Super fun and fantastic Essay Example For Students

Too fun and awesome Essay Edward says a side plate Mickey doesnt realize what a side plate is nevertheless Edward does on the grounds that hes rich he additionally expresses crushing things which shows hes elegant as well. Mickey says d they call y Eddie but since he is working class and doesnt have a moniker. Mickey imagines that he isnt frightened despite the fact that he is and says it harms y know. When Mickey says I will consistently safeguard my sibling shows that Mickey is driving him by mentioning to him what to state and afterward on in the play Edward drives Mickey. Sammy has a weapon in his grasp when he is approaching Mickey for a sweet I think he utilizes firearms when he needs something, which connects to the bank burglary since he utilizes his weapon to get cash. At the point when Mickey says to Sammy he hasnt got any sweet however Edward is straightforward and says Mickey has got one for Sammy which shows he is from a high class than Mickey and he isnt a liar since he has never needed to lie, since he has never been impacted by his encompassing. Mickey says to Sammy you took my best weapon which again prompts the bank theft since he attempts to take cash. As I would like to think Edward being amenable shows he is a higher class since he says pardon when conversing with Sammy. Sammy considers Edward a god forsaken poshy utilizing slang which passes on hes a lower class and this additionally shows he realizes the distinction between classes since hes at the age where he can differentiate. Sammy additionally says Im going to get a genuine compressed air firearm which again connects back to the equipped burglary when he utilizes a genuine weapon to burglarize the bank. As I would see it I dont think Sammy needing a genuine firearm is connected to the burglary since he is simply youthful and appropriately imagine that weapons are cool. Mickey says to Edward y comin the memorial service Mickey is utilizing slang which likewise recommends hes a lower class utilizing slang. When Sammy says to Mickey that his worms was alive and wrigglin this mornin however before supper time they was dead identifies with the finish of the play when Mickey and Edward pass on. At the point when Mickey says to Mrs Johnstone Mam this is my sibling Mrs Johnstone responds paralyzed in light of the fact that she ponder them being siblings and imagine that they will pass on. Mickey says he lives up by the recreation center depicts that hes a higher class and by saying up close to the recreation center. Mrs Johnstone in a rush says to Mickey get in the house discloses to us that she doesnt need them to get some answers concerning being siblings. Sammy says to Edward ah Ill get you which shows he is a forceful person. When Edward is tending to Mrs Johnstone he tends to her in a proper manner by saying have I accomplished something incorrectly Mrs Johnstone which again passes on that he is a higher class then Mickey. Another way it is recommended that Edward a higher class than Mickey is that Mrs Johnstone says does your mom realize that youre down here. Edward says to Mrs Johnstone amenably maybe Mickey can come to play at my home which demonstrates hes a higher class since Mickey isnt considerate. Mrs Johnstone utilizes a rundown of three when saying to Edward never to go to their home she state dont you at any point come round here again. Ever. Ever! She says this since she doesnt need Mickey and Edward to discover that they are siblings. Mrs Johnstone proceeds to state the intruder man will get you which is connected to the topic of the play superstition.â their instruction is various Edwards training is better than Mickey this is appeared by Mickey not realizing what a word reference is I know this since he state course I do its an, its a thingy innit which suggests that he doesnt recognize what it is. .uccf4cf510519cd554aa462c68ce11e9f , .uccf4cf510519cd554aa462c68ce11e9f .postImageUrl , .uccf4cf510519cd554aa462c68ce11e9f .focused content region { min-stature: 80px; position: relative; } .uccf4cf510519cd554aa462c68ce11e9f , .uccf4cf510519cd554aa462c68ce11e9f:hover , .uccf4cf510519cd554aa462c68ce11e9f:visited , .uccf4cf510519cd554aa462c68ce11e9f:active { border:0!important; } .uccf4cf510519cd554aa462c68ce11e9f .clearfix:after { content: ; show: table; clear: both; } .uccf4cf510519cd554aa462c68ce11e9f { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; change: haziness 250ms; webkit-change: mistiness 250ms; foundation shading: #95A5A6; } .uccf4cf510519cd554aa462c68ce11e9f:active , .uccf4cf510519cd554aa462c68ce11e9f:hover { murkiness: 1; progress: obscurity 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .uccf4cf510519cd554aa462c68ce11e9f .focused content territory { width: 100%; position: relati ve; } .uccf4cf510519cd554aa462c68ce11e9f .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enhancement: underline; } .uccf4cf510519cd554aa462c68ce11e9f .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uccf4cf510519cd554aa462c68ce11e9f .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe span: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-enrichment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .uccf4cf510519cd554aa462c68ce11e9f:hover .ctaButton { foundation shading: #34495E!important; } .uccf4cf510519cd5 54aa462c68ce11e9f .