MARKS

EARNED:

REFLECTION
COURSE CODE ESEB3483

COURSE TITLE INTRODUCTION TO LEARNING DISABILITIES

SECTION 2

STUDENT’S NAME DEVASERAN A/L BALAKRISHNAN

MATRIC NUMBER MC230924044

LEARNING MODE NON-MODULAR

LECTURER’S NAME RABIHA MAYA ADIERA AB RAHIM

ASSIGNMENT TITLE How can teachers modify classroom instructions to meet the
needs of students with cognitive disabilities, such as ADHD or
learning disabilities? What strategies can be used to enhance
comprehension and retention?
DATE OF 20/10/2024
SUBMISSION
Devaseran Balakrishnan ( MC230924044 )

Modifying Classroom Instructions

Educators frequently work with students that have a range of thinking capacities in modern multicultural
educational environments, including those who have been identified as having learning difficulties and
ADHD. Adapting instructional methodologies to match the individual requirements of each student is
crucial to ensuring that they all have equal possibilities for success. This reflection explores how educators
might adapt their methods and put techniques into practice that help students with cognitive problems
understand and retain information better.

A flexible and responsive strategy is needed for modifying classroom education for individuals with
cognitive disorders, such as ADHD or learning problems. Differentiated instruction is one useful tactic.
Educators can adapt to various kinds of styles of learning through offering a number of chances for
learners to interact with their topic. For example, kinaesthetic students might learn best through hands-
on activities or physical activity, whereas those who learn visually might benefit more from visual
organisers or charts. Through adjusting the content, approach, and final outcome according to the
requirements of each individual student, teachers can use differentiation to make sure that every student
has the best chance to understand the topic.

Using technology is another adjustment that can greatly help students with ADHD or learning
impairments. Students who have trouble with traditional learning methods can benefit from additional
support from assistive tools like speech-to-text applications, audiobooks, and visual aides. These
innovations have an opportunity to enhance student engagement through providing interactive
components that can be personalised to each individual's preferences and capabilities. A learning
disabilities student may find it easier to proceed alongside an online text that emphasises letters when
they are said loudly with the goal to help with retention and comprehension.

Additionally, making improvements to the classroom environment, like introducing adjustable chairs, can
help children with ADHD stay focused and engaged. Whether they’re sitting on exercise balls or standing
at a desk, letting students move about during class helps improve focus and decrease disruptive
behaviours. This adaptability recognises that not all students, especially those with attention deficit
disorders, will benefit from the typical desk-bound learning approach.
Finally, one of the most important strategies for changing classroom instructions is to chunk activities and
instructions. Teachers can prevent students from experiencing overwhelm, which is a common problem
for those with cognitive limitations, by breaking up the information into smaller, more digestible portions.
Before going on to the next portion, chunking also helps students absorb and process knowledge more
efficiently.

Devaseran Balakrishnan ( MC230924044 )

Enhancing Comprehension and Retention

Teachers need to adapt their methods of education while also putting tactics into place that help students
understand and remember the subject better. Reinforcement and repetition are two of the best strategies
for achieving this. Frequent review sessions, tests, and group discussions can help make sure that students
have several chances to go over the subject again and can help reinforce important concepts.
Incorporating various review formats, such games, flashcards, or peer teaching, can enhance the process's
interactivity and engagement, hence augmenting retention.

Multisensory learning is another important tactic. Students form deeper connections with the subject
when numerous senses are engaged at once, such as when tactile activities are included or visual aids are
combined with spoken explanations. For instance, constructing shapes out of actual materials could be
part of a geometry lecture, giving students a hands-on approach to learning the principles. This method
helps students who might find standard lecture-based learning difficult while also improving memory.

Furthermore, it is crucial to give students with cognitive difficulties straightforward instructions.

Repetition of essential points, visual clues, and reducing instructions down into smaller steps can all assist
the students stay focused, as they may find it difficult to follow complex or abstract directions. Task lists,
examples, and visual schedules can act as useful reminders, helping students to remain focused and
organised.

Finally, one of the most important ways to improve retention and comprehension is to employ positive
reinforcement. Recognising young people efforts, no matter how tiny, inspires them to overcome
obstacles. Reward schemes, verbal commendation, and progress monitoring are effective ways to keep
students interested in the subject matter and boost their self-esteem. In addition to making students feel
accomplished, positive reinforcement encourages a growth mindset, which holds that skills can be
improved with effort and repetition.

In conclusion, by implementing flexible teaching practices, integrating assistive technology, and fostering
supportive learning environments, teachers can effectively adapt classroom instruction to meet the
requirements for young people with ADHD and learning disabilities. Furthermore, methods like positive
reinforcement, multisensory learning, repetition, and explicit instructions can greatly improve students’
understanding and retention. Teachers can guarantee that every student, despite cognitive difficulties,
get the resources and assistance required to thrive academically by taking the initiative and being flexible.

Devaseran Balakrishnan ( MC230924044 )