Transcript October 4

Supporting Inclusive
Education
Logographic
reading
Linda Siegel
University of British Columbia, Vancouver
Supporting Inclusive Education
Linda Siegel
University of British Columbia
Vancouver, CANADA
[email protected]
A European Framework for definitions
UN Declaration of Human Rights (1948)
Resolution 217 Article 26
“Everyone has the right to education.
Education shall be free, at least in the elementary and
fundamental stages.
Elementary education shall be compulsory.”
My comment – Education should be appropriate.
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Salamanca Statement – June 1994
Signatories to the Salamanca Statement agreed that:
• every child has unique characteristics, interests, abilities
and learning needs
• education systems should be designed and educational
programmes implemented to take into account the wide
diversity of these characteristics and needs
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Salamanca Statement – June 1994
The Salamanca guidelines included
... a need to take full account of individual differences
(Statement 21)
... adapting to the needs of the child (Statement 28)
... providing additional assistance and support to children
requiring it (Statement 29)
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Salamanca Statement – June 1994
The Salamanca guidelines included
... identifying difficulties and assist pupils to overcome them
(Statement 31)
... appropriate teacher training (Statement 42)
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Framework for Success
Policies
Teamwork
Resources
Training
Awareness
Successful inclusion
It is important to recognize these principal areas:
Policies – These are a legal aspects in a particular
jurisdiction.
Resources – These should be evidence based
Training – Cannot be performed without a good knowledge
base and resources.
Teamwork- Professionals and parents
Awareness – Knowledge about disabilities is critical
Policies
• Education policies should recognise that every individual has
unique characteristics, interests, abilities and learning needs, and
education systems should be designed to provide informed
evaluations and derive appropriate educational programmes to
accommodate the wide diversity of these characteristics and
needs.
• Work and life related policies, e.g. disability discrimination
legislation, should ensure that no individual is excluded or
penalised because they learn in a different way.
• All policies should reflect that these rights are irrespective of the
individual’s first language.
Resources
• Screening and assessment of the individual with SPLD should
be freely available for all, using a well-researched, widely
accepted test (or range of tests) based on current theories.
These tests should be relevant to needs and support, and
provide the basis for the formation of an individual education plan,
including additional resource support (e.g. ICT requirements),
and/or guidance for personal development.
• Teaching and learning resources (e.g. paper and computer
based teaching materials) should be available to teach the
individual literacy and life skills, and help strengthen other area of
weakness that may be identified.
Resources (2)
• Support material and devices (e.g. text readers) should be
widely accessible and acceptable for education and employment
purposes.
• Guidance and awareness information should be widely
available (e.g. web based) to the general public, and to all
professionals who may be working with or supporting the
individual with SEN.
Training
• Every educational establishment should have staff trained in the
identification of individuals with specific learning difficulties.
• All staff in educational establishments should be trained in the awareness
and understanding of SEN, and how to provide accommodations within
a normal teaching/learning environment.
• All those concerned with education (e.g. learning support
assistant and policy makers) should know their responsibilities towards
Individuals with SEN.
• All those working with or caring for the individuals with SEN, (e.g. parents,
educational and occupational psychologists, speech and language
therapists, disability officers, human resources personnel, community
workers) should be trained to identify specific learning difficulties using the
latest tools, and to provide recommendations with respect to the latest
developments, including ICT.
• Every individual with SEN should be provided training to understand,
discover, explore and capitalise upon their strengths and weakness to
ensure they gain the maximum benefit from support and recommendations
resulting from their needs assessment.
Training
Educational establishments and employers
• Each educational establishment should have individuals trained in the
recognition of the individual with SEN and their needs.
• All employers should be aware of the special needs and abilities of the
Individual with SEN, and should ensure their abilities, strengths and
weaknesses are fully utilised for the benefit of the individual, the employer
and society.
• All staff should be trained in the awareness and understanding of SEN,
and how to accommodate the individual within the normal learning and
working environment.
• All schools and employers should have policy guidelines to ensure an
inclusive approach is adopted for individuals with SEN.
• Any support provided should be seen as a fundamental human right which
ensure these individuals are empowered within society, and are not
perceived as an advantage to the individual by the general public.
Inclusive Education
Individual
Individual
Learning
Support
including
assistive
technology
Class
Good for
spld,
good for all
Classroom
Management
School
Whole
school
approach
Staff
Support
Parents
Parental
support
Supporting
the parent
Traditional Model
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Deficit
Functional limitations stressed
Classification very important
Standardized assessment
Separate remedial instruction for
each category
What is inclusive education?
• Students are with their age and grade
level peers
• Few if any special classes and no special
schools
• All children in the same classroom,
whatever the disability
• There can be resource withdrawal
What is inclusive education?