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .uccf4cf510519cd554aa462c68ce11e9f-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uccf4cf510519cd554aa462c68ce11e9f:after { content: ; show: square; clear: both; } READ: Great Expectations by Charles Dickens EssayWhat I found out about existence in Liverpool all through the play is that it could be hard for certain families and it could be simpler for different families. This is appeared by Mickey and Edward. Mickey carries on with a hard existence with his family not having a lot of cash for Mrs Johnstone to take care of her youngsters. Mickey didnt have a decent youth. Mickey exploits Edward getting things what he needs, for example, when Edward has sweet in the stage heading says he takes a bunch of desserts. Edward carried on with a simple life his family are well off and have a decent house in a decent region. Edward gets all that he needs; He has decent instruction great life when growing up and has an incredible youth. The impact that Russell appears in introducing the siblings along these lines is indicating how unique the siblings are. How there is a major change in the siblings being various classes this is appeared by there language I known this since Edward utilizes words like crushing, very fun and phenomenal. Mickey utilizes slang he state mam and state y instead of you. Mickey utilizes swear words I known this since he says Im not playin now cos Im annoyed which show he a lower class than Edward. What's more, the manner in which they act additionally show the adjustment in class Mickey is use to playin deceives on one another I known this since Mickey state cos, if our Sammy gives y a sweet hes as a rule weed on it first. In my feeling Russell was fruitful in indicating the distinctive class the manner in which he presents the sibling in the there first gathering shows the siblings two diverse in everyway conceivable he appears there classes however language, the manner in which they act, there families and there way they are taught.

Forest Essay Example for Free

Woods Essay 1. The job of working memory in top-down perceptual handling is that the working memory is answerable for thinking and dynamic. It holds a lot of brief memory stores that effectively control and practice data. Thusly working memorys job in top-down perceptual handling Is that the view of more significant level information given to top-down preparing Is information from the working memory. The information required for top-down perceptual handling to happen is created from the working memory in this way making working memory make light of a major job in top perceptual preparing. 2. On the off chance that I was building up a general wellbeing effort to caution individuals about the threats of indulging and weight, I would put more accentuation on solid nourishments as opposed to a sound body size. Society esteems a thin body type and gives individuals the thought that corpulence is extremely ugly, and in light of this message individuals frequently begin abstaining from excessive food intake and go over the edge with It. They become lost In their very own universe and imagine that they can never be excessively thin, not understanding themselves how debilitated dainty they have become. Additionally a few analysts accept that dietary issues can be realized by excessively requesting guardians or other family Issues. Concentrating on a solid eating regimen as opposed to a sound body size would help balance the need to forestall weight with the need to abstain from expanding the danger of dietary issues. 3. In the wake of viewing the film Forest Gump and watching the principle character Forest, he outlines a variety of parts of knowledge. I imagine that Forest shows his comprehension about the world, he can think soundly and he generally utilizes assets viably when confronted with difficulties throughout his life, in this way exhibiting his knowledge. Backwoods shows his utilization of knowledge all through the film in any various manners. One significant test Forest is confronted with in his youth years is the leg supports he needs due to his screwy spine. A considerable lot of the little youngsters he goes to class with see him as being unique and ridicule him due to his leg supports. In the start of the film, Forest jumps on the transport for school and the children on the transport reveal to him all the seats are gone for as he strolls down the path. One young lady discloses to Forest that he can sit adjacent to her, and starting here on their companionship sprouts; Jenny and Forest become closest companions. Albeit Forest many be minimal moderate, he shows his insight from multiple points of view. In the start of the film he is there for Jenny, he comprehends that her father doesn t treat her privilege and is exceptionally worried about her. At the point when she doesn t jump on the transport for school one morning, Forest goes to discover her; he comprehends and can think sanely in this circumstance. At the point when Forests mother dies after a fight with disease, he comprehends that everybody lives at that point needs beyond words some point. Woods additionally shows functional Intelligence In this film from multiple points of