special trainers. Raising standarts in
general education and special education refers to improve levels of pupils’
attainment and progress in learning. Learning is indicated by what a student
shows he knows, understands and what he can do.While teaching special
learners with the illness of disability instructors firstly should pay attention to
the age of the learner. Lower or higher studying ages indicate lower or higher
attainment levels at the same time. Attainment includes the levels reached by
the pupil in areas such as literature, mother tongue, math, and foreign language.
It should be faced that these types of learners features various
difficulties and problem while learning such as: reading disorder, mathematics
disorder and disorder of written or oral expression. Reading disorder is one of
the most common charachterised complexitywhich causes difficulties wtih
reading and spelling out words correctly. Teaching learners based oral classes
can be functional for this type of pupils. The instructor should teach them
conveying their opinions orally and easily. Other complicatedness with
disabled learners arecommunicational disorder of speech and grammar
comprehension which implychildren to attain in a lower leve of skills.
To receive special educational provision covered by federal law in
European countries a child has to have a defined disability. Recall that
categories of disability underfederal law as amended in 1997 are reflected in
sebsequent designated disability codes. These are:
1. Mentally Retarded
2. Hard of Hearing
3. Deaf
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4. Speech and Language Impaired
5. Visually Handicapped
6. Emotionally Disturbed
7. Orthopedically Impaired
8. Other Health Impaired
9. Specific Learning Disability
10. Multi Handicapped
11. Child in Need of Assisment
12. Deaf/ Blind
13. Troumatic Brain Injury
14. Autism
These kind of children need more attention, care and labour. Care needs
be taken in interpreting apparent signs. While training the teacher should be
very attentive and responsible for his/her duty. Working individually is one the
best way to elucidate these learners.
Moreover, incapacitated learners usually face different problems with
their speech and the dilemma can be categorized as following:
Physical difficulties with articulation
Difficulties making sound contrasts that convey meaning
Problems controlling pitch
These three difficulties are aspects respectively of phonetics, phonology,
each of which are explained later. After the assesment parents and the taecher
should notice the child’s speech problems. As speech and language are
interwined slow progress with language can be assosiated with delayed
speech. Therefore, with a young child who appears to have speech problems
and talk little, it may be better to focus on develpoing vocabluary.Children with
speech disorders sometimes find it difficult to communicate with other people
and they may be frustrated.Raising awareness lends itself to small group or
pair work teaching can be helpful and motivational for these pupils.
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It is also an important part of the overall curriculum and literacy
development. Where new vocabluary is introduced, the teacher will encourage
a keen interestin the work. The teacher teach various aspects of vocabluary.
They are:
Phonological →how do the sounds of the word
Do the pupils know any similar sounding words
Grammatical → how is the word used in sentence
Semantic → what does the word mean.
These ways can be routinely and breefly accomplished, for example key
words are introduced at the beginning of the lesson.
It should be widely acknowledged that from March 16, 2020compulsory
holiday has been anounced for secondary school pupils because of quarantine
in our country. In cooperation with the National Television and Radio Company
of Uzbekistan, the filming of television lessons have begun in order to ensure a
meaningful holiday for learners and the timely acquisition of knowledge set out
in the curriculum. Certainly, teaching children with disabilities is also taken
into account while teaching leaners online.
As a result, all lessons are simultaneously translated by deaf educators
and sign language interpreters to make them understandable to deaf and hard
of hearing children. Blind children will be able to hear and understand
television lessons aloud. Experts in the field are involved in this process.
In conclusion it is should be stated that educating special children with
disabilities is responsible and accountable work for the instructors. The
strategies which have been demonstrated in the article can be helpful for
teaching incapacitated learners successfully.
Literatures:
1.
“
Educating special children” Michael Farrel 2005
2. “Inclusive Special Education” Garry Hornby 2008
3. “Education of Children with Special Needs” M.L. Dhawan 2012
4.
www.educatingspecialchildren
.
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