melpratt.weebly.commelpratt.weebly.com/uploads/6/0/8/9/60892575/exceptio… · web viewanxiety...

Exceptionality Toolbox

Melissa Pratt

Table of Contents

Anxiety Disorder …………………………………………………………………………………………..Page 3

Attention Deficit Hyperactivity Disorder (ADHD) …………………………………………………….Page 5

Autism Spectrum Disorder (ASD) ……………………………………………………………………….Page 6

Conduct Disorder …………………………………………………………………………………………Page 9

Deaf/Hard of Hearing …………………………………………………………………………………….Page10

Depression ………………………………………………………………………………………………..Page 12

Down Syndrome ………………………………………………………………………………………….Page 14

English Language Learners (ELL) ……………………………………………………………………...Page 16

Fetal Alcohol Spectrum Disorder (FASD) ………………………………………………………………Page 19

Gifted ……………………………………………………………………………………………………….Page 21

Learning Disabled (LD) …………………………………………………………………………………..Page 24

Oppositional Defiant Disorder (ODD) …………………………………………………………………...Page 25

Anxiety

Definition and Code

Anxiety disorders are characterized by an excessive and persistent sense of apprehension along with physical symptoms, such as sweating, palpitations, stomach aches and feelings of stress. Anxiety disorders have biological and environmental causes, and are usually treated with therapy and/or medication. Anxiety disorders can coexist with many other disorders and disabilities.

It is important to note that there are several types of anxiety disorders:

· Test Anxiety

· Feeling of fear of failure that that prevents you from performing as well as you could on an exam. Common symptoms include nausea and headache prior to tests.

· Fear of failure, lack of prep, poor test history.

· Generalized Anxiety

· Excessive anxiety and worry about a number of events or activities occurring for more days than not over a period of at least 6 months with associated symptoms.

· OCD

· Obsessions: Persistent thoughts, ideas, impulses or images that are intrusive and inappropriate and that cause marked anxiety or distress. Individuals with obsessions usually attempt to ignore or suppress such thoughts or impulses or to counteract them by other thoughts or actions (compulsions).

· Compulsions: Repetitive behaviours (such as hand washing, ordering or checking) or mental acts (such as praying, counting or repeating words) that occur in response to an obsession or in a ritualistic way.

· Social Anxiety

· Characterized by fear of embarrassment and humiliation. Extreme fear of being scrutinized or judged in performance situation. This disorder is not simply shyness, and can disrupt everyday life.

· Phobias

· Marked and persistent fear of clearly discernible objects or situations.

· Panic Disorder

· Recurrent, unexpected panic attacks followed by at least one month of concern about having additional attacks, and worry about the implication of the attack or its consequences.

· PTSD

· Flashbacks, persistent frightening thoughts and memories, anger or irritability in response to a terrifying experience in which physical harm occurred or was threatened (such as rape, child abuse, war or natural disaster).

Characteristics and Observable Behaviour

· Students with anxiety disorder are often difficult to notice because they often do not interrupt the class or act out in any way. Characteristics such as shyness and a tendency to be “avoidant” are typically found in students with an anxiety disorder.

· Common symptoms of test anxiety include headaches or nausea prior to tests

Teaching Strategies

· Reframing strategies

· Help student to both make and meet goals that are realistic.

· Work with the student to create beneficial coping techniques such as positive self-talk.

· Differentiate assignments and lessons to create the most positive and fostering environment for the student.

· Try to keep the student within their comfort zone. This includes allowing extra time for assignments and exams, not overloading the students with work, and working to get the student’s mind off the cause of their anxiety by engaging them in fun activities and/or stress/anxiety reduction practices.

· Provide routines, limit changes in schedule and give a heads up when a change is unavoidable.

· Sensory input devices (fidgets)

· Take the time to develop trust with the student and watch for behavioural cues

· Work with the student to develop strategies to reduce anxiety, such as:

· Moving to a quiet place

· Doing relaxation exercises

· Focusing on a sensory input (like a squeeze ball)

· Using visual reminders, cues, or prompts

· Allow the student to get up and move around (reduces feeling of confinement)

Links and Resources

Learn Alberta: Strategies for Planning and Awareness, Instruction, and Social & Emotional Well-being for students with anxiety

http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html

Public Health Agency of Canada: Provides a list of different types of anxiety disorders and information on causes and treatment of anxiety disorders

http://www.phac-aspc.gc.ca/publicat/miic-mmac/chap_4-eng.php

Anxiety and Depression Agency of America: Information specific to test anxiety - causes, symptoms, and tips for managing test anxiety

http://www.adaa.org/living-with-anxiety/children/test-anxiety

ADHD

Definition and Code

Alberta Education Code: 58 (Neurological disorder); 53 (If it is acting out behaviour more than hyperactivity or inattention)

A neurological condition that can cause inattention, hyperactivity and/or impulsivity, and other learning difficulties inappropriate to a child’s age. The prefrontal lobe and the basal ganglia are inactive in people with ADHD.


