supporting students with special needs in mainstream schools - the 3 pronged approach
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SUPPORTING STUDENTS WITH SPECIAL NEEDS
IN MAINSTREAM SCHOOLS
THE THREE-PRONGED APPROACH
© 2013 Ace Mentor Team
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PRESENTATION STRUCTURE
External Professionals(Mdm. Gladelind)
3
Home Support(Mr. Faisal)
1
School Support(Mr. Viknes)
2
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Managing BehavioralIssues of Students with ADHD
Mr.Mohamed Faisal bin Osman AED (LBS)
MacPerson Secondary School
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CASE STUDY
• Alex
• 14 year old student
• Diagnosed with ADHD in primary 5.
• Normal Technical stream.
• Short attention span, Restlessness and
Impulsivity.
• Lacked social skills and was unable to
follow instructions.
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CASE STUDY
Behavior Challenges:
• Being unresponsive by looking away dismissively when spoken to by authority figure
• Using vulgarities on peers
•
Kicking his peers when provoked• Switching off his peers’ computer power supply
• Moving around in class when the teacher is teaching
As a result of these issues, Alex always got into trouble with
his peers and the school’s discipline committee……………
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Strategies forParents
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STRATEGIES
Commenting
Requesting
Self-regulation
Protesting
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Stop!
Think of the problem
Say how you feel
STRATEGIES
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• Response instead of reacting• Stop whatever you are doingStop
• Take deep breaths for 3 seconds• Think of what the problem is
Think of theProblem
• Tell someone what you are feeling at themoment
• Verbalise what had happened to make youfeel this way
Say How You Feel
STRATEGIES
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I-Statement Formula
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Take deep breaths
Think of the consequences
Use self-talk
Count to 10
Listen to music
Put yourself in the other person’s shoes
Remove yourself from the situation
Anger Reducers
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Visualize something positive
Get the facts first
Plan ahead
Participate in physical activity
Talk to a friend
Find distraction
Write to someone
Use the 20-year rule
Anger Reducers
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Use positive reinforcement like praises for every effort made to motivate your child
Set realistic expectations according to the child'sabilities and avoid comparison with siblings or otherchildren
Give opportunities to expend energy throughphysical activity or channelling energy intoacceptable venues.
STRATEGIES
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Remove distractions and make the environment work for him
Get the child's attention
Break up big tasks into smaller parts and give short breaks in between periods of work.
Time out when the child gets disruptive – calmcorner or to his/her room
STRATEGIES
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Schedule placed on the room where child places his bag:
Have you sorted the books/ files necessary for tomorrow ?
Is your pencil case with you?
Place the files in the bag.
Place books into the bag.
Place pencil case into the bag.
Finish.
Parent ticks off each section upon completion
End of schedule must be marked by ‘Finish’
Example: Visual Schedule/Work Plan
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© 2013 Ace Mentor Team
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“It takes a whole village to nurture a child.” - African proverb
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Supporting Learningof Special Needs
StudentsMr.Vikneswaran s/o Krishnan Murthi AED (LBS) Anglo-Chinese School (Barker Road)
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• 2004: Support for Special Needs in Mainstream Schools
• 2005: Special Needs officers = Allied Educators (Learning
and Behavioral Support)/AED (LBS)
• TSN = Teachers trained in Special Needs
• Mild Special Educational Needs
• Currently – all primary schools and 64 Secondary Schools
are resourced (MOE, 2013).
Reference: http://www.moe.gov.sg/education/programmes/support-for-children-special-needs/ © 2013 Ace Mentor Team
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GENERAL SITUATIONS
General Classroom of 38 – 42 Seating arrangements – according to
register number most of the time
Teacher student ratio – not possible to
have personal attention most of time Noisy environment
Sensory stimuli – chatty classroom,outdoor etc.
Child with Special Learning Needs – Dyslexia, ADHD, ADD, Autism, Physical
Challenges etc.
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© 2013 Ace Mentor Team
OUTCOMES
IRRITATION – Not conducive to learn
Lack of attention
Poor concentration
Lost, not aware
Poor Socio-emotional skills, few or no friends
De-motivated
Loses interest in learning Gives up – class clown, bully, aloof etc
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What can we do?
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GENERAL STRATEGIES
As a rule of thumb:
Get children with Special Needs to be ALWAYSseated in the front.
Depending on the diagnosis, seat the child away from distractions – ADHD, Hearing Impairment etc.
Get the teachers to structure their notes or writingsfrom left to right on the whiteboard.
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Teacher’s Guide: Diagnostic Summary – brief summary of his needs,challenges – report & parents.
Learning Styles -http://www.acceleratedlearning.com/method/test_flash.html
Create a network of regularcommunication – a logbook or emailetc.
GENERAL STRATEGIES
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Create reliable buddies or a buddy system – regular lookouts.
Keep a look out for any socialsituations or underlying problems
with friends etc.
Is the child on specific medication?
GENERAL STRATEGIES
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If term changes, teacher changes etc.– updates and meetings should bemade.
Developing social skills – assigningclass duties: Monitor, CCA Reps, ICetc.
Greater social development –
Leadership roles, Prefects etc. : Strongcorrelation to performance andattitude to studies.
GENERAL STRATEGIES
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Multi-modal approach toteaching – strongly effective.
Stronger Visual andKinestatic learners – ITSavvy.
Plant Stem Plasma
GENERAL STRATEGIES
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Differentiated Texts or worksheets
GENERAL STRATEGIES
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CASE STUDY
• Alex
• 14 year old student
• Diagnosed with ADHD in primary 5.
