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The idea that some words in the text may be skipped or ignored will certainly seem strange
to students accustomed to plodding word by word; but the techniques of skimming and scanning
require this [5,34]. These terms are sometimes used indiscriminately, but we will distinguish them
below.
Skimming consists of quickly running one’s eyes across the whole text to get the gist. It
gives the learners the advantage of being able to predict the purpose of the passage, the main topic
or message, and possibly some of developing or supporting ideas. This gives them a ‘head start’
as they embark on more focused reading.
Scanning – is quickly searching for some particular piece or pieces of information in a text.
Scanning exercises may ask students to look for names or dates, to find the definition of some
concept. The purpose of scanning is to extract certain specific information without reading through
the whole text. Skimming and scanning are useful skills. They do not remove the need for careful
reading, but they enable a reader to select the texts, or the portions of the text, that are worth
spending time on.
The strategy of semantic mapping or grouping the ideas into meaningful cluster, helps the
reader to provide some order to the chaos. Making such semantic maps can be done individually,
but they make for the productive group work technique as students collectively induce order and
hierarchy to the passage [1,76].
Guessing strategy is very broad on meaning. The students may guess the meaning of a word,
the grammatical or discourse relationships, cultural references. “Students should utilize all their
skills and put forth as much efforts as possible to be on target with their hypothesis” [2,295]. The
key to the successful guessing is to make it reasonably accurate. We can help them to become
accurate guessers by encouraging them to use effective comprehension strategies in which they
fill gaps in their competence by intelligent attempts to use whatever clues are available to them.
Language based clues included word analysis, word associations, and textual structure.
REFERENCES:
1.
Backer, J. And Westrup, H. The English Language Teacher’s Handbook. – Continuum, 2000.
2.
Brown Douglas. Teaching by Principles. – Prentice Hall Regents, 1994.
3.
Jordan, R. English for Academic Purposes. – CUP, 1997.
4.
McDonough, J. and Show, C. Matherials and Methods in ELT. – OUP, 1993.
5.
Nuttall, C. Teaching Reading Skills in a Foreign Language. – Heinemann, 1996.
6.
Wallace, C. Reading. – OUP, 1992.
THE IMPORTANCE OF INCLUSIVE INSTRUCTION IN TEACHING STUDENTS
WITH SPECIAL NEEDS
Bazarbaeva Gulparshin
Assistant-teacher of Karakalpak state university
Teaching is incredible experience that is full of bright, pleasant and mostly difficult
situations with your learners. While teaching teachers can face different type of students: shy,
sociable, funny, hard-working, lazy and etc. Every student needs individual attention from teachers
to develop their knowledge. However, there is particular group of students who need a very special
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attention and strategy to teach. Not all students are similar, some students suffer from physical and
physiological disabilities in their auditory, speech act skills. We should keep in mind that these
dysfunctions do not affect their intellect at all, but it can somehow disturb their learning. These
very learners sometimes need different technique, more time, more attention to grasp the topic and
learn a language.
In 1990, IDEA researchers and educators settled that children with special needs should be
joined with pupils who do not have any disabilities in the classroom. Since, inclusive instruction
is critical to establishing educational equity. All students, regardless of ability, should have
equitable access to a high-quality education. Teachers use inclusive methods to ensure that
students with special needs receive the appropriate assistance and accommodations to be actively
engaged in the learning process. This method helps close the achievement gap and gives all pupils
an equal chance to excel in their academic life. Moreover, inclusive instruction promotes strong
social interactions, compassion, and understanding among pupils. It also breaks barriers, lowers
negativity from peers, fostering a more inclusive and tolerant society.
However, as Hyunjeong et. al. (2014) pointed out many most teachers do not know how to
teach those learners effectively, there are no special training courses for them. That’s why they are
not prepared to manage those classes with special needs children. According to Subarna et al.
(2022) there are a lot of strategies on how to teach classes with kids with special needs and
disabilities are discussed broadly. From his research we can see that it gives information about
how to manage and how to teach and shows teachers attitude towards students’ pace of learning,
background knowledge and learning abilities. He also discussed about how to create inclusive
classrooms for learners with special needs. According to Hyunjeong et. al. (2014) the term
“inclusive classroom” when students are supported with special program and instruction within
the general classrooms by the government. The research question of this study is how teachers can
be sure that students with special needs are included and engaged during the lessons, are they
interactive with other students, do they feel comfortable in the learning process. There is a problem
not only in students, but teachers as well. Teachers should have proper stuff for teaching them.