view. Reasonable Intelligence Is the most seful estimation of Intelligence as indicated by Stenberg; It Is Intelligence identified with in general accomplishments In llvlng. A tnougn Forest races cnallenges, ne Is still aDle to De fruitful from numerous points of view appeared in this film. Woods is fruitful in school in spite of the fact that he thinks it is confounding now and again. He gets the opportunity to be on the school football crew which he exceeds expectations in light of the fact that he can run quick. Woodland moves on from school and can Join the military and does quite well, he spares the lives of harmed men in the war they battle. Woodland is amazingly acceptable at ping pong and gets the chance to be on the all American eam, he purchases an angling vessel and turns into a fruitful shrimp angler with Lieutenant Dan, and Lieutenant Dan puts resources into shares in Apple and gives cash to the congregation. Inevitably, Forest and Jenny get hitched, Jenny bites the dust and Forest cares for his child. All these are instances of down to earth insight demonstrating how fruitful Forest Gump is for an incredible duration despite the fact that he intellectually undermined. Parts of Gardners types of insight that Forest showcases are materially sensation aptitudes; Forest can perform abilities utilizing his entire body, for example, moving, being on the ollege football crew, exceeding expectations at ping pong and significant distance running. Timberland learned better by performing exercises utilizing his body as opposed to perusing data about how to do things since he had a higher type of substantial sensation abilities. Timberland likewise shows relational knowledge as he can cooperate with others effectively all through the film. A genuine case of Forest Gumps relational insight would be toward the finish of the film when he gets Jennys house torn down in light of the feelings she connects with the house where she as manhandled at a youthful age by her dad. He likewise exhibited parts of intrapersonal insight by putting stock in himself and communicating his feelings and love for Jenny and his child. He was likewise incredibly mindful of his body and brain permitting him to turn into an effective competitor in the film with football, running, and ping pong. Woodland indicated naturalist knowledge by his attention to nature and his condition. A case of this is the point at which he disclosed to Jenny about Vietnam and how lovely it was. He had the option to disclose things to Jenny by utilizing his distinctive memory about the nature around him.

Education for Students with Physical and Health Impairments

Education for Students with Physical and Health Impairments Educational Implications for Students with Physical and Health Impairments Dec 19, 2019 in Education Introduction The three classes of physically or health impaired chosen included the visually impaired, the deaf, and physically impaired. Modifications that the teacher used in order to assist students with physical or health impairments include the following ones: arranging the classroom and desks, providing specialized equipment, providing mobility support, using auditory cues, using visual cues, using verbal narrative, providing lesson-specific tools, using demonstrations, providing instruction materials, offering assignment materials, orienting the incoming students with the environment, and offering assistive technology among others. The above accommodations were effective in helping students in their specific areas. It also helped parents or caregivers to work with the teacher to provide the student with the items needed during the lesson. However, these accommodations were only effective in particular situations, as some may not provide solutions, where another device is required. Body Arranging the classroom and desks was important in order to give students maximum space to move around. Notably, for the visually impaired, as they required enough space, so chances of students knocking over other objects are minimized. The use of specialized equipment was key in ensuring that the needs of the students were met. Teaching physically impaired students required specialized equipment for particular groups of students (Petscher Proctor, 2007). As a tutor, it is also important to support students in every way. In case a student is not able to walk around alone, it is your duty to provide mobility support. The instructional modifications were selected in relation to the groups of students one was dealing with. For instance, for the visually impaired you can effectively communicate through the use of auditory cues, while for the deaf you can use sign language (Rourke, 2002). This is facilitated by assigning the correct learning materials. Orienting students within the environment involves making them familiar with their surroundings. This should be the first step for the safety of the students you are dealing with. It also involves giving attention to the surroundings in order to ensure that the students are secure. This is specifically for the physically impaired. The teacher should ensure that the students are aware of the surrounding area and are familiar with it. The training areas should also be free from any flying objects, since the blind cannot see when the