• Continuum of support service
– Special education is integrated with regular
education
• Need to review student progress
– Reading, spelling, writing (composition),
mathematical problem solving, arithmetic
– Not necessarily examinations. EPs play an
important role in assessment – either guiding
teachers or doing individual assessments
Why inclusive education?
• Human rights concerns – value all within
the community
• Increase social acceptance
• Integrate individual into educational
system
• Prepare SPED student for living in a
broader social context
• Help prevent bullying and aggression
• Help non SPED children
Opposition to inclusion
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It costs too much
Other children will suffer
Individual student will not be able to cope
It is too difficult
People are not willing to accept it
Students will not get an appropriate
education- their needs will not be met
Teamwork - Partners in Inclusion
parents
teachers
se child
reg child
EP + team
admin
What makes inclusion work?
• Teacher preparation
• Smaller class size
• Not too many special ed students in one
class
• Classroom climate
• Discussion of the individual differences
with the students
What makes inclusion work?
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Educators assume responsibility
Teachers work closely with all children
Children are prepared for difference
Characteristics of SPED children
∞responsiveness
∞strengths
Parent support
What are the characteristics of
lessons that support inclusion?
• Recognize and build on the diversity of
student experience
• Reflect difference in student knowledge
and abilities
• Accommodate different rates at which
students learn
• Allow for differences in learning styles
What are the characteristics of
lessons that support inclusion?
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Learning aims are clear
Recognize student strengths
Avoid mechanical copying
Work done by
individuals/pairs/groups/whole class
• Variety of activities discussion, oral
presentation, audio-visual, writing, library
• Variety of ways to record work
What are the characteristics of good
teacher and EP preparation for
inclusion?
• Fostering an understanding of how
children develop reading, spelling,
arithmetic, problem-solving and social
skills
• Developing an understanding of social and
emotional development
• Developing positive attitudes toward
student diversity
What are the characteristics of good
teacher preparation and EP for
inclusion?
• Knowledge of the categories of special ed
students
• Practicum experience with special ed
students
• Understanding of working with
paraprofessionals
• Understanding the parents’ feelings and
concerns
What is good leadership in regard
to inclusion?
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Knowledge of practice
Ability to communicate vision
Enthusiastic about inclusion
Maintain morale
Understand power structure
Provide support to teachers
Aware of parent concerns
Role of the Principals
(Headmasters)
• Select staff who agree with inclusion
• Recognize the need for program and staff
development
• Total responsibility for all students
• Understand the benefits of inclusion for all
students
• Identify services
• Understand the role of technology
• Develop the school climate
Family of Schools approach
• Professionals meet together from a small
number of schools and discuss problems
and solutions.
• Professionals learn to understand the
roles of the individuals in the team and
how they can work together
Sharing Practices
• Best practices conference
• Posters, booths and tables
• Time for people to move around and visit
the exhibits
• Organized by SPED category
Group Activity
• Describe a successful experience with
inclusion.
Universal Design for Learning
• Definition – An approach to education that
addresses the barriers to students’
learning
• Goal – making expert learners of all
students
Universal Design for Learning
• Goals – appropriate instruction for all
students
• Materials- multiple representations of
content
• Methods- flexible and diverse
• Assessment – flexible, provides
information to teacher and the learner
Identify Strengths and Weaknesses
• Outline your own strengths and
weaknesses in the learning areas.
• Consider what are the ways in which you
learn the best.
• Consider how the educational system can
adapt to your learning style.
Universal Design for Learning
• Representation -the what of learning
how information is presented
• Expression
-the how of learning
how the learner expresses knowledge
• Engagement
-the why of learning
how the learner is motivated, engaged
intrinsic vs. external
Learning Styles
• Students learn in different ways.
• Some students grasp information easily
when it is in print form.
• Others prefer information presented in an
auditory form.
• Still others prefer a non-print visual format.
• No one means of representation will suit
all students.