ADHD

There are two types of ADHD:

· Hyperactivity/ Impulsivity

· Blurts out answers before questions complete

· Difficulty waiting their turn

· Interrupts or intrudes on conversations of others

· Fidgets with hands or feet/ squirms in seat

· Gets up out of seat when expected to sit

· Difficult time engaging in leisure activities

· Talks excessively

· Inattention

· Difficulty paying attention/ makes careless mistakes

· Difficulty with activities requiring sustained attention

· Forgetful

· Does not follow through on given directions

· Easily distracted

Teaching Strategies

· Routines

· Tell them what is going to happen next

· Counseling for relationship issues

· Medication

· Hands on support – hands on activities/tactile learning

· Assistance for learning - note taking help

· Provide lots of structure

· Daily schedules

· Reinforcement of positive behaviour

Links and Resources

http://www.nimh.nih.gov/index.shtml

www.bced.gov.bc.ca/specialed/adhd

The ADHD Handbook for School (book)

www.ADDandLovingIt.com

Autism Spectrum Disorder (ASD)

Definition and Code

Alberta Education Code: 44

· Only a student with severe ASD may be included in this category. Individuals with a well-established DSM-IV diagnosis of autistic disorder or Asperger’s disorder not otherwise specified would also be included in this category.

Autism is a brain disorder that often makes it hard to communicate with and relate to others. With autism, the different areas of the brain fail to work together. Most people with autism will always have some trouble relating to others. But early diagnosis and treatment have helped more and more people who have autism to reach their full potential

Alberta Education defines autism spectrum disorders (ASD) as follows:

· Complex, lifelong neurological disorders that affect the functioning of the brain;

· Individuals with ASD have developmental disabilities that can impact how they understand what they see, hear and otherwise sense, which in turn can result in difficulties with communication, behaviour and relationships with other people.

· ASD can range from mild to severe and may be accompanied by other disorders, such as learning disabilities, anxiety, attention difficulties or unusual responses to sensory stimuli


· Signs of stress: crying, temper tantrums

· Reclusive and/or depressed

· Extremely anxious

· Anxiety driven behaviour (fidgeting, pacing, clicking pens, mumbling, appears to be in flight or fight mode at all times)

· Excessively fearful about being centered out

· Unusually clingy and insecure

· Frequent visits to the time-out bench, principal’s office or isolation room

· Unable to go to their room and carry out a prescribed task as they forgot by the time they got there

· Take forever to complete a task as everything else in the area caught their attention

· Moves from toy to toy or Playstation to Playstation and does not stay focused for any length of time

· Asks frequent questions but does not appear to listen to the answers

· Displays unusual or no response to emotional situations

· Discipline has no impact on behaviour

· Unusual ability to hear - Heightened ability to hear certain noises, but unable to hear properly in slightly noisy or cavernous rooms, like gymnasium

· Dislikes loud noises, prefers a quiet play area

· Tells you he feels dumb or stupid

· Forgetful, loses his belongings and homework

· Has trouble getting started

· Awkward pencil grip - pressure right through the paper

· Reluctance to try or do puzzles, but may be very good at them when challenged

· Unusually clumsy - an accident looking for a place to happen

· Toe walking, hand flapping

· Student is too verbal

· Needs to learn to take their turn

· Doesn't concentrate on work: unfocused, disorganized, uses time poorly

· Prefers to be read to as opposed to trying to read

· May be able to read at a very advanced level but still have a lower level of comprehension

· Work has many reversals and is impossible to read

· Chews on the front of t-shirt

· Has very advanced verbal abilities and poor writing skills

· May be referred to as the little professor for advanced knowledge on a subject

· Creates issues of presumed competency

· Hyper focus or preoccupation (space, Lego, transformers, etc.)

· Unusually repetitive motor movements (hand flapping, finger twisting, whole body movement)

· Tics (may include odd ones like the need to touch genitals)

· Inability to take social and/or emotional ownership of behaviours - they don’t get it!

· Has poor social skills and few friends, but is desperate for friends and lacks abilities to make friends

· Very inflexible, has great difficulties with transitions

· Unable to handle the unstructured times of the day such as recess, lunch, playground, gym class

· Extreme sense of fairness

· Has problems with abstract concepts and metaphors

· Has little or no awareness of body in space, personal auras

· Overly sensitive sense of smell

· Abilities in music, art, drawing

· Strong interest in technology, computers, construction etc.

· Extremely tactile, likes the feel of certain things

· Does not like to be touched

Teaching Strategies

· Visual aids

· Objects, pictures, graphs, symbols and written language.

· Integrate technology as there are software packages available that allow for quick access to graphic symbols and for customizing symbols

· Images of students carrying out tasks that the student with ASD needs to carry out

· Collaborate with parents

· Clarity and time

· Highlight key words in text

· Make sure that all tasks have an easily recognizable beginning and ending. For example, if the student is required to complete a partial page of calculations, mark the first question with a green marker and the last with a red marker.

· Break large tasks into small, discrete steps and teach and reinforce each step.

· Remove extraneous materials from desks or tables before attempting to teach a new skill.

