ect local presents: understanding the profile of an inclusive classroom and discovering ways to be...
TRANSCRIPT
ECT Local Presents:
Understanding The Profile of an Inclusive Classroom and Discovering Ways to Be
Supportive as a Substitute Teacher
Our Prayer for Today
The Visual ClassroomThe class of students you walk into (if all sitting in their desks and behaving
themselves) may visually appear to look something like this……
The Real ClassroomBut underneath it all, the real classroom will look
something like this…….
Behind the ScenesCoding and Descriptions
Code 51 – Mild Cognitive DisabilitiesCode 53 – Moderate Cognitive DisabilitiesCode 41 – Severe Cognitive DisabilityCode 42 – Mild or Moderate Emotional/Behavioral DisabilitiesCode 43 – Severe Multiple DisabilityCode 44 (M, T, A, F) – Severe Disabilities – Medical, Autism, Tourette's, Fetal Alcohol Syndrome, Pervasive Developmental DisorderCode 54 – Learning Disabilities Code 55 – Mild or Moderate Hearing DisabilitiesCode 56 – Mild or Moderate Visual DisabilitiesCode 57 – Communication DisabilitiesCode 58 – Physical and Medical DisabilitiesCode 59 - Multiple DisabilitiesCode 80 – Gifted and TalentedCode 230, 301, 302, 640 – English Second LanguageCode 331 – FNMICode 710 – Knowledge & Employability Student
The BLACK codes are Mild/Moderate and have no funding attached.The RED codes are Severe and come with funding.
That’s Good To Know But….How Does that Help Me When I Show Up for
a Half, a Day or Two?
As teachers we all fall under the TQS – Teacher Quality Standards. Whether we are full time, part time or substitute teachers we have responsibilities to our vocation. As a reality – our school board as well as many others are moving towards inclusive classrooms. It is our responsibility as educators to have some understanding of what these classrooms can look like as well as knowledge about the diversity different learners bring to the classroom.What I mean by this is – we should have a reasonable idea of what to ‘expect’ (and I use this word loosely as learners are unique) given various student profiles. Do we have an understanding of Autism, Tourette's, FASD, Low Cognitive Abilities, ADD/ADHD, Anxiety, Depression… ?If we want our learners to succeed – even for the class or day you are with them then we need to be educated ourselves before we attempt to educate the students entrusted to us.
What Do We Know About the Following?
AutismPDD-NOSTourette'sADD/ADHDFASDAnxietyDepressionLow Cognitive Ability
A Few Details
Autism: Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. With the May 2013 publication of the DSM-5 Diagnostic Manual, all autism disorders were merged into one umbrella diagnosis of ASD. ~Autism SpeaksPDD-NOS: PDD-NOS stands for Pervasive Developmental Disorder-Not Otherwise Specified. Psychologists and psychiatrists sometimes use the term “pervasive developmental disorders” and “autism spectrum disorders” (ASD) interchangeably. As such, PDD-NOS became the diagnosis applied to children or adults who are on the autism spectrum but do not fully meet the criteria for another ASD such as autistic disorder (sometimes called “classic” autism) or Asperger Syndrome. Like all forms of autism, PDD-NOS can occur in conjunction with a wide spectrum of intellectual ability. Its defining features are significant challenges in social and language development. ~Autism Speaks
Tourette's: Tourette Syndrome (TS) is a neurological disorder characterized by tics: involuntary, rapid, sudden movements or vocalizations that occur repeatedly in the same way. The cause has not been established and as yet there is no cure. ~Tourette Syndrome Foundation of CanadaADD/ADHD: Attention deficit hyperactivity disorder is a psychiatric disorder of the neurodevelopmental that is characterized by a pattern of behavior, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviors like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations. Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. ~American Psychiatric Association
FASD: is a general term that describes the range of disabilities that may affect a child if the child’s birth mother drank alcohol while pregnant. The medical diagnoses of FASD include:•Fetal Alcohol Syndrome (FAS)•Partial FASD (pFAS)•Alcohol Related Neurodevelopmental Disorder (ARND)FASD is a direct result of drinking while pregnant. The effects of alcohol on the developing fetus can cause a range of physical disabilities, brain and central nervous system disabilities and behavioural problems. The effects that the child is born with are permanent and are known as the “primary disabilities”. Secondary disabilities “are disabilities that an individual is not born with, but may develop as a result of interaction with what society expects from children as they grow and develop. ~Health CanadaAnxiey: is part of a category of mental disorders characterized by feelings of anxiety and fear, where anxiety is a worry about future events and fear is a reaction to current events.
