Children with special needs face many challenges, not only in coping with their lives but also in their educational journeys. This population requires unique attention and support to pursue their educational dreams effectively. This category includes children with reading and learning difficulties, physical disabilities, and intellectual, emotional, and behavioral disorders (Maryanti et al., 2021). The challenges affect their academic progress, experience, and learning experience. Therefore, it is the responsibility of an educator to tailor learning methods in a manner that favors every student to overcome these challenges and thrive in the educational environment. Most of these children struggle to understand complex instructions, be focused in classrooms, organize their thoughts, and express themselves appropriately (Maryanti et al., 2021). Others need help making friends, comprehending social cues, and adhering to social norms. Therefore, researching this topic is significant because filling the knowledge gap in the existing literature will ensure that these children receive appropriate learning, thereby enhancing the population’s academic and social development progress.
Theoretical Orientation for the Research Concept
To effectively adopt the best teaching methods that will help children with special needs overcome the existing challenges, this research employs a multifaceted theoretical orientation, leveraging the concepts formulated by famous theorists such as Urie Bronfenbrenner, Sigmund Freud, Martha Bernal Clark Moustakas, and George I. Sanchez. The Bronfenbrenner theory, for instance, will allow the research to study and intersect the influence of the environment upon which the children learn (El Zaatari & Maalouf, 2022). This will encompass the classroom, school environment, the community, and societal attitudes towards children with special needs. Their interaction is crucial in developing an effective method of delivering study content. Simultaneously, the study will borrow the knowledge coined by Freud’s psychoanalytic theory to explore the effect of unconscious elements and early childhood experiences on their learning (Zhang, 2020). This will allow the examination of special needs children’s past experiences and the appropriate teaching methods to undo traumatized events.
On the other hand, Martha Bernal’s Ecocultural Framework is also important in guiding this study. The theory holds that cultural context influences the learning of not only special needs children but also other learners. The theory thus urges educators to tailor their teaching strategies in a culturally responsive manner to enhance inclusivity and cater to students across diverse backgrounds. Moreover, Clark Moussakas’ Phenomenological Approach, which grants a thorough exploration of both student’s and teachers’ lived experiences, also informed this research by offering a nuanced understanding of effective learning strategies based on the victims’ experiences (Aguas, 2022). Finally, George I. Sanchez’s Social Justice Perspective Theory is important in this research since it allows the scrutiny of systemic barriers and inequalities to learning (Blanton, 2012). This ensures that teaching methods contribute to students’ growth and development.
Review of the Literature
Children with special needs are often decriminalized not only in developing countries but also in developed countries. According to Houtrow et al. (2020), in their research that tended to uncover the challenges teachers and learners face, it was found that many parents do not value students with special needs. This has affected the teaching delivery, and these students do not get the education they deserve. Moreover, Hassanein et al. (2021) further add that in the twentieth century, several children with disabilities were excluded from education. This matter should not be happening in a modernized world since every child has the right to access education. Magableh and Abdullah (2020), in their study on 60 grade 8 students to evaluate the effectiveness of differentiated instruction in teaching the chosen population, found that children in this experiment exhibited a better learning experience. Their finding is further supported by Ginja and Chen (2020), who, through their study, concluded that differentiated instructions had a sizable influence in teaching special needs children. Finally, Puzio et al. (2020) analyzed 18 studies and found that about 88 percent agree that the differentiated instruction method is an effective evidence-based practice.
Multisensory integration is another teaching method many researchers have recommended for attending to children with special needs. According to Algrni’s (2020) study on 116 students in Saudi Arabia, it was found that integrating multisensory into the learning environment enhanced student achievements and retention of English vocabulary. Supriatna and Ediyanto (2021) agree with Algrni (2020) by finding out through their thematic analysis that implementing multisensory techniques among children with dyslexia improves learning experiences and better grasping of letters and figures. In addition, Romero’s (2020) study, which involved a group of ten students with dyslexia in Columbia, revealed that there was an improvement in low students when teachers employed multisensory techniques in their method of teaching deliveries. Another study by Unwin et al. (2021) on exploring the effects of having control over sensory changes among autistic children found that this program can create a better learning environment for these students. The research noticed that repetitive and sensory behaviors among the 41 students recruited in the study were reduced with the implementation of multisensory techniques.
Further studies hold tight to enhancing collaboration with special needs parents in promoting their children’s education. According to Avendano and Cho’s (2020) research on the importance of building a collaborative relationship between teachers and parents, regular communication, parent involvement, and respect and celebration of cultural differences promote these children’s learning. This assertion is further supported by Widyawan et al. (2020), whose research revealed from five participants that parents’ views and collaboration with teachers immensely supported physical education and learning experiences among students with special needs. The research findings reinforced the importance of teachers building a home-school collaboration to tailor teaching methods effectively according to students’ specifications. Finally, Yazcayir and Gurgur’s (2021) research on parent involvement in children’s education during COVID-19 further emphasizes the significance of families’ involvement in children’s special needs education. They found that these children could continue learning through their families despite the disruptions caused by the pandemic.