object is coming to them. In case the trainer implements any other change within the environment, the students should be informed, as well as given some time to tour and to get oriented within the new environment. Therefore, it is vital to ensure that students are aware of what is within their learning environment. This enables them to take the necessary precaution; hence, avoid getting into a danger (Rourke, 2002). Modifying the available technology to mee t their needs is also crucial. For example, the use of white board, use of loud speakers, and braille among others increases the effectiveness of the learning process. Providing students with assistive technology is vital in ensuring that they are learning fast; moreover, this will increase their understanding. .fod-banner { display: table; width: 100%; height: 100px; background-color: #04b5af; background-image: url('/images/banners/fod-banner-bg-1.png'), url('/images/banners/fod-banner-bg-2.png'); background-position: left center, right center; background-repeat: no-repeat; } .fod-banner .button { min-width: 120px; } .fod-banner-content { height: 100px; display: table-cell; vertical-align: middle; color: #ffffff; width: 100%; text-align: center; padding-top: 5px; padding-bottom: 5px; } .fod-banner-content > span:first-child { font-size: 15px; font-weight: 100; } .fod-banner-content-discount-text { font-size: 16px; } .fod-banner-content-discount-text span { font-size: 18px; color: #ffe98f; font-weight: bold; } .fod-banner-content-image { vertical-align: middle; } .fod-banner img.fod-banner-content-image { width: auto; } @media all and (min-width: 993px) and (max-width: 1320px) { .fod-banner { background-image: none; } } @media all and (min-width: 845px) and (max-width: 992px) { .fod-banner-content > span:first-child { font-size: 18px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } @media all and (max-width: 740px) { .fod-banner { background-image: url('/images/banners/fod-banner-bg-2.png'); background-position: right center; background-repeat: no-repeat; } } @media all and (max-width: 670px) { .fod-banner { background-image: none; } .fod-banner-content { padding: 15px 10px; } .fod-banner img, .fod-banner-content-discount-text { display: block; margin: 0 auto; } .fod-banner-content > span:first-child { font-size: 28px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } Limited time offer! Get 15% OFF your first order Order now Instructional modifications help students to understand what is required of them in a better way. For visually impaired, they are supposed to access both written and oral guidelines where demonstration is also required. The teacher should be able to provide real life examples that involve vivid description in terms of pictures and objects. This gives them hand-on experiences. The teacher should also provide readable visual aids, so that the child can receive information, as it is being displayed, say on a white board (Petscher Proctor, 2007). At the same time, the directions should also be very clear. This implies that the tutor should use explicit language when directing the students. For instance, the teacher can say Give your paper to the person on your right instead of just saying Pass your papers. Most importantly, the tutor should give students optimum time to give a response. This is because students may require extra time to read and to comprehend the information. Oral descr iption should be supplemented by visually displayed information. For example, an art or part of a film. Experimental learning should also be incorporated. The teacher should also recognize and accept their limitations. This way it is easy to interact with the students giving the necessary modifications or considerations where it is needed (Carrier, 2000). Dealing with physically impaired also requires involving a team, such as the parents and medical professionals, in addition to providing the training. Physically impaired students require special equipment to participate in any kind of learning. For the visually impaired, they required mobility tools and other equipment so support them. Often, students come to class with their own tools, such as the guide dog or a walking cane. It is important to also include these in the lesson. There are other modifications for the visually impaired in regards to the use of specialized tools, such as the guide ropes for running, especially during the Physical Education (P.E) class (Finn, Rotherham, Hokanson, 2001). It is also advisable that students should use light-colored equipment, which is easy to be identified with. Such colors include white, yellow, as well as orange. Instructional modifications should also be implemented, so that there is an understanding between the teacher and the students. For visually impaired, instructors should be in a position to give verbal instructions that specifically describe what the students are supposed to do. For instance, walk towards the exit. The verbal instructions should be detailed enough. It is also advisable for trainers to use auditory cues for the blind, such as running bells (Rourke, 2002). This may be used to suggest that it is time to start or tonend a certain activity. Support modifications were also offered. However, this is determined by an individual. In this case, support provider