Case Study - Paul
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Dyslexic – slow reader
P6
Difficulty with reading, spelling and writing
Problems with verbal memory
Above average mathematical skills
Shy, reluctant to speak
Good 3-dimensional visual-spatial skills
Artistic
Representation- Options for
Perception
• Customize display of information
– Graphics, charts – Paul grasps information more
quickly in this form
– Features of the text
• Auditory Information
– Tape record lectures – Paul cannot take notes quickly
– Students share notes
• Visual information
– Films, pictures, PowerPoint – alternate ways of
presenting information
Features of the Text
• Make text easier to read
• Size of the text or images
• Amplitude and speed of the speech, video
or sounds
• Contrast between background and text
• Colour used for information or emphasis
• Layout of the visual material
– Headings, boxes, white spaces, font
Universal Design for Learning
• Representation -the what of learning
how information is presented
• Expression
-the how of learning
how the learner expresses knowledge
• Engagement
-the why of learning
how the learner is motivated, engaged
Universal Design for Learning
• Representation -the what of learning
how information is presented
• Expression
-the how of learning
how the learner expresses knowledge
• Engagement
-the why of learning
how the learner is motivated, engaged
Alternatives for auditory
information
• Speech to text
– speech recognition – writing difficulties, shy
– Ideal for Paul but had to learn how to use it
– Tape recorder – also good for Paul
• Visual symbols for important points
– Bullets, font size
• Visual equivalents for sound effects or
alerts
– Sound to turn the page
Alternatives for Visual Information
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Graphics
Animation
Video –nature, biology
Physical objects
Spatial models – maps, 3 dimensional
very good for Paul – history, biology
Examples of Alternate Text
• Text to speech – screen reader good for
Paul
• Talking books and textbooks – good for
Paul
• Aide or partner that can help with
reading – paired reading
Case Study - Paul
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Dyslexic – slow reader
P6
Difficulty with reading, spelling and writing
Problems with memory
Above average mathematical skills
Shy, reluctant to speak
Good 3 dimensional visual-spatial skills
Artistic
Biology-Endangered Species
• Students work in groups to develop a
board game
– Students remember facts more accurately
– Must do research – must cooperate
– Students with output problem – good verbal
skills but poor writing can speak
– Students with artistic skills can draw the board
– Encourages imagination and critical thinking
– Autistic spectrum disorder - details
Dyslexic- Paul
• Prefers colour coding – helps his visual
memory
• Prefers charts
• Wants to be allowed to tape record
lectures
Group Activity
• How can we help Paul learn biology in the
endangered species game?
Case Study - Susan
• S1
• Difficulty with mathematics, impulsive errors,
does not know multiplication tables
• Poor handwriting and spelling
• Trouble learning English
• Attention deficit, appears unmotivated
• Good reader, including reading comprehension
• Good at rule learning
• Likes acting and drama
• Likes to play the drums and sing
Group Activity
• How can we help Susan in the
Endangered Species game?
Representation – Options for
Language
• Define Vocabulary
– Electronic dictionaries
• Clarify syntax- Susan- stress rules, exceptions
– Grammar checkers
• Cross linguistic understanding Susan stress
rules
– Electronic translation
• Decoding text/Mathematical symbols - Susan
– Charts to help with impulsive errors
• Illustrate concepts non-linguistically - Paul
– Mind map
Techniques for Vocabulary &
Symbols
• Pre-teach vocabulary - Susan
• Prefixes, suffixes – helps spelling,
vocabulary
• Morphology – helps spelling, vocabulary
• Compound words – hairbrush, toothpaste
• Embed information within text- illustrations,
footnotes, explanations
• Embed support within text - jargon,
colloquialisms, idioms
Morphological - Words
• They need to 1.diversionary
2.diversity
3.diversion
4.diversify
Morphological Pseudowords
• The car is too 1.rendalize
2.rendal
3.rendment
4.rendify
Vocabulary Activity
for each group
• Think of as many prefixes and suffixes as
you can
• Think of as many morphological endings
as you can and categorize them by part of
speech
Techniques to Clarify Syntax and
Structure
• Highlight structural relations to make them more
explicit
• Offer less complex alternative
• Verb tenses
• Make relationships explicit
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Link ideas in a concept map
Highlight transition words in an essay
Then, however, furthermore
Tie antecedents for anaphoric references
This, that, his, hers
Decoding Text or Mathematical
Notation
• Text to speech
• Mathematical notation with voicing- Susan
cannot remember the name of the
symbols or draw them
• Text with human voice –talking books
Cross-linguistic Understanding
• Present key information or definitions in
first language in addition to English
• If possible, find cognates
• Provide electronic links to dictionaries,
web translations
John
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Autistic Spectrum Disorder – Asperger’s Syndrome
S1
Average decoding skills, poor comprehension
Very poor handwriting
Poor social skills
Fascinated with dinosaurs, automobiles, battles
Good visual memory, poor auditory memory
Math calculation skills are good but problem solving is
difficult
• Has trouble seeing the big picture, good attention to
detail
• Family has difficult coming to terms with his problems
Group Activity
• How can we help John in the Endangered
Species game?