Teachers should work with specialists in this sphere. After some therapies students should practice
their knowledge in practice in the process of learning. Teachers, specialists and teacher assistants
should collaborate with each other in order to help those group of students to have effective
learning.
I used one of the strategies that is introduced in the article during the research by
Hyunjeong. One teacher used reward system for her young students, where the teacher has a ‘prize
box’ with different stuff as a prize, students who performed well can get one of those presents. It
is a good strategy to engage everyone in the learning process and to draw their attention. Learners
try hard and stay focused to win some of the prizes. Another strategy is one student greet
everydiv with shaking hands or even hug sometimes. It can help students to interact with each
other and create friendly atmosphere. In this way, students with special needs do not feel excluded
from the classroom and learning environment. In the other article by Ranjeeta (2019) I also find
additional data about factors that impact inclusive classroom, strategies for teaching and the role
and responsibilities of teachers. Ranjeeta (2019) also emphasized the role of cooperative teaching
(class teacher, therapist, specialist) and cooperative learning (groupwork, peer work). Inclusive
teaching is significant because social and emotional factors also play a great role while language
learning and acquisition. Firstly, teachers should create cozy environment for learners with special
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needs, so that they can feel safe and be sure that they are heard and needed. Their interaction with
other classmates should be stable and friendly. Unfortunately, most teachers forget to consider
these factors about students, that some students need help to succeed in their learning. I reckon
that there should be more teacher trainings on how to work with learners with special needs and
how to define that student need that unique educational need. I have been teaching for five years
now, I have had a lot of different students, but recently I faced one awkward unexpected situation.
I have a student Maqsud and he has speech disorder ‘stammering’. I faced such student for the first
time and I did not know how to help this student, because I know that because of his disorder he
feels uncomfortable in the classroom. But his English is improving very well comparing to other
his peers. He is more capable than his classmates. I tried to assist language development in the
classroom. I employed a communicative language teaching style, which emphasizes giving
students opportunity to use the language in real-world circumstances. According to Savignon
(1991) this method emphasizes the necessity of interaction both between the instructor and the
pupils. My students including Maqsud were encouraged to actively participate in class discussions,
group exercises, and pair work, which helped them enhance their speaking and listening abilities.
The first things that I started doing is giving him more time and waiting for his answer with
patience and while he is speaking, I try not to pay attention to his stammering and ask additional
questions and make some jokes to get on well with him. I am more than happy that my learners
are very welcome and support him in his learning. I try to create such atmosphere where he forgets
about his disfunction. I make my students learn tongue twisters which is also helpful for Maksud.
Overall, I want to state the value of inclusive education in teaching children with special
needs cannot be overstated. It improves educational equal opportunity, eases integration into
society, boosts self-confidence, and fosters a positive learning environment. Embracing inclusive
approaches allows educators to establish inclusive classrooms that empower children with special
needs while also promoting a more inclusive and welcoming society as a whole.
REFERENCES:
1.
Hyunjeong, J., Tyler-Wood, L., Kinnison, L., & Morrison, G. (2014). The US and South Korean
Pre-K through 6 Teachers’ Beliefs about Inclusion Practices in Their Countries: Cross-Cultural
Perspectives.
The Journal of the International Association of Special Education,
15, 11-23.
2.
Individuals with Disabilities Education Act. (2024b, January 22).
Individuals with Disabilities
Education Act (IDEA)
. Individuals With Disabilities Education Act.
3.
M. T. N. Subarna et al. (2022). Teaching Strategies for Students with Disabilities in Regular
Classes. Creative Education. 1843-1861.
https://doi.org/10.4236/ce.2022.136116
4.
Oweini, A., & Zein, H. L. E. (2013). Inclusive Education for Children with Special Needs: The
Case
of
Lebanon.
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871–
https://doi.org/10.1007/978-94-007-6555-9_44
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Ranjeeta. (2019). Teaching strategies for learners with special educational needs. National
Journal of Multidisciplinary Research and Development. 3 (1). 696-698.
6.
Savignon, S. J. (1991). Communicative language teaching: state of the art.
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https://doi.org/10.2307/3587463