These feelings may cause physical symptoms, such as a racing heart and shakiness. There are various forms of anxiety disorders, including generalized anxiety disorder, a specific phobia, social anxiety disorder, and panic disorder. While each has its own characteristics and symptoms, they all include symptoms of anxiety. Anxiety disorders are partly genetic but may also be due to drug use including alcohol and caffeine, as well as withdrawal from certain drugs. They often occur with other mental disorders, particularly major depressive disorder, bipolar disorder, certain personality disorders, and eating disorders. The term anxiety covers four aspects of experiences that an individual may have: mental apprehension, physical tension, physical symptoms and dissociative anxiety. The emotions present in anxiety disorders range from simple nervousness to bouts of terror. ~ Wikipedia
Depression: is a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depression, major depressive disorder or clinical depression, it affects how you feel, think and behave and can lead to a variety of emotional and physical problems. You may have trouble doing normal day-to-day activities, and depression may make you feel as if life isn't worth living.More than just a bout of the blues, depression isn't a weakness, nor is it something that you can simply "snap out" of. Depression may require long-term treatment. ~ Mayo ClinicLow Cognitive Ability: refers to having a low IQ or intelligence. The term IQ, or Intel li gence Quo tient, gen er ally describes a score on a test that rates your cog ni tive abil ity as com pared to the gen eral pop u la tion.A Standard Score of 100 is ‘ perfect’ Average. Average can also deviate 10 points from 100 – therefore 90-110.From there 80-89 is Low Average.110-119 is High Average.Borderline Cognitive Ability is 70-79. Below 70 is the Extremely Low Range (Intellectual Disability – diagnosed by more than just IQ scores).Gifted or Superior is 130 or above.
Now, How Do You Think We See Behaviors Creep Up In the Classroom…..Particularly When A Sub is
Present?
Not always are students being difficult just because their teacher is gone….. Often these classes or days are exceptionally difficult for them. We often just fail to look at it that way – from a students perspective.
Tell me what you see…
When you show up – to some you represent:
CHANGE & UNFAMILIARITY
These two alone can be enough to stress you out depending on the class, school or grade you will be working in from day to day.Imagine all the small changes during a class when the teacher is new to the environment. These can be very overwhelming and difficult to mange for students that are already trying to manage various diagnosis and other stressors that may have happened in their day.
Changes to Routine, New Teacher, Unfamiliar to the Classroom Processes, Not Knowing Names on the Class List, Lack of Familiarity With Where the Lesson Left Off, Not Understanding The Current Assignment, Not Knowing How the Teacher Runs the Class, Substitute Day Before a Test
These can all leave students feeling overwhelmed, nervous, anxious, confusion, frustration, disbelief (this seriously can’t be happening today)….
This can result in rudeness, skipping, defiance, outbursts, lack of effort and attention, refuse to listen, make rude comments, tune out, aggression……and the list could go on.
So, Having Just Discussed This….What Can We Do About It?
Step One – Understand a little bit about each possible profile. Not just to ‘know’ about it – but for understanding and empathy. It will offer you the ability to see the classroom a different way.
Step Two - Try These
Most suggestions AREN’T “special ed” based rather they are “best practice” based.Let’s look at what Sidney Gilford wrote in his book Substitute Teaching: Everything You Need for Success.
-You can email the teacher ahead of time to ask if there are any particular students or class dynamics that you should be aware of. You can also ask for the lesson plans ahead of time. Curriculum and the lessons that need to be delivered matter.-Have a student volunteer (or a student volunteer helper) call out the names for attendance. -Write an agenda for the class/day on the white board so that students know what to expect. Once you have it up (try to do this just before the class begins) walk the class through the agenda. -Have an introduction for yourself as a part of the agenda.-Introduce yourself. Tell the students something cool about yourself so that they can get to know you and fell comfortable with you. Greeting the students as they come in can also help students prepare for a class/day without their teacher.-Become familiar with an online visual timer you can use on the SmartBoard, download an app on your device or you can buy a Time Timer – you can use it to count down the time for tasks.http://www.online-stopwatch.com/http://www.timetimer.com/
-Bring some stimming toys for ‘Autistic’ students. Stimming or self stimulation is how autistic children regulate their reaction to situations that are overwhelming. These toys will interest them, help them relax and they may feel more comfortable with you if you can meet them where they are at.
-You can also carry something like this. Students can add their own two cents and look at the thoughts of previous students.
-DON’T kick the Educational Assistant out of the classroom. These folks are pure gold. They know the students, they know the class and they are symbol of familiarity. Use them. They can brief you on the class, on the students, they can assist with difficult situations, they can watch your students while you help or support another (or group) of students, give you pointers on how a ‘regular’ day would go, take the pressure off of you to work with students that require the most support, -Dim the lights. This can actually do wonders. -Play relaxing music while students are working. -As somewhat mentioned, circulate through the classroom and work with the students. This just does so many things…
What thoughts and ideas do you have?What have you found that works?
Thank You For the Opportunity to Talk with You
Today!
Merry Christmas and God Bless your New Year!
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