Tell us about a time when you had to address the needs of students with special educational needs in the curriculum.

In my previous role as a teacher, I had several students with special educational needs in my class. One particular student had a learning disability that made it challenging for them to follow the standard curriculum. To address their needs, I collaborated with the school's special education team and developed a personalized learning plan for the student. I modified the curriculum by breaking down complex concepts into smaller, more manageable tasks, providing additional visual aids and hands-on activities, and offering one-on-one support during class. I also communicated regularly with the student's parents to keep them informed of their progress and any adjustments made to the curriculum. As a result of these accommodations, the student showed significant improvement in their learning and engagement in the classroom.

In my previous role as a teacher, I had the opportunity to address the needs of several students with special educational needs in the curriculum. One student, in particular, had dyslexia, which made reading and writing challenging for them. To support their learning, I implemented various strategies. I used assistive technology, such as text-to-speech software and speech-to-text tools, to help them access and express information. Additionally, I created alternative assessments, such as oral presentations and visual projects, to allow the student to demonstrate their understanding in a way that suited their learning style. I also collaborated with the school's special education team to ensure I had the necessary resources and support to meet the student's needs effectively. Through these accommodations, the student made significant progress in reading and writing skills, and their confidence and engagement in the curriculum improved.

During my time as a teacher, I encountered a student with autism who required individualized support in the curriculum. To address their needs, I implemented a multi-sensory approach that combined visual, auditory, and kinesthetic elements. For example, when teaching math concepts, I incorporated manipulatives, such as counting blocks and number lines, to make abstract concepts more concrete. I also utilized social stories, visual schedules, and timers to enhance their understanding of daily routines and transitions. Additionally, I employed data tracking and analysis tools to monitor their progress and identify areas that required further attention. To foster their social and emotional development, I facilitated peer interactions through structured activities and social skills groups. Through these strategies, the student demonstrated significant growth in their academic skills, as well as increased confidence and social integration within the classroom.