· Promote independence

· Giving choices

· Teaching skills in different settings to ensure understanding and generalization across environments

· Teaching functional life skills (e.g., dressing, grooming), if necessary

· Be aware of student–peer relationships and provide support and guidance, when necessary. Some students may be unaware or misunderstand incidental information and social nuances

· Use social stories to help explain and encourage appropriate behaviors in specific situations

· Explicitly teach and practice social skills, such as how to read body language and expressions; and

· Use direct instruction paired with social stories, modeling and role-play

· Art therapy

· Finger paint or use clay instead of writing with a pencil

· Teach organizational strategies

· Go through routines with the student

· Incorporate time to organize both of your schedules

·

Links and Resources

Medical/Disability Information for Classroom Teachers: Asperger Syndrome

http://www.learnalberta.ca/content/inmdict/html/asperger_syndrome.html

Medical/Disability Information for Classroom Teachers: Autism Spectrum Disorders http://www.learnalberta.ca/content/inmdict/html/autism.html

Life Journey Through Autism: An Educator’s Guide to Asperger Syndrome

http://www.researchautism.org/resources/OAR_Guide_ Asperger.pdf.

Rao, S.M., & Gagie, B. (July/Aug. 2006). Learning Through Seeing and Doing: Visual Supports for Children With Autism. Teaching Exceptional Children, 38(6), 26-33.

Teaching Special Needs Students

http://www.teaching-special-needs-students.com/autism-symptoms.html#symptoms

Conduct Disorder

Definition and Code


Conduct disorder is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored. Children and teens with conduct disorder tend to be impulsive and behave in ways that are socially unacceptable and often dangerous. Children with conduct disorder have four main types of chronic and persistent behaviour: aggressive conduct; property damage or theft; lying; and serious violations of rules. Conduct disorder may be a result of genetics, chaotic home environments, the child's temperament, physical causes or neurological factors. Conduct disorder is treated through counselling, usually focused on developing appropriate behaviour and coping skills, and sometimes medications.


· Fighting, stealing, setting fire, being cruel to animals

· Severe, persistent, anti-social behaviour over a 12 month period

· A combination of personal temperament, parental care, and community environment

Teaching Strategies

· Look into the contributing factors; what triggered this behaviour?

· Systematic interventions

Links and Resources

www.difficultstudents.com

Center for Mental Health in Schools at UCLA. Conduct and Behavior Problems: Intervention and Resources for School Aged Youth

http://smhp.psych.ucla.edu/pdfdocs/conduct/conduct.pdf

Deaf/Hard of Hearing

Definition and Code

Hard of Hearing

Alberta Education Code: ECS- Code 30, Grades 1–12- Code 55

A student/ECS child identified with a mild to moderate hearing disability is one who:

· Has a hearing condition that affects speech and language development, and interferes with the ability to learn

· Has a mild hearing loss of 26 to 40 decibels, or a moderate hearing loss of 41 to 70 dB unaided in the better ear over the normal speech range of 500 to 4000 Hz.5

Legally Deaf

Alberta Education Code: Severe Code 45

A student/ECS child with a severe to profound hearing loss is one who:

· Has a hearing loss of 71 decibels (dB) or more unaided in the better ear that interferes with the use of oral language as the primary form of communication, or has a cochlear implant preceded by a 71 dB hearing loss unaided in the better ear

· Requires extensive modifications and specialized educational supports

· Has a diagnosis by a clinical or educational audiologist.


· Speaking louder than necessary

· Constantly asking for words to be repeated

· Straining to hear

· Misunderstanding conversations, especially in noisy situations

· Favoring one ear

· Thinking that people always mumble

· Withdrawing from social contact

· Ringing or buzzing in one or both ears

· Appearing dull and disinterested, slow to respond, or just not quite “with it”

· Recurring symptoms are important

Teaching Strategies

· Learning Team

· Involves parents, support staff, hearing specialist, student and teacher

· Discuss and determine exceptionality, strengths and weaknesses in the classroom

· Decide if the student's exceptionality will be public classroom knowledge

· Can involve other teachers if it will assist the students

· Amplification Technology

· Specialist determines what and how various AT’s can support learning

· FM system is where the teacher can wear amplification technology and their voice is carried directly into students cochlear implant, it is relatively discreet and can reduce issues with background noise

· CART instantly translates spoken word into text on a computer screen that the D of HH student can read off of

· TypeWell transcribes everything that is said in real time and allows student to read the transcript, write questions, comments and own notes at the same time, unfortunately there can be issues with false starts and immediate repetitions

· Sound Field System amplifies teachers voice through a microphone into small speakers around the classroom for all students, very discreet and can help with listening in classrooms

· Closed Captioning can be available for Powerpoints, DVD and many other programs that are presented on the television

· Video Conferencing used for two individuals who communicate visually

· IPP

· Necessary because the exceptionality is coded

· Use it as a working document that can be altered and changed as needed

· Links well with Learning Team; they are dependent and are foundational

· Personalized; it has the student’s needs first

· Classroom Set-Up

· Place student’s desk closer to front of class

· Avoid walking around the class as much while talking, makes it more challenging for students to hear of follow the conversation

· Make eye contact when speaking to student

· Check in with student regularly to make sure they are understanding you

· Avoid using fans and other devices that create further noise in the classroom

· ASL or English

· Often determined by parents prior to child beginning school

· Dual language can also be used in the classroom, often based on primary ASL (visual language) and English as a secondary language

· This may change over child’s school career

· Do assessment to address where delays or gaps may occur in English language (semantics, syntax, pragmatics and/or literacy)

· Differentiation

· Pre-teach information. Have scheduled times outside of instruction time to set up vocabulary, terms, or core concepts from an aide or parent

· Ample Review Time: During lesson plans allow reflection and review time to have a large portion within your instruction time. Assessment principles here will take high importance (Private cues to indicate understanding or not understanding).

