Communication in classes: case study on special education in Israel
Communication in classes: case study on special education in Israel

Summary/Abstract: In order to promote Pervasive Development Disorder (PDD) students, verycomplex work is required in a communication class that is divided between adaptations (mirroring,construction, environment, time, and social rules) and mainly cognitive process work (emotions,pragmatics, vocabulary expansion of mental verbs). The daily application of the teacher's "real-time"cognition and "real-time" mediation is necessary for these children to become independent. Theauthor of the article is a teacher in the media class for about 10 years. Over the years, the writerreceived weekly instruction from the media instructors who came to the school under the supervisionof the Ministry of Education, as is customary in the communication classes, and learned from themabout their disabilities. Each communication class has a large staff: an educator, a colleague, twoassistants, and a paramedical staff. It is very important to cooperate with the professional staff tohelp advance the students. There are few students in each grade (6 on average), which allowspersonal attention that also contributes to the advancement and success of students

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