Illustrating Key Concepts Nonlinguistically
• One form of symbolic representation
complemented with an alternative form
– Solar system description with a 3D model
• Illustrations or diagrams complemented
with verbal explanation - John
• Link information in text to accompanying
charts, illustrations, or diagrams - John
Representation – Options for
Comprehension
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Provide background knowledge - John
Highlight important ideas - John
Guide information processing - John
Support memory and transfer – guides for
memory
Activating Background Knowledge
• Relate new information to existing
knowledge
• Advance organizers – KWL
– Know Wonder Learn
• Pre-teach critical concepts
• Use analogies and metaphors
– Susan likes rules and concepts
Highlight Critical Features and big
ideas
• Stress rule learning – multiplication tables
– Susan
• Use outlines
• Stress key elements
• Use examples and non-examples- John
– English plurals
• Reduce irrelevant information John
• Use cues and prompts to draw attention to
critical features Paul
Options to Guide Information
Processing
• Prompt each step in a sequential process
• Scaffolding to support strategies
• Chunking information into smaller
elements
• Progressive release of information
– Wh questions
Supporting Memory and Transfer
• Checklists, post-it notes, organizers,
electronic reminders
• Opportunities for review and practice
• Templates for note taking
• Mnemonics
Expression – Options for Physical
Action
• Mode of physical response
– Paper and pencil
– Keyboarding
• Means of navigation
• Accessing tools and assistive technologies
Mode of Physical Response
• Allow more time
• Oral reports and examinations
• Poor handwriting = learn typing skills
– Touch typing not hunt and peck
Means of Navigation
• Voice
• Joystick
• Adapted keyboard
Accessing Tools & Assistive
Technologies
• Touch screens
• Keyboard commands for mouse actions
– Instead of pull down menus
– Control s for Save
Media for Communication
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Text
Speech – story telling, drama
Drawing, illustration
3D models
Film, video
Multimedia web design
Music, visual art, sculpture
Composition & Problem-Solving
• Spell checkers, grammar checkers, word
prediction software
• Voice recognition, dictation, recording
• Calculators
• Sentence starters
• Story webs, concept mapping tools
• Computer aided design, music writing
software
Scaffolds for Practice and
Performance
• Provide models
• Provide different mentors
• Provide scaffolds that yield increasing
independence
• Provide feedback –often and differentiated
Expression- Options for Expressive
Skills and Fluency
• Media for communication
• Tools for composition and problem solving
• Scaffolds for practice and performance
Expression Options for Executive
Function
• Effective goal setting- what are your
dreams
• Support planning and strategy
development
• Facilitate the managing of information and
resources
• Enhance capacity for monitoring progress
Effective Goal Setting
• Prompts to estimate effort, resources and
difficulties
• Model or examples of effective goal setting
• Guides and checklists for scaffolding goalsetting
Checklist - Composing a Paper
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Select topic
Do some research
Narrow the topic
Write outline
Check to see that research fits outline
Write introductory sentence
Write one sentence summary/conclusion
Write sections
Check for transitions between sections
Check spelling and grammar
Write a one paragraph summary
Planning & Strategy Development
• Prompts to stop and think before acting
• Checklists to set up priorities, sequence,
and schedule of steps
• Models of think-aloud of process
• Guides for breaking long term goals into
smaller ones
Managing Information and
Resources
• Graphic organizers for data collection and
organizing information
• Prompts for categorizing
• Checklists and guides for note-taking
Enhancing Capacity for Monitoring
Performance
• Guided questions for self monitoring
• Charts showing progress
• Templates that guide self reflection
Template for Self Reflection for
Composition
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Have I chosen the topic carefully?
Have I searched the important sources?
Have I looked up any words I did not know?
Have I made an outline?
Have I paid attention to the transitions between
paragraphs? Do I have any colloquial language?
Have I taken the role of the reader?
Have I written a one sentence conclusion?
Have I written a summary paragraph?
Have I checked for spelling and grammar errors?
Engagement – Options for
Developing interest
• Increase individual choice and autonomy
• Enhance relevance and value
• Reduce threats and distractions
Options for Increasing Individual
Choice & Autonomy
• Allow some choice in tools for information
gathering
• Allow some choice in timing of completion
of subtasks
• Allow some choice in the design of
activities – individual vs. group and who
they work with
• Involve students in setting their own goals
Enhancing Relevance & Value
• Socially relevant activities
– environment
• Activities that communicate to real
audiences
• Provide tasks that allow for active
participation and experimentation
Reduce Threats & Distractions
• Charts, calendars, and schedules that
increase predictability of daily activities
• Availability of breaks
• Spaced vs. massed practice
– Spaced practice – shorter periods, learning
over several days rather than in one long
period
Salience of Goals
• Prompt – requirement to restate goals
• Display concrete goal
• Divide long term goals into short term
objective
• Hand held or computer based scheduling
• Prompts for visualizing desired outcome
Challenge & Support
• Differentiation of degree of difficulty
– More advanced students get special problems
• Opportunities for collaboration
• Variations in acceptable performance
– Not counting spelling in the grade
• Emphasize improvement and effort as
alternatives to competition and external
evaluation
Fostering Collaboration
• Cooperative learning groups
– Lessons in working together as a group