· Class Based Discussion: Use paraphrasing, oral instruction, written instruction, partner the deaf or hard of hearing student, assess privately for understanding, and allow ample time for student to identify who is speaking and what they are saying.

Links and Resources

Teaching Students who are Deaf or Hard of Hearing

http://files.eric.ed.gov/fulltext/ED392233.pdf

Essential Components of Essential Components: Students who are Deaf or Hard of Hearing

https://education.alberta.ca/media/1477210/ecep_deaf_or_hard_of_hearing.pdf

Canadian Hearing Society: Signs of Hearing Loss

http://www.chs.ca/signs-hearing-loss

Medical/Disability Information for Classroom Teachers: Hearing Loss

https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-9800-43c3-91

MacDonald, K. (2016). Teaching Students who are Deaf or Hard of Hearing

http://kimberlymacdonald.weebly.com/deaf-and-hard-of-hearing.html

Depression

Definition and Code


Depression is characterized by symptoms such as persistent feelings of sadness, hopelessness, dejection and guilt; withdrawal from activities and people; poor concentration; lack of energy; inability to sleep; weight loss or gain; anxiety, irritability or agitation; and/or thoughts of death or suicide. Depression may be caused by a loss, by genetic or biochemical factors, or by past or ongoing trauma. Students with disabilities are as vulnerable to depression as the general population. Depression is usually treated with counselling and/or medication.


· Depressed or irritable mood

· Motor restlessness

· Slowed psycho-motor responses

· Feeling of worthlessness and/or excessive guilt

· Changes in appetite

· Fatigue or loss of energy

· Diminished interest in usual activities

· Difficulty concentrating or making decisions

· Suicidal ideation

· Threats or attempts to hurt/kill oneself

· Looking for the means to kill oneself

· Making final arrangements such as writing a will or farewell letter

· Pre-occupation with suicide or dying (often expressed through writing, art, music, online chats) in conjunction with depressed symptoms or high risk behaviour

· Showing sudden improvement after a period of extreme sadness and/or withdrawal

Teaching Strategies

· Model that it is okay to make mistakes

· Model how to reframe mistakes into opportunities

· Provide additional, meaningful responsibilities to the student

· Discourage participating in activities that increase negative feelings about themselves

· Demonstrate unconditional acceptance of the student

· Separate student from negative peers

· Identify student’s typical interests and/or favourite activities and integrate them into the school day

· Encourage student to participate in activities with peers who are positive influences but do not force the student

· Encourage peers to invite the student to participate in extra-curricular activities

· Allow the student to attend group activities without requiring active participation

· Give the student opportunities to help their peers in areas in which they excel, or make decisions about class activities

· Initiate conversations with the student when they arrive, leave, and/or take a break

· Designated support person

· Built in opportunities to talk with their support person

· Validate the student’s experiences/ feelings

· Opportunity for student to take a “self time out” when needed

· Teach the student to identify their mood patterns and ways to communicate those emotions

· Encourage positive self talk

· Help student identify automatic negative thought and strategies for reframing these thoughts

· Design daily lessons so the student has to actively respond to an assignment

· Integrate physical activity throughout the school day

· Provide an in-class outlet for physical restlessness

· Provide written copies of class notes &/or assignments

· Allow flexible deadlines for work completion

· Avoid lowering grades for non-academic reasons such as messy work

· Allow student more time to respond when asking questions if making requests

Links and Resources

https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-9800-43c3-9138-a0dcb23f5e51/download/3656041-2014-Special-Education-Coding-Criteria-2014-2015.pdf

http://studentsfirstproject.org/wp-content/uploads/School-and-Classroom-Depression-Strategies.pdf

https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=ty4640

http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student's-Depression.aspx

https://www.bced.gov.bc.ca/specialed/docs/depression_resource.pdf

https://www.cmha.ca/mental_health/children-and-depression/

http://www.helpguide.org/articles/depression/dealing-with-depression.htm#negative

http://www.healthyplace.com/depression/symptoms/how-depression-affects-psychomotor-skills/

Down Syndrome

Definition and Code


· Coding for students with Down syndrome varies depending on the severity of the case. However, the most severe Down syndrome cases are reported as a severe mental disability (Code 43).

· Down syndrome is a chromosomal disorder that causes delays in physical and mental development. Students with Down syndrome have a particular set of facial and other physical characteristics. The student's abilities and the severity of associated medical conditions can vary greatly, from mild to severe. Heart problems, thyroid issues and gastrointestinal (bowel) issues are common with Down syndrome. Other physical issues include hearing and visual impairments, low muscle tone, and instability in the ligaments holding the neck vertebrae together.

