Teaching Personal and Social Skills to Exceptional Students Essay

Teaching Personal and Social Skills to Exceptional StudentsGood Work Habits for the Success of the Exceptional Students            Good working habits are indeed essential for the success of the people in their respective workplace. As equally important as the academic skills, outstanding skills on work habits are considered to be a great determining factor for the exceptional students to be successful in their jobs.  This must be the very reason why competency on occupational skills is included in the career education for the exceptional students.            Among the good working habits that a teacher may substantiate in the occupational skills of the exceptional students include following directions and instructions, maintaining good attendance and punctuality, responding appropriately to supervision and supervisors, and working cooperatively with others (Strohmer & Prout 1994).            Although they seem to be very difficult tasks for the exceptional students, but nonetheless, these occupational skills can be taught and exemplified to them through simple daily routines inside the classroom.To be able to exercise the students on following directions and instructions, for instance, the teacher may regularly include instructions to be followed by the students in some of the activities in the classroom such as in the quizzes and application activities.

By doing this, the students will be able to develop their good sense of following directions and instructions which will be very helpful for their holistic development of occupational skills. Nevertheless, it is important to remember that the teacher should always consider the limitations of the students in terms of abilities and intelligences when giving instructions in the activities. It is a must that the instructions will truly aid the students and will not cause burden to them.On the sense of the importance of attendance and punctuality, furthermore, the teacher may regularly check the class attendance in order to instill to their minds the importance of maintaining good attendance. This intervention is greatly associated to the idea of modeling which indirectly teaches the students on the importance of attendance and punctuality. By doing this, the teacher is teaching the said good working habit by using an actual application and not merely the discussion of the concepts.Moreover, in terms of responding appropriately to supervision and supervisors, aside from the formal discussion of the concept, the teacher may exemplify the topic by using the everyday routines of the students inside the classroom.

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For instance, the teacher may show the importance of supervision through supervising the students’ activities and works everyday. Through this, the students will realize that supervision is an important factor in the success of any endeavor (Hayward & Juszczak 2004).The students, lastly, should be also taught of the importance of working cooperatively and collaboratively with other people in order to accomplish a particular task.

This could be best done, just like the other competencies, by using the everyday routines in the classroom. For example, the teacher may always include the sense cooperation and collaboration in accomplishing a particular task in the students’ activities like in the games and group tasks. Aside from the benefit of developing emotional, social and interpersonal skills in games and group tasks, the students will build the sense of cooperation and helping among themselves in doing and finishing an activity (Zins 2004).In total, good work habits can be best exemplified and taught to the exceptional students by using practical applications inside the classroom. Through real life situational activities inside the classroom, the students will have better understanding of the good working habits needed for them to become successful in their career and job.

But it is likewise important to teach them to follow supervisors and authorities accordingly but not being humiliated and taken an advantage by some abusive people.Life Centered Career Education for the Exceptional Students            To be able to achieve better independence and self-reliance, the exceptional students must be conformed to the curriculum in which both academic and occupational skills are given equal attention and importance.            The Life Centered Education (LCCE) curriculum for the exceptional and disabled students suggests that to be able to have holistic progress and development, exceptional students must adhere to the three main components which include daily living skills, personal social skills, and occupational guidance and preparation skills (Council for Exceptional Children 2010).            Daily living skills refer to the competencies needed by the students in order to survive in the everyday living (Mangal 2007). It is indeed important that exceptional students, aside from the academic aspects, learn how to manage their everyday living to be able to become independent. For instance, it would be advantageous if the disabled students will be taught on how to manage personal finances such as credit and check cards, food preparation, family and citizenship obligations, household management and many others. Through these things, the students will never find themselves to become more dependent to others and they would eventually develop the greater sense of self-reliance.            Personal social skills, on the other hand, should be also given much importance since they help the exceptional students build and develop independence and self-reliance.

This component helps the students develop self-confidence, independence, interpersonal skills, self-awareness and the like which are very helpful so that they will become more satisfied in their life (Sacks, et. al. 1992). Likewise, through this component, the exceptional students would have the better opportunities to feel and experience the life of a normal individual.

            As equally important as of the daily living skills and personal social skills, occupational skills are also an important aspect that must be incorporated to the curriculum of the exceptional students. It is through this component that the disabled students are led to the door to occupational choices and possibilities. This component aims to teach the students with the necessary skills needed for the holistic development of appropriate working habits, physical or manual skills and specific work competencies (Turner, et. al.

