Classroom Management and Curriculum Adaptation for Students with SEN
Classroom Management and Discipline
Social and Educational Factors
Adjustment Disorder with Conduct Disorder: A prevalent issue interfering with education, as identified by the American Psychiatric Association’s Diagnostic and Statistical Manual.
Discipline as an Educational Tool: Discipline fosters a positive teaching-learning environment (Carrascosa MJ and Martinez B).
Peer Pressure: A significant social factor influencing classroom discipline problems.
Social Factors and Indiscipline: Studies suggest that social factors contribute to approximately 10% of classroom indiscipline.
Educational Factors and Indiscipline: These factors can be categorized into three groups: center, classroom, and individual.
Dysfunctional Families and Indiscipline
Characteristics of Dysfunctional Families: Deprivation of attention and excessive control are key aspects.
Preventive Actions and Conflict Resolution
Aim of Preventive Actions: To improve the environment of the student exhibiting disruptive behavior and prevent behavioral disorders.
Inappropriate Conflict Resolution: Avoid addressing disciplinary issues outside of the school environment before in-school discussion.
Purpose of Punishments: Punishments should focus on student training and peer learning, not retaliation.
Rules of Coexistence: While essential, school rules should be implemented thoughtfully and not always rigidly enforced.
Curriculum Adaptation for Students with SEN
Individualized Learning and Support
Students with Severe Learning Deficiencies: An Individual Development Program (IDP) should be initiated.
Academic Promotion: Students can be promoted if they achieve the curriculum’s established goals.
Teacher Training: Teachers should be trained to conduct CNAs (Needs Assessment Coordinations).
General Curriculum Adaptations: Significant changes may occur in objectives, content, pace, and learning situations.
Curriculum Approach for SEN Students: Neither option a nor b is appropriate. A tailored approach is necessary.
Principles of Curriculum Design for SEN: Abundant and diverse material resources are essential.
Specific Objectives for SEN: These objectives must align with the primary curriculum.
Content Validity: Learning should be goal-oriented and aligned with the curriculum.
Criterion of Integration: Connecting knowledge and skills with behavior and attitudes.
Learning Environments and Strategies
Competitive Learning: Beneficial for individuals but potentially detrimental to others.
Environmental Education: Encompasses knowledge and experience related to the environment.
Models in Education: Representational objects with proportional dimensions.
School Visits and Excursions: Enrich the curriculum through experiential learning.
Role of Environment in School Practice: Action learning to enhance the curriculum.
The Working Environment: Involves all knowledge carriers.
Environmental Diachronic: Encompasses the history, present, and human efforts to improve the environment.
Second Cycle Learning: Maintain a holistic approach while differentiating areas of study.
Experimental Scientific Method: Includes searching for information on a topic of interest.
Environmental Study Focus: Both options are correct.
Environmental Study Development: Driven by a desire to be helpful and participate in development.
Learning Process: Mental operations involved in the act of learning.
Learning Strategy – Selection: Emphasis is a key component.
Learning Strategy – Organization: Summarization is not a technique within this strategy.
Learning Strategies and Knowledge Acquisition: Facilitate the process of gaining knowledge.
SQ3R Method: The first step is Survey.
SQ4R Method: Includes an additional phase of Reflection.
Learning Strategies: Reprocessing is not considered a learning strategy.
Covariance Strategy: A top-level organizational strategy establishing causal relationships.
Mnemonic Processes: Associating learning material with images.
Metacognitive Strategies: Focus on planning and supervising cognitive strategies.