· Down syndrome is caused by a problem with a baby's chromosomes. Normally, a person has 46 chromosomes but people with Down syndrome have 47 chromosomes. Down syndrome is also sometimes called trisomy 21. (Staff, 2015).


· Distinct facial features (example: slanting eyes, small mouth)

· Short neck, arms, and legs

· Low muscle tone

· Below-average intelligence

· Trouble verbalizing as well as other challenges. Oral tasks are more challenging than visual tasks.

· Poor attention spans so physical and visually stimulating activities become essential

· Superior visual processing skills

· Grow and develop more slowly than other children. But most are able to attend school, play sports, socialize, and enjoy active lifestyles. Unless their disabilities are severe, adults with Down syndrome can care for most of their own needs. Many people who have Down syndrome live into their 50s and some into their 60s or older

Teaching Strategies

· Computer and Multimedia Integration for visual engagement

· For cognitive challenges: using computer and multimedia to help with mathematic skills

Example of an app http://www.seeandlearn.org/en-us/

· Feelings Chart to help students communicate how they feel through images

· For communication challenges: providing a chart of feelings for the student/ red, yellow, green cues

· Having the student with Down syndrome to carry around or have on their desk, a chart which they can refer to when they are having difficulties verbalizing their issues

· Tape the colour cards to a binder or desk for students to use as a nonverbal indicator of their learning or how they are feeling as part of a personal strategy with students and provides a way for a student to communicate with the teacher

· Example: Teaching the student to point to the yellow box means that they are confused about what they are learning or possible emotion faces to point at may help communicate how they are feeling

· Seating to keep students in the environment they feel best in

· To aid visual, hearing, attention problems, as well as seating issues

· Distraction Reduction- visual and hearing

· Buddy system

Links and Resources

Technology Integration

http://www.dsrf.org/media/Technology%20&%20Talking%20Handouts.pdf

http://www.dsrf.org

thttp://kids.nationalgeographic.com/kids/stories/peopleplaces/downsyndrome/

http://www.vcu.edu/partnership/C-SAL/downloadables/PDF/DisabilityAwarenessPacket.pdf

Speech Difficulty Simulation

http://www.vcu.edu/partnership/C-SAL/downloadables/PDF/DisabilityAwarenessPacket.pdf

http://www.examiner.com/article/understanding-speech-difficulty-for-down-syndrome

English Language Learner (ELL)

Definition and Code

Alberta Education Code:

Students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.


Challenges

· One problem that is quite frequent with ELL students is that they are either overrepresented or underrepresented in special education programs

· ELL students may appear self-conscious and confused; smile hesitantly

· Observe surroundings carefully

· ELL students may experience a silent period or respond with one or two words/ memorized expressions

· They may copy and repeat oral instructions, questions and modeled responses

· Depending on their level of academic performance, students may: observe others before they attempt a task or rely on visuals, drawing pictures, and known phrases to understand and communicate.

· ELL students are quite often overrepresented due to a lack of knowledge or a misunderstanding of the student’s educational background. This can result in ELL students being misdiagnosed as having a learning disability. On the other hand ELL are also quite often underrepresented in special education programs because students’ learning disabilities are mistaken for issues having to do with English language learning

· All of this means that ELL students should not be assessed using standard or traditional forms of intelligence testing (ie. no IQ tests) as they do not take cultural differences into consideration. Whenever possible ELL students should be assessed on the proficiency in their own native language. A lot of what is needed to help ELL students and to properly assess them is to either expand our background knowledge as teachers about their cultural and linguistic needs or to consult someone who does have that background knowledge

· ELL students with learning disabilities can encounter systemic barriers such as general assumptions that a homogenous student body, faculty, or staff might hold about race and ethnicity. Schools often have policies, which “handicap” culturally and linguistically diverse students rather than giving them the tools to succeed. Because of this, teachers and faculty need to make themselves aware of potential biases and underlying assumptions, which they might hold

Cultural Implications:

· Somalia is a relatively mono-cultural country, where the vast majority of Somali are Muslim.

· Involving parent volunteers has a positive effect on the student's education, and could provide cultural perspective in more diverse classrooms

· Oral traditions are highly respected in Somali culture.

· Recognize that when dealing with parents. Phone calls are the most likely method of communication they will be receptive to.

· Students may not appreciate the value or engage in written work, and prefer oral representations of their knowledge.

· Visible and cultural minorities in the classroom are statistically more susceptible to peer victimization.

Teaching Strategies

· Alberta Education Proficiency Benchmarks

· They provide descriptions of the English language abilities that students typically demonstrate at each of five proficiency levels in Kindergarten, grades 1–3, grades 4–6, grades 7–9 and grades 10–12.

· The Benchmarks are used: when English language learners enter the school system in order to establish baseline proficiency, to identify the level and types of instructional supports these learners require to be successful, at each reporting period to assess students’ current English language proficiency, on an ongoing basis to monitor language proficiency growth and to inform instructional planning, and at transitions between grades, schools and/or programs.

· Following these benchmarks will ensure that the students are being taught at the appropriate level each year as it monitors for growth.