2002).            Through these three components, furthermore, the students are being prepared to act as family member, citizen and employee independently and productively which could lead them to enjoy satisfying and dignified lives just like the normal individuals. Hence, these things must be properly and efficiently taught to these exceptional students in order for them to properly develop the sense of independent and self-reliance.Inclusive Multicultural Education for the Exceptional Students            Even though the Life Centered Career Education (LCCE) is found out to be effective and efficient in providing holistic development for the exceptional and disabled students, there are still a lot of improvements that today’s educators can do in order to help the said students find their right and perfect place in this world.            One of the revolutions that the society can implement and initiate in order to make a total reformation on the current educational system of the exceptional students is the so called inclusive multicultural education inside the classroom. Multicultural education, over the past three decades has been recognized as one of the opportunities for educational reformation (Ramsey, et.

al. 2003). It is defined as an educational reform movement which supports the philosophy that all students, regardless of gender, social class, and ethnic, racial, or cultural characteristics, should have an equal opportunity to acquire education in school (Banks & Banks 2009). It is through the concept of equal opportunities that learners find social democracy and fairness inside the classroom.            Inclusive education, furthermore, is built on the premise that all students should be valued for their unique abilities and included as essential members of a school community (Causton-Theoharis & Theoharis 2008).

Inclusion, in addition, is considered to be an active process which entails an unabashed announcement that leads to a public and political declaration and celebration of difference. Inclusion requires continuous proactive response in order to maintain inclusive educational culture. This educational idea is typically found in multicultural urban schools where cultural and linguistics barriers serve as a daily challenge inside the classroom (Corbett 2001). Through the inclusive education that permits multicultural education for the disabled ones, students will not suffer from the burden of “academic fatigue” brought about by the negligence to the different and unique abilities of the disabled students compared to the normal students.            In order to carry out the inclusive multicultural education inside the classroom successfully, power and voice are particularly important aspects in this educational reformation (Slee 2008). The relationships between the disabled, the typical students and the professionals in the educational institution are considered to be central considerations to the development of multicultural education.

There should be a hand on hand cooperation between these elements so that the educational reformation will become smooth-sailing.            Although inclusive multicultural education would mean a great deal of effort and time for the teaching methodologies, curricula, classroom activities and the like, one of the advantages of this educational reform is the opportunity for the exceptional students to feel and experience the life of the normal students. It is through their encounter with the typical students that they find sense of belongingness to the group. This means that the exceptional students feel acceptance and discrimination-free conception whenever they are engaged to the normal or typical students.            In total, the inclusive multicultural education could be a great partner of the LCCE curriculum for the exceptional students in order to provide them more meaningful and more revolutionized educational system for their maximum learning.ReferencesBanks, J. A.

and Banks C. M. (2009). Multicultural Education: Issues and            Perspectives.

  7th ed. NJ: John Wiley & Sons.Causton-Theoharis, J. and Theoharis, G.

(2008). Inclusion and Interventions:       Creating Inclusive Schools for All Students. The School Administrator, 65(8).

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Teaching approaches which support inclusive education: a       connective pedagogy. British Journal of Special Education, 28(2), 55-59   Retrieved August 2, 2010 from Academic Search Complete database.Council for Exceptional Children (2010). Life Centered Career Education. Retrieved      August 8, 2010 from             <http://www.

cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Pr           of essionalTraining/LCCE/LCCE_what.htm>.Hayward, K. and Juszczak, C. (2004). Wise Words for Employees: Becoming      Indispensable.

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Educating exceptional children: an introduction to special education. New Delhi: Prentice Hall.Ramsey, P. G., Williams, L. R. and Vold, E. B.

(2003). Multicultural education: a             sourcebook. New York: RoutledgeFalmer.Sacks, S., Kekelis, L. and Gaylord-Ross, R. (1992). The development of social skills by   blind and visually-impaired students.

New York: American Foundation for the          Blind.Slee, R. (2008). Beyond special and regular schooling? An inclusive education reform    agenda. International Studies in Sociology of Education, 18(2), 99-            116.Strohmer, D. C. and Prout, H.

T. (1994). Counseling and Psychotherapy with Persons    with Mental Retardation and Borderline Intelligence. New York: John Wiley and         Sons.

Turner, A., Foster, M. and Sybil, J. (2002).

Occupational therapy and physical     dysfunction: principles, skills, and practice. China: Elsevier.Zins, J.E.

(2004). Building Academic Success on Social and Emotional Learning:            What    Does the Research Say? New York, NY: Teachers College Press.

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