Special Needs

Success Cases

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Procedures to includestudents in Special Needs Required documents How to deal with parents Characterizing some of the most common Developmental disorders Success Cases 10' Solving doubts

AGENDA

Procedures to include students in Special

Needs

Teacher identifies the student and reports to manager.

Manager gives questionnaire to teacher.

Teacher fills in the questionnaire with info

related to classroom.

Manager forwards documents to GSE.

Manager and teacher meet with parents to finish the

questionnaire and ask for a doctor’s statement.

Manager meets with teacher to explain

professional recommendations.

GSE forward professional recommendations to

manager.

speech therapist / educational psychologist sends recommendations to GSE.

GSE forward documents to speech therapist / educational psychologist.

GSE send adapted tests to manager and follow

the case.

GSE

Teacher identifies the student and reports to manager.

Manager forwards documents to GSE.

Manager and teacher meet with parents to fill in the anamnesis and ask for a

doctor’s statement.

Manager meets with teacher to explain

professional recommendations.

GSE forward professional recommendations to

manager.

speech therapist / educational psychologist sends recommendations to GSE.

GSE forward documents to speech therapist / educational psychologist.

GSE send adapted tests to manager and follow

the case.

GSE

1. New Student – anamnesis and doctor’s statement

2. Cultura Student – questionnaire, doctor’s statement, and any other relevant document.

3. The questionnaire, flowchart and guidelines are available in the server. The path is:

Menu Cultura Inglesa: MMClass\Documentos Administrativos\Branch Materials\Special Needs

REQUIRED DOCUMENTS

We are supported by medical professionals who recommend specific actions for each of the cases. Not all students will have adapted tests or will need the help of a teacher to read his/her test.

That is why all cases should be sent to GSE before any actions are taken. We take into consideration the specificity of each case to make the appropriate recommendations.

THINGS TO CONSIDER

How to deal with parents

1. When addressing parents, we should not state the student has a problem. We should only make it clear that (s)he is not producing the way (s)he is expected to and, then, ask them if there is something they would like to tell us about the student.

2. Ask about the student performance at his/her regular school.

3. Should parents mention the student has problems or difficulties, then the Special Needs approach can be explained and offered.

4. Parents must agree to have Ss included in Special Needs.

5. It should be made clear to parents that the whole process can only go on if they bring a doctor’s statement describing student’s problem.

6. The teacher-parent meetings should not be held by one person only.

Characterizing some of the most common

developmental disorders

ADHD

ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

Children with ADHD have trouble paying attention, controlling impulsive behaviors(may act without thinking aboutwhat the result will be), and in some cases, are overly active.

Attention deficit hyperactivity disorder (ADHD)

Attention deficit disorder (ADD)

There are three different types of ADHD, depending on which symptoms are strongest in the individual:

Predominantly Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.

Predominantly Hyperactive-Impulsive Type:The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.

Combined Type: Symptoms of the previous two types are equally present in the person.

A child with ADHD might:

• have a hard time paying attention

• daydream a lot

• not seem to listen

• be easily distracted from schoolwork or play

• forget things

• be in constant motion or unable to stay seated

• squirm or fidget

• talk too much

• not be able to play quietly

• act and speak without thinking

• have trouble taking turns

• interrupt others

Centers for Disease Control and Prevention 1600 Clifton Rd. Atlanta, GA 30333, USA800-CDC-INFO (800-232-4636) TTY: (888) 232-6348, 24

www.cdc.gov/ncbddd/adhd/facts.html

DefinitionDyslexia is a learning disability characterized by problems in reading, spelling, writing, speaking, or listening. In many cases, dyslexia appears to be inherited.

DescriptionThe word dyslexia is derived from the Greek word, dys (meaning poor or inadequate) and the word lexis (meaning words or language). 

The National Institutes of Health estimates that about 15% of the United States population is affected by learning disabilities, mostly with problems in language and reading. The condition appears in all ages, races, and income levels. Dyslexia is not a disease, but describes rather a different kind of mind that learns in a different way from other people.