• Prompts to guide students in when to ask
for help from peers and teachers
• Peer tutoring and support
• Construction of virtual communities
– Shy student
Increasing Mastery Oriented
Feedback
• Feedback to encourage perseverance and
self-awareness
• Feedback that emphasizes effort,
improvement and achieving a standard
rather than comparison with others
• Frequent feedback
• Feedback that encourages strategies for
success – trying again, understanding
difficulty
Goal Setting and Expectations
• Prompts, checklists, guides that focus on
small goals to reduce frustration
• Coaches that understand strengths and
weaknesses
Coping Skills and strategies
• Managing frustration
• Seeking support
• Develop internal controls
– Cognitive behavioural skills – self talk
– Positive self reinforcement
Self-assessment and Reflection
• Devices to help students collect and
record data from their progress
• Monitoring progress should be timely,
frequent and understandable
• Testimonials from other students
Engagement - Options for
sustaining Effort and persistence
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Heighten salience of goals and objectives
Vary levels of challenge and support
Foster collaboration and communication
Increase mastery oriented feedback
Engagement – Options for SelfRegulation
• Guide personal goal setting and
expectations
• Scaffold coping skills and strategies
• Develop self-assessment and reflection
Challenges for Inclusive Education
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Assessment
Team work
Teacher preparation
Restructuring of Lessons
Individual Education Plan - IEP
Assessment – Examination
Accommodations
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Increased time
Oral examinations
Allow the use of a computer
Allow the use of a calculator
Reader – person, screen reader
Scribe – writes down what the student
says
Increased Time for Examinations
• What would we do for Paul, Susan, & John?
• Written on transcript if there are
accommodations
The Individual Education Plan (IEP)
• A description of the students current
functioning in all areas, including strengths
• A description of what should be done to
help the student with areas of difficulty
• A description of what will be done in the
classroom to help the student
• A description of what resource people will
help the student and in what areas
What would you like to know?
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Behaviour
Past history of learning
Past difficulties, if any
What interventions have been tried?
• First language
• Strengths
Suggestions for an IEP
– Level of functioning
– Specific problems- types of errors
– What will you do to help her?
– Who will help her?
– What accommodations will be made in the
classroom
– How will you monitor her progress?
Template for an IEP
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Major concerns
Difficulties
Strengths
Factors – first language, family factors
Past history of interventions
Planned interventions
supports needed
People responsible
Team meetings planned
John
• Autistic Spectrum Disorder – Asperger’s Syndrome
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Average decoding skills, poor comprehension
Very poor handwriting
Poor social skills
Fascinated with dinosaurs, automobiles, battles
Good visual memory, poor auditory memory
Math calculation skills are good but problem solving is a
problem
• Has trouble seeing the big picture, good attention to
detail
• Family has difficult coming to terms with his problems
IEP - John
• Major concerns
– Reading comprehension
– Mathematics problem solving – algebra, geometry
– Social skills
• Strengths
– Attention to detail
– Visual memory
– Interest in dinosaurs, machines, battles, computer
games
– Adequate decoding and math calculation skills
John - IEP
• Factors
– Troubled family, parents highly educated and
have difficulty accepting his difficulties
• Past history of interventions
– IH classroom – IQ 79- some good verbal skills,
fine motor difficulties, good rote memory
John
• Planned interventions
– Typing tutor
– Writing practice
– Group work – Endangered Species Game
– Use of highlighting for text
– Text to speech – screen reader
– Break down any new concepts into small
steps
IEP
• Supports needed
– Group work – classroom teacher
– Reading comprehension classroom and
SPED teacher
– Social support for family
• People responsible
– Classroom teacher, SPED, social worker
• Team meetings planned
– Beginning, middle and end of the year
The following 3 slides are for group
work
Task 1
• Prepare an IEP for a S1 student in English
– Dyslexic
– Poor vocabulary, handwriting, and spelling
– Inadequate phonics skills
– Stumbles over longer words
– Trouble with English grammar
– Difficulty in English composition
– Strengths – artistic, excellent computer skills,
good imagination
Task 2
• Prepare an IEP for a P1 student for a Chinese language
class
• Dyslexic
• Poor handwriting
• Makes mistakes in stroke placement
• Poor composition skills
• Composes music, sings and plays the guitar very well
• Has attention difficulties
• Likes movies, especially Jackie Chan movies
Task 3
• Develop an IEP for a student in S3 with a
Mathematics disability
– Student reads English and Chinese quite well but has
some problems speaking English
– Poor fine-motor co-ordination
– Poor handwriting and composition skills
– Student has difficulty with mathematics
– Student has trouble remembering formulas
– Student is very anxious about his performance
– Attention and motivation difficulties
– Difficulties with English spelling and composition
Task 4
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S2 student with ASD
Attention difficulties
Is interested in dinosaurs and airplanes
Good decoding skills but poor
comprehension
• Trouble with Chinese writing but good
speaking skills
• Difficulties reading and speaking English
Task 5
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P3 student with mild mental handicap
Good singing voice
Good social skills
How can the English, Chinese and
mathematics curriculum be adjusted to
help her?
