In teaching practice, there is the risk of focusing on the deficit or special need in a particular area which is seen as the main area of concern, while ignoring the strengths of the students. The recommendable approach in teaching practice is to deal with the difficulty by focusing on the area of strength and this strategy can improve the self-esteem of the students with learning difficulty. "Certain conditions attract more sympathy and compassion and ultimately more support, for example, physical disability, visual or hearing impairment and chronic medical problems, whilst other conditions including, for example, dyslexia, dyspraxia, Asperger's syndrome and emotional and behavioural difficulties, may be viewed with scepticism and, in some cases, prejudice." (Benton and O'Brien, 85) Therefore, it is fundamental for practitioners to seek means to provide support to enable learners with dyslexia, dyspraxia and hearing difficulty to overcome barriers to learning and a thorough awareness of the issue at hand is most essential. This paper explores the various effective ways in which practitioners might provide valuable support to deal with the special needs of the learners with dyslexia, dyspraxia and hearing difficulty.
One of the most essential responsibilities of the practitioners in the contemporary educational framework ...Show more