Dyslexia is not at all linked to low intelligence. In fact, intelligence has nothing to do with dyslexia.

Many dyslexic people have unusual talents in art, athletics, architecture, graphics, drama, music, or engineering. These special talents are often in areas that require the ability to

integrate sight, spatial skills, and coordination.

Albert Einstein, Thomas Edison, Thomas Jefferson, Winston Churchill, John F. Kennedy, Robin Williams, Cher, Tom Cruise , and John Lennon.

Often, a person with dyslexia has problems translating language into thought (such as in listening or reading), or translating thought into language (such as in writing or speaking).

Common characteristics include problems with:

• identifying single words

• understanding sounds in words, sound order, or rhymes

• spelling

• transposing letters in words and words in a sentence

• handwriting

• reading comprehension

• delayed spoken language

• confusion with directions, or right/left handedness

• confusion with opposites (up/down, early/late, and so on)

• mathematics

http://medical-dictionary.thefreedictionary.com/dyslexiawww.infobarrel.com

www.dyslexiaassociation.ca/english/whatisdyslexia.shtml

AUTISM

Autism spectrum disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. People with ASDs handle information in their brain differently than other people. ASDs are “spectrum disorders.” That means ASDs affect each person in different ways, and can range from very mild to severe. People with ASDs share some similar symptoms, such as problems with social interaction. But there are differences in when the symptoms start, how severe they are, and the exact nature of the symptoms.

There are three different types of ASDs:

Autistic Disorder (also called “classic” autism)This is what most people think of when hearing the word “autism.” People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability.

Asperger SyndromePeople with Asperger syndrome usually have some milder symptoms of autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability.

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS; also called “atypical autism”)People who meet some of the criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges.

Signs and SymptomsASDs begin before the age of 3 and last throughout a person's

life, although symptoms may improve over time.

A person with an ASD might:

•Avoid eye contact and want to be alone

• Have trouble understanding other people's feelings or talking about their own feelings

• Have delayed speech and language skills • Repeat words or phrases over and over (echolalia)

• Give unrelated answers to questions

• Get upset by minor changes

• Have obsessive interests

• Flap their hands, rock their body, or spin in circles

• Have unusual reactions to the way things sound, smell, taste, look, or feel

http://www.ninds.nih.gov/disorders/autism/detail_autism.htmwww.autism.org.uk

http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/AutismFactSheet.pdf

Success CasesTeacher: Laura CantoBranch: Asa Sul (Brasília)Students: Daniel and Gustavo (ADHD – on medication)

“…they had a lot of difficulty in reading and would only be able to translate what was being read to its actual meaning with oral help.”

“…the guidance sent by this speech therapist helped me with some techniques which have to be used with this special need. Instead of saying their names, tapping them on the shoulder or making eye contact. Those things were helpful.”

“The boys' results on the PC2 were far better than they would've gotten if on their own.”

“I will advise the next teacher to give them remedial classes weekly, so that they'll struggle less and things can be worked on orally more, as they find that easier than seeing it in writing.” 

Teacher: Adriana Silva Manara PaivaBranch: Asa Sul (Brasília)Students: Ygor (Dislexic)

“I had this special student in my Basic 2 group…”

“As soon as this semester started I was told that I would have Ygor in my group and soon after that I got the special needs guidance, which helped me a lot to understand and be aware of his needs as well as of procedures which should be followed during classes . I think the procedures were  effective, he had  visible improvement, mainly in his writing, but I do think there is still a long way to go.” 

Other Success Cases

Teacher: Leonora Lamoglia de SouzaBranch: Méier 1Student: Caio (Partially sighted – 5% of his vision)

Teacher: Fernanda AlmeidaBranch: Nova IguaçuStudent: Jair (Deaf)

These teachers agreed to come here and share their experience with us.

Building Teacher Confidence

to promote many other

Success Cases in 2011.

Thank you!

Sheila.moreira@culturainglesa.net2528 1166