Other Aspects of Inclusion
How can we help students learn
together?
• Build interpersonal and communication
skills
• Teach about bullying and teasing
• Role play and simulation about disabilities
– Blind
– Deaf
– Wheelchair
– Learn Arabic writing – copy script
Learner Centered Classroom
• Chairs around tables & comfortable places
to work
• Walls – students’ work – not just the best
– Schedule information
– Charts that help
• Class discussion
– Students question each other
– Students ask questions
• Tasks- different activities simultaneously
Tools to Evaluate Inclusion
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Staff development help staff respond to students
Support is coordinated
All students are welcome
Staff and manage work well together
Policy is inclusion
Staff appointments and promotions are fair
Physically accessible buildings
School resources are fairly distributed
The voices of children
• Boy with cerebral palsy
– People think he is helpless and unable to
understand anything
– People feel sorry for me
– Adults make decisions without consulting me
as if I have no brain
– Wants to be involved in decision making
Problems of SPED students
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Asking for help
Ignoring
Saying stop
Making friends – need to know how
Supporting each other
Giving help
Negotiation -accept others ideas and give
their own
Learning Together
• Negative behaviour of others toward them
– Shouting
– Not listening
– Dominating
– Excluding them
– Picking on them
Influences feeling of self worth
Joining In
• SPED children feel useless, sometimes
bored because they are left out
• Felt they do not have the language skills
• Aggression is a problem
• Should teach social communication and
collaborative skills
Adult help
• Can facilitate
• Some students felt it prevented them from
finding their own ways to solve things
• May be embarrassing
Being dyslexic
It is hard to believe in yourself
It can be boring to have to drill and
practice the things that other find easy.
It may be irritating that others cannot
keep up with you when you are full of
good ideas.
12
2
Being dyslexic
It can be difficult to see beyond your
own difficulties
It doen’t seem fair that you have to
work so much harder than other
sometimes.
It is frustrating, on a bad day, to realise
that you cannot remembre things you
did with ease the day before.
12
3
Dyslexia management
Individual
Classroom
School
Parents
12
4
I
Use multisensory letter learning techniques include plastic letters, ...
125
I
... drawing in sand with eyes open and with eyes closed ...
126
I
... or using clay to form letters.
127
I
12
I
12
I
13
I
13
I
13
I
13
I
13
I
13
I
13
I
13
I
13
I
13
I
Also practice the order of the alphabet as this will help dictionary
skills.
140
I
Help the child with the tasks, but learn to know when to help, and
when to let them try themselves.
141
I
Make activities fun, and there is no reason why it cannot be a
shared experience
142
I
You do not have to be sitting at a table to be working.
143
I
Practice regular and well known words
144
I
Do not just work on just whole words. Try parts of words, based on
suggestions of the teacher.
145
I
Teach the child how to break words down into syllables. Spelling at
the syllable level is a lot easier than the whole word level. If they can
break the word down into the syllables, the task of spelling is much
easier.
146
I
Provide books that look interesting and give guidance for appropriate
level whilst still allowing for choice.
147
I
Have useful words available around the classroom for reference.
Make sure the child knows where to access them (i.e. on word lists
that the child can take to the table, not have them try to copy from
the wall).
148
I
Starting a personal word bank for the child. They should carry this
with them at all times.
149
I
Encourage the child to look at the shape of the word and count the
letters.
150
I
Look, Cover, Write, Check - This is a common teaching which means
first LOOK at the word, COVER the word, WRITE the word from
memory, CHECK results.
151
I
A better method if you have plastic letters (or letters on cards) is to
first MAKE, then Look, Cover, Write, Check. By having the child
MAKE the word, they can assemble the letters to make the target
word before they look at it.
152
I
Handwriting is very important. Many children have to concentrate so
hard on the appearance of their handwriting that they forget about
spelling! Practice letter formations.
153
I
Check the way the child is sitting and holding the pen as this can
influence handwriting.
154
I
When practicing handwriting, concentrate on one thing at a time,
such as letter height consistency.
155
I
Computers can be a great benefit to children in many ways. As well
as being multisensory, with great sound and pictures, they can also
provide practice in the specific area of needs.
156
I
Word processing can allow children to submit material without
mistakes, allowing them to concentrate on content more than
spelling.
157
I
Do not neglect the area of maths. Many children have difficulties, but
try to find out if it is because of the numbers, or difficulty with reading
the question.
158
I
Maths skills start with counting. Only once that skill is acquired can
other skills be considered. Finger work can be good to start with.
159
I
Remember that some children have problems with maths just
because they cannot read the questions. In maths some children
may prefer to use real objects for counting.