· Create a Supportive Language Learning Environment

· Visuals such as: pictures, charts, graphs, word walls, anchor charts of lessons and completed graphic organizers

· Language mini-lessons with clear objectives directly related to content, with guided practice opportunities

· Regularly scheduled routines and events, marked by changes in location and visuals

· Clear lesson formats across subjects, from day to day.

· Create an Environment that Values Cultural Diversity.

· Visuals - posters around the room, books and movies, avoiding stereotypes, etc.

· Cultural diversity is reflected through resources with positive and realistic images and information.

· Student’s first language is valued and encouraged

· “What is not included in the environment can be as powerful a contributor to attitudes as what is included in the environment”

· Differentiating content, process and products

· Differentiating Content - Modify language level, and adjust the ways in which you deliver content.

· Differentiating Process - Provide several different options for students in terms of the ways in which they work through the content. Ex: scaffolding learning tasks, providing models or templates, or demonstrating collaborative strategies for English language learners working with a partner or in a small group. \

· Differentiating Products - Provide options to the students in terms of how they represent their knowledge of the content. Ex: Produce a poster, multimedia presentation or a piece of written work.

· Cultural Implications

· Discuss with students, and help them understand and be sympathetic of the needs and challenges facing newcomers.

· Spend time exploring cultural differences with the class. Ignorance of culture increases the risk of staff, parents, and students unintentionally offending and perhaps derailing the development of these new and fragile relationships.

· Be supportive and positive, giving students the opportunity to answer questions you know they can answer in order to build their self-confidence. Value new students and build their sense of belonging in the classroom and the school community.

· Work with school support systems to assist students to reduce the sense of fear that may have characterized their lives before coming to Canada.

· Facilitate students’ and parents’ adaptation and adjustment to the new school system through community involvement (both local and incoming communities, as well as between the school and the students community). Establish collaborative networks with parents and students.

· The student’s community should not be viewed from a deficit perspective. Each community has cultural wisdom and strengths that can enrich our schools and our ability to reach out to the families of students that attend our schools.

· Help ensure and maintain a safe school environment, free from racism and bullying.

· Community or parent volunteers can provide some context to the differences that the student body will notice. Providing this outside source can help students get to know their new classmates in a way that is less intimidating for the new arrivals.

· Fair Assessment

· Focus on the English language that the student is using to demonstrate understanding of content.

· Explain how the student will be assessed. Provide examples of ‘good’ work as well as clearly set out rubrics. Involve the student in the assessment process and provide opportunities for self-assessment and reflection.

· Assess the student by engaging in a variety of learning processes.

· Assess a variety of product options such as: projects, portfolios, oral explanations and written work.

· Provide extra time for assignments and assessments.

· Construct assessment tasks appropriate to the content and language proficiency.

Links and Resources

Alberta Education - English Language Learners: Tools, Strategies and Resources http://www.learnalberta.ca/content/eslapb/index.html

Ingram, P. (1996) & Alberta Regional Professional Development Consortia.

What School Administrators Need to Know about English Language Learners and ESL Programming – Alberta Government document

http://www.asba.ab.ca/wp-content/uploads/2014/07/fgm14sl_admin.pdf

Explicit Language Instruction Strategies for ELLs in Mainstream Classrooms

http://www.engagingalllearners.ca/ip/supporting-ell/explicit_language_instruction.php

Effective Teaching Strategies for English Language Learners

http://www.supportrealteachers.org/strategies-for-english-language-learners.html

Fetal Alcohol Spectrum Disorder (FASD)

Definition and Code


A pattern of birth defects, learning and behavioural problems affecting individuals whose mothers consumed alcohol during pregnancy. FASD causes a variety of symptoms, including extreme impulsivity, poor judgment, poor memory, difficulty learning basic skills, organizational difficulties, language and speech delays, and gross and fine motor delays. Other physical and psychological disorders are common with FASD, including seizures, hearing or vision problems, attention deficit disorder, anxiety and depression.

· Many students with FASD suffer from Sensory Processing Disorder (SPD)

· “A student diagnosed with severe fetal alcohol spectrum disorder (FASD) may have fetal alcohol syndrome (FAS) or alcohol-related neurodevelopmental disorder (ARND)”

· “A clinical diagnosis by a psychiatrist, registered psychologist with specialized training, or medical professional specializing in developmental disorders is required.”

· Every one out of 100 babies are diagnosed with FASD.


· Specific facial features

· Small eye slit openings

· Flattened vertical columns in the upper lip

· Thin upper lip

· Central Nervous System (CNS) dysfunction

· Poor comprehension

· Difficulty planning/organizing

· Poor reasoning skills

· Poor judgment

· Slow processing speed

· Poor memory.

· Growth deficiency

· Short in height

· Low body weight

· Overall challenges with academic learning.

· Verbal delays

· Expressive language is less complex and vaguer than other individuals.

· Difficulty interpreting metaphorical language and producing complex sentences both orally and on paper

· Difficulty maintaining attention and focus

· Low attention/concentration, hyperactivity and mood swings.

· Irritability, explosive anger, shut downs or withdrawal behavior.

· Difficulty understanding social cues, which leads to a lack of social awareness.

· Situations are black and white

· Sensory and motor deficits. Can result in poor balance and coordination, tremors, clumsiness, poor hand-eye coordination and delays in sensory perception.