should only do so, when it is necessary in order to avoid the situations, where a student will become fully dependent. The accommodations or modifications that I was able to implement included the following ones; instructional and environmental. These modifications are easy to apply as a teacher, because you do not need to team up with other people, such as parents, in order to help students. Moreover, they are not costly. For instance, environment modification may involve arranging the room and ensuring that it is safe, while instructional modifications involve ensuring that you are able to demonstrate the students what you are telling them to do, and be assured that they can follow it. However, the implementation of the accommodations or modification did not unfold smoothly and effectively. This is because students had different needs, experiences, and status. For instance, it was especially difficult in dealing with the visually impaired, because people have different experiences in coping with the surrounding environment (Bradley, Louis, Daniel, 2002). There were some people, who could walk around without knocking over objects, while other needed assistance to walk around the room. I had to orient every student with the new environment. This was difficult, because at times you could not take students as a group. You had to deal with each student at a time for safety and effectiveness. The elements of the accommodation that were most effective include those that involved offering support to the students. For instance, it was easy to provide a walking cane for a student, and for the rest of the time he/she would not ask for any assistance while walking around. On the same, interacting with the students while teaching them was to some extent effective. The students were in groups according to their own specialties. For the visually impaired, all I needed to use was auditory cues and explicit language while giving instructions (Finn, Rotherham, Hokanson, 2001). Students found it easy to respond to the queries that I asked them, although I had to give them maximum time, since they needed additional time to read the information. Nevertheless, there were some aspects of the modification that were difficult to facilitate. This was because some aspects required a team that was not present at that moment. For instance, parents or care givers were not able to provide all the required materials to the students. At the same time, some activities had to be coordinated among the tutors, and being alone, it made it somehow difficult to deal with the students. I had to organize the class and offer physical support when students started coming in. To some extent, this has negatively affected the overall success of the lesson. For example, some lessons took a longer period of time than expected, because I was actually involved in organizing everything, including providing specialized materials required by the students (Rourke, 2002). The special needs of the students required full attention not only to one student, but to all. However, as a teacher, I had to find a way of dealing with these difficulties and ensure that t he objective of the lesson was achieved. During implementation of the modification, the level of students engagement and motivation was moderate. Modification or accommodations implies that students are exposed to the new environment, although they are expected to do what they normally do. For example, while teaching the visually impaired, the same methods used in other classes were still used. However, due to some difficulties experienced, such as lack of absolute support, the level of engagement was moderate. Communicating with the students through the use of the correct cues for the right group of students was not a major problem. The problem was related to the lack of the specialized materials to facilitate learning. However, this can be modified by ensuring that special consideration is given to the physically impaired and all the required materials are available when engaging them in any lesson (Petscher Proctor, 2007). This will help to improve the effectiveness in understanding, as well as making learning and teach ing easy. Modifications or accommodations implemented during the lesson were well suited for that particular purpose. For instance, instructions modification were meant to serve in response to their special needs. There is no way you could use auditory dues for the deaf and expect to have a success. Right instructions had to be used for the right group of students. Moreover, materials specific to the needs of the students were also meant to accommodate them in the learning environment. All these modifications could only take place if the environment was able to accommodate students. For instance, the classroom had to be arranged in a way that students had enough space to move around without knocking objects. It was also important to ensure that the environment did not have any flying objects. Conclusion In conclusion, it could not have been any better than to see students participating in the lesson. This was a sign that the modifications or accommodations used have indeed assisted the students during the lesson. Although there were a number of challenges, they did not hinder the objective of the assessment.