160
Classroom management
YES
Classroom management
YES
C
Try to put the dyslexic child near the front of the class so you can
watch their progress.
163
C
Check that children are keeping up, and not just sitting passively,
during shared reading and writing times.
164
C
Discuss the main ideas or concepts in a passage before having the
child read it. Discuss new or unusual vocabulary. Comprehension
can be a continuing problem for dyslexic people of all ages.
165
C
Adapt the classroom so that, wherever possible, dyslexic children sit
alongside well-motivated children or a 'study buddy' who they can
ask to clarify instructions for them.
166
C
Organise the class so that there is little movement around the room,
as some dyslexic children find background noise and visual
movement distracting.
167
C
With each task ask what is important - spelling, grammar or content,
and mark appropriately. Where reading and writing are involved,
allow extra time.
168
C
When marking work, try where appropriate to indicate the nature of
the error, particularly if it is a consistent one and back up with an oral
explanation.
169
C
Gather as many interested adult helpers as you can; teach them
together in a small group how to teach your dyslexic children, (using
blind-folds, sand trays, cursive handwriting, practice crib-cards etc).
170
School
Individual
Individual
Learning
One-to-one
Support
including
assistive
technology
Class
Good for
dyslexics,
good for all
Classroom
Management
School
Whole
school
approach
Staff
Support
Parents
Parental
support
Supporting
the parent
S
Make sure all staff know who is dyslexic.
Have a central registry of who is dyslexic, and what are their
difficulties.
172
S
Ensure that all staff are trained in how to support the dyslexic
individual, not just those teaching literacy. Ensure that they do not
think this is an excuse, not that expectations should be reduced.
173
S
One of the biggest difficulties faced by the dyslexic is when a new
teachers or replacement teacher takes the class, and asks them to
read out loud. Ensure that all teachers know how to work with all
children.
174
S
Develop a series of resources that may be used in all lessons and
shared by all staff. They may be simple word lists, or games to play.
175
S
Find books that are age and language appropriate. That it, they may
be a content age of 11, but a reading age of 8.
176
S
Keep files on all individuals, and ensure they get passed on to the
next school when the child moves.
177
Training
Individual
Individual
Learning
One-to-one
Support
including
assistive
technology
Class
Good for
dyslexics,
good for all
Classroom
Management
School
Whole
school
approach
Staff
Support
Parents
Parental
support
Supporting
the parent
Group Activity
• What questions will parents ask when they
find out their child has a spld?
Some Answers
•
•
•
•
Why?
What causes it?
What can I do to help?
Is it because I did not read to him? Ate the
wrong food when I was pregnant?
Parental involvement
P
Parents should help the child explore the book and understand the
basic principles, including where the book starts, what is the title,
how the pictures relate to the title.
182
P
Parents should be encouraged to read aloud with their children.
They should be taught not to correct, comment or do anything other
than read the words out loud. Making no attempt to correct etc takes
all the pressure off the child.
183
P
Have regular meetings with the parents to ensure they understand
the difficulties and how they can help.
Remember that the parents may also be dyslexic.
184
P
Finally, don't forget to nurture talents and interests, as it is important
to not only help in the areas of weakness, but to also build on the
areas of strength.
185
Dyslexia management – the DO’s
• Be enthusiastic about what you do
• Try to be interesting and vary resources
• Be flexible and willing to change your plans
• Keep each activity short and have a variety in each
session
• Have some extra activities in reserve
• Remember to talk over what you have done in previous
sessions
Dyslexia management – the DO’s
• Repeat what has been learnt, perhaps in a different way
• Allow time to work out strategies
• Remember some people do not like to read aloud
• Give praise and encouragement
• Think about trying to set achievable targets with the
student for one or more sessions
• Let the student feel in control and that you value his
ideas
Dyslexia management – the DO’s
• Try to correct and criticise in a positive way
• Try to finish each lesson with the student feeling
successful
• Be a good listener
• Take a break - everyone needs it
• Relax and enjoy
Dyslexia management – the DONT’s
• Be too ambitious
• Try to rush
• Ignore the students interests, hobbies and pastimes
• Compare your students to others
• Be surprised at what your student can’t do
• Interrupt too quickly to correct reading
Dyslexia management – the DONT’s
• Show your frustration if he gets if wrong
• Overload with too many activities in one session
• Pick out all errors - only the important ones
• Panic if things go wrong. Change the activity and return
later.
Neurophysiology of Dyslexia
• There is a strong genetic component to
dyslexia
• Even early in development there is
evidence that infants who later become
dyslexic process sounds differently
• The brains of dyslexics show less activity
in the temporal-parietal areas associated
with reading
Treatment Resistors
• Significant correlations splenium and thalamus
activity and
– Word reading, pseudoword reading, and reading
comprehension
• Differences from controls on DTI
– Left splenium
– Left thalamus
– Left putamen
Gifted and Talented
• High Ability
• Problem with the definition
Multiple Intelligences
• Group discussion
– What are the multiple intelligences?