• Normal Technical stream.
• Short attention span, Restlessness and
Impulsivity.
• Lacked social skills and was unable to
follow instructions.
© 2013 Ace Mentor Team
7/30/2019 Supporting Students With Special Needs in Mainstream Schools - The 3 Pronged Approach
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Routine – Class rules and responsibilities
Appropriate behavior checklist
Buddy System – trustworthy and reliable Check if he is on medication – monitor the outcomes
Allow for mistakes and make learning easier for him.
Logbook/email – parent & teacher communicationregularly
SUPPORTING ALEX - LEARNING
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Seating near a location that allows forregular breaks
A contract system – good behavior = 3mins walking break
Hidden regulations – carrying books,cleaning the board etc.
Unable to follow instructions – changethe mode of delivery – Visuals etc.
Make learning simpler – IT, Differentiate worksheets, simplify content to suithim…………benefits all.....
SUPPORTING ALEX - LEARNING
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Taking
Perspective
regardless of
what he has!
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REACH PROGRAM
for Schools
Mdm Gladelind Koo Wei Ling AED (LBS)
Yangzheng Primary School
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Outline:
Case Study
Intervention Progress
How data is collected
Roles of
EP/AP/CMT/REACH/Counsellor
Intervention Process by REACH
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CASE STUDY
Profile
- Age: 10
- Level: P4
- Issues: Signs of ADHD with noformal assessment done before
entering P1.
Background
Home Support:
- Single Parent, Supported by Grandparents
- Has one younger sibling
- Under financial Assistance Scheme
Academic Performance
-- Weak in Mother Tongue
Behaviour
- Short attention span- Restlessness
- Lack of social skills
-Unable to follow instructions
Alex
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Initial phase
Teacher raises
concern over Alex
to AED-LBS
AED-LBS doesobservation of Alex
Observation and data collection by AED-LBS
AED-LBS collects data
AED-LBS gathersinformation on Alex
by interviewingparents and teachers
Case referral toEducational Psychologist/REACH
AED-LBS to refer case toEP/AP/REACH with datacollected for further
recommendation
Intervention Progress
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How data iscollected
Feedback by teachers
Fill in referral /behaviour/ADHD checklist
AED-LBS(s) observe(s) Alex inclass
Parent Consultation
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Role of Educational
Pyschologist (EP)/ Associate
Pyschologist (AP)
• Makes monthly visits(except for June/Decholidays)
• Case Consultation
(AED-LBS / LSC / LSM /FTSC/teachers)
• Formal Assessment• Shares assessment
outcomes with parentsand teachers
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Role of CMT
(Case
ManagementTeam)
• Comprises of Principal, Vice-
Principal, Pupil Welfare HOD,Discipline Mistress,LSC, LSM, AED-LBS, Counsellor/Part Time SchoolCounsellor, Teachers trained in
Special Needs (TSNs)• Discuss case of pupil with SpecialNeeds
• Share strategies and interventionson how to help/support the pupil
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REACH
R esponse
Early Intervention and
A ssessment in
Community Mental
Health© 2013 Ace Mentor Team
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REACH
• Community-based MentalHealth Service
• Set up to work closely withschools, community agenciesand family doctors
• Helps students with emotional,
behavioural and /ordevelopmental disorder• Supports school counsellor• Takes the role of consultants
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Role of Counsellor
Contact Alex’s parent to obtain consentand to get feedback from parent
Report from teachers and schoolcounsellors to be submitted to REACH
Appointments are made through theSchool Counsellor with REACH
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Together with School Counsellor,Educational Psychologist and REACH, we
discuss about Alex’s case with the datacollected by AED-LBS.
School Counsellor and the School’s CaseManagement Team will work together tocarry out interventions to support Alex.
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Role of REACH
First clinical interview
Assessment for Alex by REACH team
Referral not required; Provideadvice/suggestions to parents
Referral is required: Alex will be referredto NUH or IMH’s (Child GuidanceClinic) for further assessment andintervention
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First Clinical Interview
Involves Alex’s parents/ caregiver to bepresent
Gather more information about Alex fromparents/ caregiver
Meeting place : School
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2nd interview by REACH withchild
Simple assessment will be conducted by Psychologist and medical doctor
Interview with Alex
Meeting place: School
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NUH or IMH’s (Child Guidance Clinic) for furtherassessment and intervention
REACH will liaise with parents.
Parents will take Alex to CGC for furtherassessments.
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Charges
REACH ASSESSMENT (non-billable)- FOC
REACH IQ TEST - chargeable
REACH ACADEMIC TEST - chargeable
REACH INTERVENTION (Individual)-chargeable
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© 2013 Ace Mentor Team
Description
REACH Assessment(non-billable)
REACH-IQTest
REACH – Academic Test
REACHIntervention(Individual)
Nonresident(Include
GST)
FOC
$780.00
$910.00
$234.00
Resident-Foreigner(Include
GST)
FOC
$600.00
$700.00
$180.00
Subsided PT(50 %
subsidy)
FOC
$300.00
$350.00
$90.00
SubsidedSingaporean
(75 %subsidy)
FOC
$150.00
$175.00
$45.00
Take note: Foc for FAS
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School will receive report by CGC
Recommendation from the report will be
given to Alex
Provide Access Arrangement for Alexaccording to the recommendation from thereport and teachers’ observations in class
Intervention for Alex by either AED-LBS/counsellor (case-by-case basis)
Once Alex has been diagnosed as having ADHD
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