9 ACTIVITIES FOR CHILDREN WITH EDUCATIONAL NEEDS - ECONOMÍA

The pupils with special educational needs require special care need not be different from the rest of his teammates. The possibility of providing more specialized help to these students is within the principles of inclusive education.

This style of education indicates the main objective of promoting an egalitarian education, since absolutely all of us have defects and at the same time we understand education and respect as a fundamental right of the human being.

In order for these students to be included within the equality of the classrooms, the continuous collaboration of the teachers is necessary, since in this way the students will be involved and will be perfectly included in the context of the school.

This article aims to present the concept of SEN and the activities in which all students can participate, regardless of whether or not they have SEN, properly so called.

What are special educational needs?

The concept of special educational needs is first disclosed in the Warnock report (1978). It is here from where a letter is prepared to assess the causes of school failure.

It is at this moment that changes begin to occur and where, according to Sánchez (2001), the concept of SEN begins to focus, mainly, on the response that the school must give to this student.

It is a specific student body to whom the greatest possibilities for excellent personal and social development must be offered.

Since then, and to give these answers, the different laws in recent years, such as the LOGSE, LOE and LOMCE, embrace the term to bet on adequate training for students with SEN

Ultimately, the role of the teacher is to adapt the content and situations originating from daily practice to the needs of each student.

There is no demand equal to another, since we can find ourselves from a hearing disability to the maturational delay itself.

Things to consider before working with children with educational needs

Common goal

We must emphasize that all activities share a common goal: to integrate the student into their group, regardless of the need they show.

Weather

We must bear in mind that the time to devote to each activity is subject to the educator's interest, since depending on the context in which they are used, more or less time will be necessary.

Likewise, this same educator will determine if the objectives have been achieved through a purely observational continuous evaluation of the students, since on a continuous basis they will be able to check if the objectives have been achieved and, therefore, the student is in full well-being.

Child stage

We must specify that these activities are designed to be used with children in the infant and primary stage, mainly. Depending on the stage in which we use it, they must be adapted to the level deemed appropriate.

List of activities for working with students with special educational needs

1-Identification

This activity proposes that the student, regardless of the situation in which he finds himself, knows how to distinguish the objects that are proposed to him.

For example, in the case of hearing impairment, the student is presented with a series of objects in different shapes and is asked to point to those that have a circular shape.

In the case of visual impairment, the student will have to say after each sound the means of transport that they have heard.

For this activity, it is necessary to create a card with different objects in different ways (for the hearing impaired) and to have a music player for the sounds of transport, for example.

However, if we meet other students with SEN, the task can be developed in pairs, where the other classmates can support them.

This activity can be modified with drawings and sounds belonging to other themes such as, for example: animals, sports, musical instruments, etc.

2-Repetition

In this activity we will use any group of elements, in this case, for example, we will use fruit.

They will be shown a set of fruits where several of them will be repeated and the student must identify which one is repeated. In the case of visual impairment, the name of the fruit will be repeated and the student will have to say which are the repeated fruits.

For this activity, it is necessary to make a card with different objects where some may appear repeated (for hearing impaired) and have a music player for the sounds of the animals' media, for example.

If we meet other students with SEN, the task can be developed in pairs, where the other classmates can help them.

3-

The group will form a circle and release their hands. Next, ingredients (either real or toy) will be distributed.

Each ingredient will be repeated, matching three students with the same type. In this way they will form a group that will go hand in hand and move at the same time. All students with SEN will be able to count on the help of the group to which they belong to move around the classroom.

The activity will take place as follows:

The teacher will position himself inside the circle and mention an ingredient.
The group that has it should be in the center of the circle
The group that was in that place will have to go to the same place where the others were. When the one in the center mentions the word "paella", all the components must change places.

4-

The group is divided into pairs and a balloon is given to each pair. One of the components ties it with a thread to the foot and they begin to walk.

The activity consists of exploding the balloons of the companions and as they are being exploited they are eliminated, leaving only one couple as the winner.

The possibility of doing the activity in pairs allows all students to participate and group cohesion can be carried out .

5-

One student in the group is called a "jellyfish" and has to bite the other children, "the fish", to make them stay still.

The others will go in pairs and if they are touched they will have to immobilize themselves, they may also immobilize other children who are also “fish”. The last pair left in motion is the winner.

6-The playful faces

The group will sit in a circle and the music player will be used to play Liuba Maria Hevia's song, called “Estela, granito de canela” .

When the song ends, they should be repeated:

As we can see, the lyrics of the song refer to all parts of the face and in this way the students have to play the part that the song indicates to them.

At the beginning, the music will stop so that everyone can select the indicated part, however, as the dynamics progresses, an individual student can be asked to touch their face, helping those who cannot do it alone.

7-Once upon a time there was a boy

For this activity it will be necessary to have closed cardboard boxes. These are prepared in a circle, around a mirror, and this will be inserted into the circle as if it were a door.

Once we have everything ready, the students will be invited to enter the classroom and we will allow time for them to express their concern that this situation causes them.

Next, they will be asked to lie on their back, in this same circle, to hear the story that we are going to tell them.

At the same time that it is explained to them, the teacher adopts the fetal position (so that the students also have it). In addition, the name of each student is mentioned and they are asked, how do you think the baby was inside his mother?

In addition, students are encouraged to participate in the story and the song with gestures and sounds.

Those students who have a hearing or similar disability that prevents them from fully participating in the activity will have pictures of the story that will facilitate their understanding of the activity. In addition, we must point out that, with regard to taste, they will be given food such as bananas, cookies, bread, etc., And, to smell, lemon, perfume, etc.

8-The guide

Pairs are established in the group and a bandage is distributed to each pair. The instructions are as follows: one component applies the bandage and the other must guide him with only the word until he reaches an agreed goal.

Meanwhile, the teacher will put some barriers that make it difficult for the students to pass to make the activity more difficult.

This activity, apart from group cohesion, shows students the importance of having contact with the person who speaks to us and the need to trust who is guiding us. In addition to working on empathy with people with visual difficulties.

9-The mimics

The students will be in a group of three and will be handed out some cards with the name of a movie.

From here, in turns, each group will have to expose their film through mimics. They will have for each presentation the time that the teacher deems appropriate and no one will be able to pronounce any word. Each student should write down in their notebook the name of the movie that they think their classmates have represented.

This activity is opportune to practice empathy with colleagues who have hearing difficulties, as no one can speak. And, like all the others, it is also a playful possibility to work on the inclusion of students and group cohesion.

References

CALERO DE LA FUENTE, MT (2008). Games for children with special educational needs.
MARTÍNEZ CAMACHO, M. (nd). Activities program for special education.
ORTIZ GONZÁLEZ, MC (1994). The book adapted to special educational needs. Teaching, Vol. 12, 261-274.
SÁNCHEZ PALOMINO, A. (2001). Assessment of special educational needs. Educational attention to diversity in the new millennium. 557-566.

9 ACTIVITIES FOR CHILDREN WITH EDUCATIONAL NEEDS - ECONOMÍA - 2025