– How does one assess these intelligences?
Multiple Intelligences
•
•
•
•
•
•
•
Linguistic
Musical
Spatial
Logical/Mathematical
Bodily Kinesthetic
Artistic
Personal intelligences
– Sense of self
– Sense of others
– Cultural sensitivity
Strategies for Gifted Education
Strategies for Gifted Education
•
•
•
•
•
Special projects
Community mentors
Contests
School productions
Exhibitions – Chinese lanterns
3 Tier Model
• 1. Classroom instruction
– Early screening
• 2. Resource withdrawal
• 3. Intensive help
Characteristic of the 3 Tier
Model
• Excellent, evidence based classroom
instruction
• Frequent monitoring of performance
• Help as soon as it is needed
• Intensive assessment only as a last resort
Traditional Model
• WAIT UNTIL THEY FAIL deficit
model
• Functional limitations stressed
• Classification very important
• Detailed assessment
• Separate remedial instruction
3 Tier Model
• Tier 1 Classroom instruction
–Early screening
• Tier 2 Resource withdrawal
• Tier 3 Intensive assessment and
remediation
Tier 1
• Early identification
• Monitoring of academic skills – at
least yearly
• Good classroom instruction
Tier 1 strengths
• Easier to remediate problems when the child is
younger
• Saves money
• Reduces severe behaviour problems and school
dropout
• Helps prevent drop in self-esteem
Tier 1 Challenges
• Finding the financial resources
• Training and empowering teachers
• Developing the assessment tools
• The pervasive “classification mentality”
• Developing mechanisms to change attitudes
RTI
Tier 1: Quality Core
Enhanced general education classroom instruction.
Universal and whole class
Tier 2: Secondary Intervention
Child receives more intense intervention in general
education, presumably in small groups.
Tier 3: Tertiary
Intervention increases in intensity and duration. Support
typically needed across years. Intervention is
individualized
RTI Principles
• If a child experiences difficulty, he or she
moves to the next level.
• Criteria must be clearly set out.
• Monitoring of performance is essential.
Assessment
• Tier 1 Screening and Progress Monitoring
• Tier 2 Progress monitoring
• Tier 3 Progress monitoring and
comprehensive evaluation
5 Year Olds Before Learning To Read
Right
Left
Right
Left
Simos, P.G., Fletcher J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton
C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Child Neurology.
Good Intervention Normalizes Brain
Activation Patterns
Before
Intervention
normalized
After
Intervention
Right
Left
Curriculum Based Measurement
• Writing for 10 minutes mark 5 7 10
• Examine spelling errors, amount written
• Relate it to examinations
Self-regulated Learning
Through the courtesy of Dr. Nancy
Perry
What is SRL?
• SRL involves metacognition, motivation, and strategic
action (Winne & Perry, 2000; Zimmerman, 1990).
• Self-regulated learners are successful in and beyond
school (McCaslin & Good, 1996; Zimmerman & Bandura,
1994).
• Research indicates students benefit from instructional
contexts that promote SRL (Graham & Harris, 2003;
Wong et al., 2003).
• High-SRL teaching practices are student-centered and
prompt teachers to consider the needs of all learners.
Metacognition
 Awareness of learning strengths and
weaknesses
 Ability to analyze the demands of
tasks/activities
 Use of effective thinking and problem
solving strategies to cope with the
challenges tasks present
Motivation for Learning
 Genuine interest in learning
 Belief that ability is incremental
 Focus on personal progress
 Willingness to try challenging tasks
 View that errors present opportunities to
learn
 Belief that effort and effective strategy
use will lead to success
Strategic Action
 Choose from a repertoire of strategies
those best suited to the learning
situation
 Apply strategies effectively and
efficiently
Supporting SRL
• Designing complex tasks:
– address multiple goals,
– involve large chunks of meaning,
– extend over long periods of time,
– enable students to engage in a variety of
processes,
– and create a wide range of products.
Supporting SRL
•
•
•
•
Give students meaningful choices,
opportunities to control challenge,
evaluate their work,
and collaborate with peers.
Supporting SRL
• Provide instrumental support:
–
–
–
–
through scaffolding/co-regulating learning,
establishing familiar participation structures,
teaching strategies,
and talking about learning and SRL.
• Nurture a community for learning:
– pair individual responsibility with group support,
– encourage students to share ideas and strategies,
– make allowances for individual differences.
Supporting SRL
• Using non-threatening evaluation practices:
– embedded in daily activities,
– emphasize processes as well as products,
– focus on personal progress,
– encourage children to view errors as
opportunities to learn,
– involve students in setting criteria for
evaluation and self-evaluation.