· Challenges with body awareness, decreased muscle control and poor co-ordination, children often seem clumsy, careless or aggressive

· Difficulty with cause and effect reasoning and adjusting to new or unfamiliar situations.

· Can positively affect the classroom through humor, creativity, caring, a love of animals, determination, musical and artistic talent and a desire to please.

Teaching Strategies

· Determine the student's particular learning preferences, strengths and needs.

· Students with FASD typically have strengths in the visual arts, so incorporating mini-art projects for a variety of subjects into their differentiated planning can be beneficial.

· Teach students in smaller groups

· Using centres can decrease feelings of anxiety and helps students from becoming overwhelmed in larger/louder settings. The groups can utilize peer teaching from students with a firmer understanding of the material.

· Keep the student on-task by creating structure, repeating instruction, and providing supervision.

· Students with FASD often have issues organizing thoughts and retrieving information from memory. As such, teachers should create as much external structure as they can. Create routines and give them responsibilities in the classroom to create a positive learning environment. Additionally, give warning prior to transitions and highlight key concepts through direct instruction

· Provide concrete, hands-on learning activities

· Students with FASD can have difficulty with memory, maintaining attention, and with abstract thinking. Hands-on learning activities and manipulatives are extremely beneficial. Hands-on activities can help keep the students attention while manipulatives can be used as a cue to remind students of something they have learned. In addition, manipulatives can help students with abstract thinking as they are able to connect their thinking to something concrete.

· Model activities and expected responses

· By modelling activities, a structure will be provided for the student as to how they are supposed to go about and complete their work. This will ensure that students know what is expected of them. In addition, an example can be provided. By providing an example, any memory difficulties that the student has can be combated.

· Teach organizational strategies

· Providing structure and routine allows students to know and to remember what is expected of them. This could be accomplished by:

· Creating personal daily and weekly schedules for the student

· Personal list to track assignments

· Colour coding personal belongings

· Create a Safe Place

· Students with FASD can often feel overwhelmed by their surroundings. Be aware of the student's level of responsiveness to sensory stimuli (e.g., lights, noise, touch) and adjust activities and workspaces accordingly. A safe space or calming area should be created to aid students who have become over stimulated. Students who feel overwhelmed can retreat to this space. This helps students regulate behaviour, as they understand that they can remove themselves from the situation that is making them feel overwhelmed.

· Keep language and instruction simple and specific

· Some students with FASD may find oral instruction difficult to process. It is important that teachers use brief and simple language. They also can chunk material into manageable steps and check on the student’s comprehension frequently.

Links and Resources

http://www.learnalberta.ca/content/inmdict/html/fasd.html

https://archive.education.alberta.ca/media/414085/fasd1f.pdf

http://www.usd.edu/~/media/files/medicine/center-for-disabilities/fasd-educational-strategies-handbook.ashx?la=en

http://www.bced.gov.bc.ca/specialed/fas/

https://www.fasdoutreach.ca/resources/print/for-educators-curriculum-resources

http://differentiationcentral.com/DIis.html

Gifted

Definition and Code


Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:

· General intellectual

· Specific academic

· Creative thinking

· Social

· Musical

· Artistic

· Kinaesthetic

There is no particular theory to follow with a gifted student, however, measures need to be taken in order for them to achieve their full potential.

The difficulties of having a gifted student in your classroom is keeping them occupied and challenged or they will get bored and potentially act out.


· Advanced intellectual achievement

· High motivation and interest verbal proficiency

· Problem-solving ability

· Logical thinking and/or creativity

· Perfectionism

· Feelings of frustration and social isolation

· Boredom and acting out

· Asynchrony

· An uneven development in the rates of intellectual, emotional and physical development. Asynchronous development can be a characteristic of students who are gifted. This means students may:

· Be more complex and intense than peers

· Feel out of sync with same-age peers and age-appropriate learning activities and topics

· Demonstrate different maturity levels in various situations, which could result in difficulties adjusting emotionally and socially.

· These tendencies can increase with the student’s degree of giftedness, and can make students vulnerable to feelings of frustration and/or social isolation.

Students can be tested by tests, but these tests should not be the sole source to identify whether or not they are gifted. Tests often exclude gifted students who are ELL, disabled, from minority or low-income backgrounds. There are achievement tests and ability tests.

Young gifted students need to be constantly challenged intellectually to help prevent them from learning to underachieve in early grades.

“Almost every school uses a different method to identify and serve gifted students. Some use a “one and done” identification process where students are either in the gifted program or not; other schools offer several entry points into gifted programming. There is also widespread disagreement within the research community about what the term giftedness means. Previously, some have claimed that the term giftedness implies something that is fixed, but as discussed above, different people have different mindsets about different domains.”- DUKE TIP

Teaching Strategies

· Side projects that relate to content but are deeper in scope (creating the review activity for the unit or course)

· Sponge activities so the gifted student always has something to keep them occupied

· Learning logs and portfolios

· These can encourage students to be more motivated and is also assessment as learning

· Multiple modes for students to represent what they’re learning

· Acceleration

· Placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a classroom teacher provides the student with advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level.