Education for Students with Physical and Health Impairments

Education for Students with Physical and Health Impairments Educational Implications for Students with Physical and Health Impairments Dec 19, 2019 in Education Introduction The three classes of physically or health impaired chosen included the visually impaired, the deaf, and physically impaired. Modifications that the teacher used in order to assist students with physical or health impairments include the following ones: arranging the classroom and desks, providing specialized equipment, providing mobility support, using auditory cues, using visual cues, using verbal narrative, providing lesson-specific tools, using demonstrations, providing instruction materials, offering assignment materials, orienting the incoming students with the environment, and offering assistive technology among others. The above accommodations were effective in helping students in their specific areas. It also helped parents or caregivers to work with the teacher to provide the student with the items needed during the lesson. However, these accommodations were only effective in particular situations, as some may not provide solutions, where another device is required. Body Arranging the classroom and desks was important in order to give students maximum space to move around. Notably, for the visually impaired, as they required enough space, so chances of students knocking over other objects are minimized. The use of specialized equipment was key in ensuring that the needs of the students were met. Teaching physically impaired students required specialized equipment for particular groups of students (Petscher Proctor, 2007). As a tutor, it is also important to support students in every way. In case a student is not able to walk around alone, it is your duty to provide mobility support. The instructional modifications were selected in relation to the groups of students one was dealing with. For instance, for the visually impaired you can effectively communicate through the use of auditory cues, while for the deaf you can use sign language (Rourke, 2002). This is facilitated by assigning the correct learning materials. Orienting students within the environment involves making them familiar with their surroundings. This should be the first step for the safety of the students you are dealing with. It also involves giving attention to the surroundings in order to ensure that the students are secure. This is specifically for the physically impaired. The teacher should ensure that the students are aware of the surrounding area and are familiar with it. The training areas should also be free from any flying objects, since the blind cannot see when the object is coming to them. In case the trainer implements any other change within the environment, the students should be informed, as well as given some time to tour and to get oriented within the new environment. Therefore, it is vital to ensure that students are aware of what is within their learning environment. This enables them to take the necessary precaution; hence, avoid getting into a danger (Rourke, 2002). Modifying the available technology to mee t their needs is also crucial. For example, the use of white board, use of loud speakers, and braille among others increases the effectiveness of the learning process. Providing students with assistive technology is vital in ensuring that they are learning fast; moreover, this will increase their understanding. .fod-banner { display: table; width: 100%; height: 100px; background-color: #04b5af; background-image: url('/images/banners/fod-banner-bg-1.png'), url('/images/banners/fod-banner-bg-2.png'); background-position: left center, right center; background-repeat: no-repeat; } .fod-banner .button { min-width: 120px; } .fod-banner-content { height: 100px; display: table-cell; vertical-align: middle; color: #ffffff; width: 100%; text-align: center; padding-top: 5px; padding-bottom: 5px; } .fod-banner-content > span:first-child { font-size: 15px; font-weight: 100; } .fod-banner-content-discount-text { font-size: 16px; } .fod-banner-content-discount-text span { font-size: 18px; color: #ffe98f; font-weight: bold; } .fod-banner-content-image { vertical-align: middle; } .fod-banner img.fod-banner-content-image { width: auto; } @media all and (min-width: 993px) and (max-width: 1320px) { .fod-banner { background-image: none; } } @media all and (min-width: 845px) and (max-width: 992px) { .fod-banner-content > span:first-child { font-size: 18px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } @media all and (max-width: 740px) { .fod-banner { background-image: url('/images/banners/fod-banner-bg-2.png'); background-position: right center; background-repeat: no-repeat; } } @media all and (max-width: 670px) { .fod-banner { background-image: none; } .fod-banner-content { padding: 15px 10px; } .fod-banner img, .fod-banner-content-discount-text { display: block; margin: 0 auto; } .fod-banner-content > span:first-child { font-size: 28px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } Limited time offer! Get 15% OFF your first order Order now Instructional modifications help students to understand what is required of them in a better way. For visually impaired, they are supposed to access both written and oral guidelines where demonstration is also required. The teacher should be able to provide real life examples that involve vivid description in terms of pictures and objects. This gives them hand-on experiences. The teacher should also provide readable visual aids, so that the child can receive information, as it is being displayed, say on a white board (Petscher Proctor, 2007). At the same time, the directions should also be very clear. This implies that the tutor should use explicit language when directing the students. For instance, the teacher can say Give your paper to the person on your right instead of just saying Pass your papers. Most importantly, the tutor should give students optimum time to give a response. This is because students may require extra time to read and to comprehend the information. Oral descr iption should be supplemented by visually displayed information. For example, an art or part of a film. Experimental learning should also be incorporated. The teacher should also recognize and accept their limitations. This way it is easy to interact with the students giving the necessary modifications or considerations where it is needed (Carrier, 2000). Dealing with physically impaired also requires involving a team, such as the parents and medical professionals, in addition to providing the training. Physically impaired students