Most times, i ask the weak learners to come to the front so as to be in proximity to the teacher and attend to them and prompt first before strong learners.

The learning need that I have encounter is where a student that has trouble retaining information. The learner was supported by working on visualization skills, games that build visual memory to help make connections.

The special need  I have encountered  teaching in the university is when I was allocated a common course unit to teach. In that class, there was a blind student who could just take notes by use of braille machine.  I was lost initially on what to do but I later made sure that he sat at the front to ensure he clearly got all that I said and  used group discussions more in my teaching in which he immensely contributed. Eventually, he outperformed his peers in the course assessments. 

Thank you for these really helpful contributions - it is good to have such a clear statement of the issue and the solution!

The learning need I have encountered has to do with having a shy student who never talks in the class. The learner was supported by discussing with the student to understand the special need, encouraged to ask or answer question by sharing it with his sit meet.

I encountered a girl in the North part of my country during a survey. This girl learns nothing in school due to language barrier. We have tried to find a student from upper grade for translation and it works. We realized that this girl is rather intelligent.  The teaching language is a big fence for this girl. Though the vernacular is not unfortunately allowed systematically in classrooms, I have told the teacher that he can from time to time translate instructions for her.  

The learning need I have encountered was about language barrier. I noticed there was one of my students then that doesn't like to talk in class because he could not converse in proper English. When he tries to express himself, the other classmates usually makes jest of him. When I noticed this, I talked to his parents about him taking extra lessons in English language and this improved his language ability and his self esteem

The learning need I encountered is on how to posses the facilities for helping the disabled students on campus, both in the lecture room and during the examination.

A blind student teacher (BARAKA) on teaching practice. The student teacher was supported by other student teachers from the university when it came to organizing the class for assessment and drafting a lesson plan for him. Baraka did very well in his teaching in a mainstream girl school and I was impressed. His student were also very supportive.

Feelings of incompetence, which was addressed by graduating level of difficulty of tasks assigned to learners. With time, confidence level increased

The learning need i encounter is that in class i have two students who come from the same area and always want to sit together in class. These two students are not very good but they prefer sitting in the same sit to be making noise. I have noticed that and will always change their sit once im in class to teach them. Some teachers have started noticing and have complained and i make them understand the reason why they like staying together. So, in essence for the students to learn in class, they dont sit together during lessons and are not paired in the same group. 

The learning need I've  encountered in my class is a student with a  hearing problem. I adapted a sitting plan whereby  that student  sits in front during the lesson and also through peer support I was able to identify one student to be assisting her with her notes so as to go through after the lesson and update any missing words. During the lesson, there are some words that I write on the chalk board especially the chemical equations and calculations so that she can follow and doesn't feel left out.

A learning need that I have encountered was a student who is visually impaired. what i did was to have his notes read out and recorded in audio tapes, he was also provided with peer support and often use discussion method in teaching.

The encounter i had was with a student who has difficulties seeing at times. I place the student in front of the class where he can see the board clearly. I also make sure i monitor and check his work.

Giving extra time to learners with disability in class exercises/assessment and termly examinations have helped make room for inclusivity and creation of sense of belonging and confidence building amongst the affected learners.

The special need I have encountered is a child with poor hand and eye coordination .Her hands are weak. I had to adapt my seating plan by bring  her to the front row to be closer to me .So that I would monitor her closely and check her tasks that I would give her to feel included in the class .I would sit down by her and help give very simple tasks to do like making her pencil a bit bigger by cello taping 2 pencils to help her hold her pencil and try to hold pencil move from top to bottom or left to right before giving her letter to practise write on a paper. Now and then give her finger exercise before giving her a jumbo crayon to hold and colour in any picture given to her to colour. I even got her her dear friend Seini to sit by here to help her now and then when I was busy with the rest of the class.

Another encounter was a deaf child in the  the class at when I taught grade 4 .I had no idea of sign language but I made sure at all times of my mouth formation was clear when I was talking to the class. I adapted my seating arrangement and brought him to the front row with his dear friend Pita. I would repeat instructions or any given tasks I stated in all lessons. Our communication was mostly lip read. Pita would help Sione at all times doing the same thing repeating things with clear mouth formation to him. At times I would have time with his parents to ask for their assistance if I gave homework for Sion.His parents were very helpful.

I encountered a student with hearing impairment. I noticed he was not writing and was taking notes from his desk mate. I asked him what was the problem and he explained to me. The measure that I took was to reduce my speed of explaining to accommodate him. I also ensured his peer was able to explain to him.

I have encountered support two boys who are twins, they have speech problems. They were in year 1 but they could not communicate well, they repeat what you are saying, and could not say a complete sentence. For example when asking for a drink, 'drink'. This was so hard but I started by asking a question then  he will just give me one word then I will add another word to it and for them to repeat after me, and so we go from one word to two words and to three words and so on. But I used what they already know or what they like to start our conversation and always put them in groups when working in the classroom

I broke my leg when I was in primary school grade 3. The teacher identified a learner who stays near our home to be bringing home work for me at home and explaining to me what they had learned as well as giving me her notes for the day. Learning together was fun and I didnt miss much. The teacher also explained to the other students about my challenge and had the write a small card for me. I resumed school with the rest and was able to catch up without feeling excluded. 

Give as much detail as you can

A student who was a slow learner, couldn't spell some simple words correctly. I moved her to the front seat and made her sit with another student who writes well spells correctly. 

I always check her notes during lessons and slow down when reading or giving lectures for her to catch up. I ask her sometimes to repeat after me and if she's following up the lesson. 

I had an experience with a shy student during micro teaching.  Whenever it was her turn to practice a skill,  she could barely be heard and she would hold her head and give up.

I encouraged her whenever she made a small attempt and eventually she gained confidence.  I also used a video record of her teaching for her to privately self evaluate hersellf and suggest how she would improve and she greatly improved. When I supervised her later during teaching practice, she was very confident.

We have a student in our school who has mild Intellectual impairment. I had the opportunity to be the first teacher and noticed she had problems in talking and kept laughing for everything. She use to cross over the desk instead of walking beside it. Thanks  to my observations at preschool we were able to ask assistance from our Narcie (National Resource Center for Inclusive Education) officer and from then on we have her at our school and the Narcie officer visit our school for her updates. 

Teachers prepare lesson and package for her. 

She was given her manipulate games. She tends to forget she is given a lot of pictures to read. She is also awarded for trying her best with her work. She loves coloring and that is one of her incentives. 

I have had learners with attention retention issues.

In my teaching, I incorporate teaching/ learning strategies that will attract their attention.

I have to make my lessons fun and interesting, otherwise I would loose them

I have encountered a child with behavioural issues coupled with communication delays, she always ran around the preschool centre pulling things off of shelves and so on, She would also scream out or make strange sounds. This was a huge distraction to other students and teachers. 

Working together with colleagues we were able to give her tasks and work with puzzles or storybooks that held her interest for a while. This helped her to stay in one place for a while and not be so disruptive. Also, she would be put to sit close to a teacher, so that they could monitor her and re-engage her if she began to lose interest and attempt to run about again.