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...
Such special requirements for the learning of students with dyslexia, dyspraxia and hearing difficulty include flexible teaching arrangements, help with processing language, help and support in acquiring literacy skills, support in organising and coordinating spoken and written language and cognition, help with sequencing and organisational skills, help with problem solving and developing concepts, programmes to aid improvement of fine and motor competencies, support in the use of technical terms and abstract ideas, and help in understanding ideas, concepts, and experiences when information cannot be gained through first hand sensory and physical experience. "One understanding of inclusion is that it aims to encourage schools to reconsider their structure, teaching approaches, pupil grouping, and use of support so that the school responds the perceived needs of all its pupils. Teachers, collaborating closely, seek opportunities to look at new ways of involving all pupils and to draw on experimentation and reflection." (Farrell, 12) Therefore, it is essential for the practitioners to seek new ways to support learners with dyslexia, dyspraxia and hearing difficulty.
Dyslexia refers to the problems with language with regard to reading, writing, spelling, and phonological problems and it results in severe learning issues in the classroom setting. It is a difficulty with receptive and expressive language in both its written and spoken forms and this constitutional difficulty is often hereditary. Learners with dyslexia have difficulties with reading, writing, spelling and oral language, along with difficulties with short-term memory, mathematics,