require special equipment to participate in any kind of learning. For the visually impaired, they required mobility tools and other equipment so support them. Often, students come to class with their own tools, such as the guide dog or a walking cane. It is important to also include these in the lesson. There are other modifications for the visually impaired in regards to the use of specialized tools, such as the guide ropes for running, especially during the Physical Education (P.E) class (Finn, Rotherham, Hokanson, 2001). It is also advisable that students should use light-colored equipment, which is easy to be identified with. Such colors include white, yellow, as well as orange. Instructional modifications should also be implemented, so that there is an understanding between the teacher and the students. For visually impaired, instructors should be in a position to give verbal instructions that specifically describe what the students are supposed to do. For instance, walk towards the exit. The verbal instructions should be detailed enough. It is also advisable for trainers to use auditory cues for the blind, such as running bells (Rourke, 2002). This may be used to suggest that it is time to start or tonend a certain activity. Support modifications were also offered. However, this is determined by an individual. In this case, support provider should only do so, when it is necessary in order to avoid the situations, where a student will become fully dependent. The accommodations or modifications that I was able to implement included the following ones; instructional and environmental. These modifications are easy to apply as a teacher, because you do not need to team up with other people, such as parents, in order to help students. Moreover, they are not costly. For instance, environment modification may involve arranging the room and ensuring that it is safe, while instructional modifications involve ensuring that you are able to demonstrate the students what you are telling them to do, and be assured that they can follow it. However, the implementation of the accommodations or modification did not unfold smoothly and effectively. This is because students had different needs, experiences, and status. For instance, it was especially difficult in dealing with the visually impaired, because people have different experiences in coping with the surrounding environment (Bradley, Louis, Daniel, 2002). There were some people, who could walk around without knocking over objects, while other needed assistance to walk around the room. I had to orient every student with the new environment. This was difficult, because at times you could not take students as a group. You had to deal with each student at a time for safety and effectiveness. The elements of the accommodation that were most effective include those that involved offering support to the students. For instance, it was easy to provide a walking cane for a student, and for the rest of the time he/she would not ask for any assistance while walking around. On the same, interacting with the students while teaching them was to some extent effective. The students were in groups according to their own specialties. For the visually impaired, all I needed to use was auditory cues and explicit language while giving instructions (Finn, Rotherham, Hokanson, 2001). Students found it easy to respond to the queries that I asked them, although I had to give them maximum time, since they needed additional time to read the information. Nevertheless, there were some aspects of the modification that were difficult to facilitate. This was because some aspects required a team that was not present at that moment. For instance, parents or care givers were not able to provide all the required materials to the students. At the same time, some activities had to be coordinated among the tutors, and being alone, it made it somehow difficult to deal with the students. I had to organize the class and offer physical support when students started coming in. To some extent, this has negatively affected the overall success of the lesson. For example, some lessons took a longer period of time than expected, because I was actually involved in organizing everything, including providing specialized materials required by the students (Rourke, 2002). The special needs of the students required full attention not only to one student, but to all. However, as a teacher, I had to find a way of dealing with these difficulties and ensure that t he objective of the lesson was achieved. During implementation of the modification, the level of students engagement and motivation was moderate. Modification or accommodations implies that students are exposed to the new environment, although they are expected to do what they normally do. For example, while teaching the visually impaired, the same methods used in other classes were still used. However, due to some difficulties experienced, such as lack of absolute support, the level of engagement was moderate. Communicating with the students through the use of the correct cues for the right group of students was not a major problem. The problem was related to the lack of the specialized materials to facilitate learning. However, this can be modified by ensuring that special consideration is given to the physically impaired and all the required materials are available when engaging them in any lesson (Petscher Proctor, 2007). This will help to improve the effectiveness in understanding, as well as making learning and teach ing easy. Modifications or accommodations implemented during the lesson were well suited for that particular purpose. For instance, instructions modification were meant to serve in response to their special needs. There is no way you could use auditory dues for the deaf and expect to have a success. Right instructions had to be used for the right group of students. Moreover, materials specific to the needs of the students were also meant to accommodate them in the learning environment. All these modifications could only take place if the environment was able to accommodate students. For instance, the classroom had to be arranged in a way that students had enough space to move around without knocking objects. It was also important to ensure that the environment did not have any flying objects. Conclusion In conclusion, it could not have been any better than to see students participating in the lesson. This was a sign that the modifications or accommodations used have indeed assisted the students during the lesson. Although there were a number of challenges, they did not hinder the objective of the assessment.