Several research studies have also explored the importance of integrating technology into teaching students with special needs. According to Anderson and Putman (2019), the study posits that leveraging modern teaching technological tools such as text-to-speech software and captioning improves visual and hearing-impaired learning experiences, respectively. This research included a total of eight teachers teaching special needs children, and seven agreed that incorporating technology enhances children’s learning by a significant percentage. Moreover, Olakanmi et al. (2020) acknowledge the increase in the number of children with cognitive and developmental disabilities and recommend an improved or scaled education practice to ensure equal opportunities. This research utilized study reviews between 2014 and 2018 to assess the current use of technology in supporting learners with cognitive disorders. Olakanmi et al. (2020) found that these technologies had a positive correlation as far as learning was concerned for children with special needs. This finding agrees with Constantinou et al. (2018), who, in their research, recommended the use of technology in classroom settings to promote children’s academic progress and development, especially for students with hearing complications.
Finally, a considerable number of researchers have dwelled on the impact of observational learning on enhancing the learning of children with behavioral and psychological disorders. Ledford and Wolery (202) suggested that students with or without disabilities learn by observing what their peers or teachers do. The study recommended that teachers and other educators handling children with disabilities organize learning in a manner that allows interaction during lessons. Gold et al. (2022) agree with Ledford and Wolery’s (2022) research by confirming that children who have problem-solving skills improve when they watch their peers tackle the same task. These two studies inform this research by acknowledging that it is important to use observational learning when dealing with students with disabilities.
Synthesis of the Research Findings
As evident in the literature review section, it is crystal clear that addressing the challenges that children with special needs face in schools necessitates a multifaceted approach to enhance their learning. One notable issue that stands out as exhibited is that many children with disabilities do not get accepted and valued, as has been illuminated by Houtrow et al. (2020). This results in inappropriate education for these children. One possible teaching method for special needs students is instruction differentiation (Magableh & Abdullah, 2020). Ginja (2020) emphasized that differentiated instruction has a positive impact on special needs education. Moreover, Puzio et al. (2020) acknowledge differentiated instruction as an evidence-based practice that promotes learning in classroom settings. Therefore, educators need to adopt tailored teaching approaches that meet students’ special needs. Multisensory integration is another teaching method that presents an opportunity to improve the learning of special needs students. Algrni (2020) proved that with this technique, students were able to have better performance and vocabulary retention. Furthermore, Supriatna Ediyanto (2021) and Romero (2020) observed that multisensory learning improved learning among learners with dyslexia.
Teachers-parent collaboration is painted as an essential approach to enhancing the learning of children with special needs. Avendano and Cho (2020) and Widyawan et al. (2020) agree in their research that regular communication between teachers and parents plays a significant role in nurturing a suitable environment for special needs children. Moreover, families and friends are the immediate interaction of the children once they come out of school, and thus, their engagement is very important (Yazcayir & Gurgur, 2021). Technology integration in teaching practices is also a method that can be implemented to enhance children’s learning experience. Anderson and Putman (2019) and Olakanmi et al. (2020) asserted that text-to-speech and captioning software improved the learning process, especially in children experiencing visual and hearing problems. Finally, observational learning also emerged as an appropriate teaching approach for children with behavioral and psychological disorders. This is supported by Ledford and Wolery (2022) and Gold et al. (2022), whose researchers found that students tend to learn from others by observing what they do.
Critique of the Previous Research Methods
The existing literature on the methods of teaching children with special needs offers valuable insights that this research can build on. However, some things could be improved in the methodological procedures that need consideration. For instance, it is noted that many of the samples used need more diversity, and the researchers often use a small sample size. This narrow focus questions the generalizability of their findings as far as teaching children with special needs is concerned. Moreover, the studies exhibit geographical and cultural biases because each is specific to a certain location and group of children. It was also noted that the existing research relied completely on cross-sectional studies, which is also a limitation. Employing longitudinal studies would provide a more comprehensive understanding of the topic at hand. Finally, there might be publication biases toward positive results and an underestimation of the negative implications of the strategies.
Summary
Teaching children with special needs is a challenging task that requires educators to tailor their approaches in a manner that can overcome the challenges that this population faces. The research prospects are guided by the concepts of various theorists, including Bronfenbrenner, Freud, Bernal, Moustakas, and Sanchez, in exploring cultural, environmental, and social factors that influence the learning of special needs children. In the literature review, several studies and approaches have been discussed, presenting the possible methods that are proposed to help teach these children effectively. The limitations of the previous research, such as lack of diversity and small sample sizes, have been identified, and future studies are advised to improve based on the identified constraints that undermine the applicability of the existing literature on the methods of teaching children with special needs.
References
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