The educational process cannot be imagined without learning the reading process. To do this effectively, teachers must pay attention to students with disabilities (Brownell et al., 2020). At the same time, the teacher needs to know the components of reading and writing in order to teach these skills effectively.
Differentiated Training
The use of different strategies, which correspond to different stages of writing, is a valuable element for implementation in the program. These steps include drafting and writing the text, checking it with revisions, and publishing it (Subarna et al., 2022). In the early stages, teachers should engage students in retaining basic knowledge about writing without worrying about possible spelling or grammar errors. When checking student texts, the teacher should motivate him or her to increase the coherence of the writing. When editing, the teacher is the tutor who helps correct the errors that have arisen, and publishing is the crucial stage in showing students how to share their work.
Student-Centered Approach
Students’ individual needs are also an essential component in learning to read. Using differentiated training, the teacher makes sure that each student can thoroughly learn the curriculum. This type of training offers the use of strategies and materials that are aimed at individual needs (Sandoval Gomez & McKee, 2020).
Creative ideas such as unusual organizers and multisensory instructions can be used to create more interest. These innovations can significantly facilitate the learning process and generate greater interest among students in this action. Finally, keeping logs is an effective strategy. This method helps to support students in case of possible learning difficulties, as well as to develop self-consciousness and writing skills (Fahsl & McAndrews, 2012). In addition, this activity will allow the teacher to have a broader idea of what progress the student achieves and focus on those areas that are less developed.
References
Brownell, M. T., Jones, N. D., Sohn, H., & Stark, K. (2020). Improving teaching quality for students with disabilities: Establishing a warrant for Teacher Education practice. Teacher Education and Special Education, 43(1), 28–44. Web.
Fahsl, A. J., & McAndrews, S. L. (2012). Journal writing: Support for students with learning disabilities. Intervention in School and Clinic, 47(4), 234–244. Web.
Sandoval Gomez, A., & McKee, A. (2020). When special education and disability studies intertwine: Addressing educational inequities through processes and programming. Frontiers in Education, 5. Web.
Subarna, M. T. N., Masud, N. A., Mensah, J., San, S. S. S., Hasan, M., & Tania, J. S. (2022). Teaching strategies for students with disabilities in regular classes. Creative Education, 13(06), 1843–1861. Web.