· Telescoping

· Reducing the amount of time a student takes to cover the curriculum. Courses often involve overlapping content and skills from one grade level to the next.

· Compacting

· Streamline the amount of time the student spends on the regular curriculum. This strategy allows students to demonstrate what they know, to do assignments in those areas where work is needed, and then to be freed to work on other curricular areas.

· Independent study

· Students to pursue areas of personal interest or to individually investigate course topics.

· Tiered assignments

· Designed to meet the needs of a group of learners functioning at a range of levels. Students work on the same content, but are asked different questions and are provided with different activities which are assigned according to ability.

· Learning centres

· Can be used to reinforce and extend the regular program or to identify and extend the interests of students. In the latter case, they may not be directly related to curricular content, but introduce the students to new possibilities for study.

· Do not stifle their desire to answer questions

· Have students write their answers down to look at later.

Links and Resources

Learn Alberta: Developmental Considerations for Gifted Students

http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/developmental_considerations.pdf

Learn Alberta: Instructional Considerations for Gifted Students

http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/instructional_considerations.pdf

Learn Alberta: Transition Considerations for Gifted Students

http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/transition_considerations.pdf

Alberta Education Diverse Learners

https://education.alberta.ca/diverse-learners/students-who-are-gifted/

Psychological and Social Aspects of Educating Gifted Students

http://www.jstor.org.ezproxy.alu.talonline.ca/stable/pdf/1493044.pdf?acceptTC=true

British Columbia Ministry of Education: Gifted Education - A Resource Guide for Teachers

https://www.bced.gov.bc.ca/specialed/gifted/strategies.htm

“Educating gifted students in middle school: a practical guide” by Susan Rakow

Challenges Faced by Gifted Learners in Schools and Beyond

http://www.studentpulse.com/articles/330/challenges-faced-by-gifted-learners-in-school-and-beyond

Duke: Gifted Students

http://tip.duke.edu/node/1737

Advances in Special Education, Volume 26 : Gifted Education : Emerging Issues

http://site.ebrary.com/lib/uleth/reader.action?docID=10887978

Learning Disabled (LD)

Definition and Code


Learning disabilities include various disorders that may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information.

Learning disabilities range in severity and interfere with the acquisition and use of oral language (e.g., listening, speaking, understanding), reading (e.g., decoding, comprehension), written language (e.g., spelling, written expression), and/or mathematics (e.g., computation, problem solving).


Individual students with a learning disability can have very different profiles.

LD often encompasses co-occurring conditions that can include problems in listening, concentrating, speaking, reading, writing, reasoning, math, or social interaction. Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors and can also appear in association with such medical conditions as sensory impairments, or other disabilities such as communication disorders and emotional behavioural disorders.

Dyslexia is a severe impairment of the ability to read and spell;

Dysgraphia is characterized by difficulties in handwriting, spelling, or composition; Dyscalculia is an impairment of the ability to pick appropriate strategies for mathematics.

Students with learning disabilities can also experience difficulties retrieving academic and everyday information. Learning disabilities may also cause difficulties with organizational skills, social perception, and social interaction.

Teaching Strategies

· Take student aside and talk about it – make a deal that the teacher won’t call on you unless he is standing by your desk

· Ask questions that the student can answer

· Slow down

· Reinforcement is key

· Respond positively to right answers; positive reinforcement is crucial

· Give time to kids to respond

· Call on LD kids first after giving them time to think of the answer

· Give the LD student what they need – don’t worry about fairness because fairness means giving the child what he or she needs; in order to be fair, we have to treat them differently

Links and Resources

http://www.learnalberta.ca/content/inmdict/html/learning_disabilities.html

http://fod.infobase.com/p_ViewVideo.aspx?xtid=41096

http://ed.ted.com/on/QEYl7S6Z

http://www.learnalberta.ca/content/inmdict/html/learning_disabilities.html

Oppositional Defiant Disorder (ODD)

Definition and Code


Includes both emotional and behavioural symptoms. Characteristics include:

· Stubbornness

· Blaming their problems on others

· Frequent temper tantrums

· Vindictiveness

· Frequently arguing with peers and adults over everyday tasks

· Intentionally annoying others

· Appearing angry and irritable

ODD is most common in adolescents and these behaviors must occur at least once a week for at least six months for the diagnoses to occur. ODD can vary in severity from mild and severe. Mild symptoms occur in only one setting and moderate symptoms occurs in at least two settings and severe occurs in three or more settings.


· Stubborn

· Angry, irritable, temper outbursts

· Pervasive and dysfunctional defiant behaviour, beyond normal levels in childhood development

· Fights attempts to limit choices

· Consistently performs the opposite of what they are asked

· Neurological disorder

· Pushes boundaries

Teaching Strategies

· Give them multiple options; limit their ability to say no

· Consistent routines

· Consistent rewards and consequences

· Communication with parents

· Give student a mentor buddy

· Reinforce good behaviour

Links and Resources

www.knowledgenetwork.ca

http://www.learnalberta.ca/content/inmdict/html/index.html

2

melpratt.weebly.commelpratt.weebly.com/uploads/6/0/8/9/60892575/exceptio… · web viewanxiety...

Documents