“it is a waste of time to be angry about my disability. one has to get on with life and i...

““It is a waste of time to be It is a waste of time to be angry about my disability. angry about my disability. One has to get on with life One has to get on with life and I haven't done badly. and I haven't done badly. People won't have time People won't have time

for you if you are always for you if you are always angry or complaining.”angry or complaining.”

Stephen HawkingsStephen Hawkings

““Disability is a matter of Disability is a matter of perception”perception”

Martina NavraltilovaMartina Navraltilova

Special Needs Students Special Needs Students in ESL/LINC in ESL/LINC ClassroomsClassroomsA practical workshop A practical workshop

for ESL/LINC for ESL/LINC instructors instructors

By Suzanna KotilehtiBy Suzanna Kotilehti

Outline of the workshopOutline of the workshop

General overview of presently General overview of presently implemented special education modelsimplemented special education models

Categories and classroom strategies of Categories and classroom strategies of exceptionalities exceptionalities

QuestionsQuestions

To Take HomeTo Take Home You will have a general understanding of You will have a general understanding of

specific issues of special education in ESL specific issues of special education in ESL classroomsclassrooms

You will have a list of classroom strategies You will have a list of classroom strategies working with special needs students in working with special needs students in your ESL/LINC classroomsyour ESL/LINC classrooms

You will have the opportunity to continue You will have the opportunity to continue this discussion on an online discussion this discussion on an online discussion groupgroup

ExceptionalitiesExceptionalities

What are the categories of exceptionalities What are the categories of exceptionalities (disabilities)?(disabilities)?

Categories of exceptionalitiesCategories of exceptionalities Behaviour DisorderBehaviour Disorder ASD (Autism Spectrum Disorder)ASD (Autism Spectrum Disorder) Deaf and Hard of HearingDeaf and Hard of Hearing Language ImpairmentLanguage Impairment Speech ImpairmentSpeech Impairment LD (Learning Disability)LD (Learning Disability) GiftednessGiftedness Mild Intellectual DisabilityMild Intellectual Disability Developmental DisabilityDevelopmental Disability Physical DisabilityPhysical Disability Blind and Low VisionBlind and Low Vision Multiple ExceptionalitiesMultiple Exceptionalities

Inclusion models in Canadian Inclusion models in Canadian schoolsschools

Self-contained classroomsSelf-contained classrooms

Partial inclusion Partial inclusion

Full inclusionFull inclusion

The role of classroom teachers:The role of classroom teachers:

Preparing students with exceptionalities to participate Preparing students with exceptionalities to participate meaningfully as educated adults in a democratic societymeaningfully as educated adults in a democratic society

Identifying needs of exceptional learnersIdentifying needs of exceptional learners Adapting classroom strategies (modifications and Adapting classroom strategies (modifications and

accommodations)accommodations) Keeping recordsKeeping records Collaboration of other professionals and with the family Collaboration of other professionals and with the family

of the student with the exceptionalityof the student with the exceptionality IEP (Individualized Educational Plan)IEP (Individualized Educational Plan)

Almost all books and journal articles are Almost all books and journal articles are dealing with special needs students in an dealing with special needs students in an elementary and public school settingelementary and public school setting

How about the students in ESL How about the students in ESL classrooms? What specific issues do classrooms? What specific issues do ESL/LINC educators face?ESL/LINC educators face?

Protocol for identification and placement of Protocol for identification and placement of special needs students in Ontario public special needs students in Ontario public

schoolsschools

Low incidence disabilities (Cerebral Palsy, Low incidence disabilities (Cerebral Palsy, blindness, deafness, severe developmental blindness, deafness, severe developmental delay etc.) are usually identified prior to entering delay etc.) are usually identified prior to entering school.school.

High incidence disabilities (e.g. learning High incidence disabilities (e.g. learning disabilities, mild intellectual impairment, disabilities, mild intellectual impairment, emotional-behavioural disorders) might be emotional-behavioural disorders) might be identified after entering school by teachers, identified after entering school by teachers, family members or health professionals.family members or health professionals.

Overview of services for special needs Overview of services for special needs students in Ontario elementary schoolsstudents in Ontario elementary schools

Protocol of identification and placement Protocol of identification and placement of special needs students in adult ESL of special needs students in adult ESL

schools in Ontario5schools in Ontario5

Presently (2010/2011 school year) Presently (2010/2011 school year) there is no standard protocol of there is no standard protocol of identification and placement identification and placement procedures.procedures.

Students placed in ESL/LINC Students placed in ESL/LINC classroomsclassrooms

Students might participate in integration Students might participate in integration programs provided by agencies (e.g. Hutton programs provided by agencies (e.g. Hutton House, Community Living, Ontario March of House, Community Living, Ontario March of Dimes) that are associated with employment, Dimes) that are associated with employment, volunteering or recreational opportunities.volunteering or recreational opportunities.

Students might receive ongoing Students might receive ongoing accommodations and modifications in accommodations and modifications in classrooms and during assessments/tests.classrooms and during assessments/tests.


The students might receive a special education The students might receive a special education teacher's assistant one or more periods per weekteacher's assistant one or more periods per week

Students can be moved to inclusive classrooms Students can be moved to inclusive classrooms from home study programs and vice versa as the from home study programs and vice versa as the circumstances changecircumstances change

Students can be removed from special education Students can be removed from special education programs if circumstances change programs if circumstances change


Might participate in IEP (Individualized Might participate in IEP (Individualized Education Plans)Education Plans)

Might participate in multi or Might participate in multi or interdisciplinary meetings to determine interdisciplinary meetings to determine the needs and goals the needs and goals

……unidentified studentsunidentified students Often do not meet the curricular and CLB Often do not meet the curricular and CLB

requirements or often exhibit behavioural requirements or often exhibit behavioural problemsproblems

Often they arrive late to schoolOften they arrive late to school Often change schoolsOften change schools Often drop out off schoolOften drop out off school

Classroom strategies Emotional and Behavioural DisordersClassroom strategies Emotional and Behavioural DisordersEmotional and Behavioural DisordersEmotional and Behavioural Disorders

provide success oriented tasks provide success oriented tasks try for a ratio of least 2:1 positive to negative teacher try for a ratio of least 2:1 positive to negative teacher

comments comments teach conflict resolution and life skills teach conflict resolution and life skills provide support and orientation during transition times provide support and orientation during transition times arrange furniture and equipment so all parts of the room arrange furniture and equipment so all parts of the room

can be seen can be seen reduce the possibility of bumping and shoving by reduce the possibility of bumping and shoving by

eliminating congestion eliminating congestion establish clear consequences for inappropriate behaviourestablish clear consequences for inappropriate behaviour keep students consistently on-task with learning activities keep students consistently on-task with learning activities use close supervision when necessary use close supervision when necessary

……Classroom strategies Emotional and Classroom strategies Emotional and Behavioural DisordersBehavioural Disorders

Emotional and Behavioural Disorders Emotional and Behavioural Disorders use direct instruction to present new skills use direct instruction to present new skills give individual assignments instead of group give individual assignments instead of group

work work present assignments that are easily understood; present assignments that are easily understood;

keep the work load short and the time limit short; keep the work load short and the time limit short; reinforce as quickly as possible reinforce as quickly as possible

alternate physical activity and paper-pencil tasks alternate physical activity and paper-pencil tasks avoid criticism and punishment; try to establish a avoid criticism and punishment; try to establish a

positive, enthusiastic, and respectful positive, enthusiastic, and respectful atmosphere atmosphere

mark correct answers rather than incorrect ones; mark correct answers rather than incorrect ones; avoid red pencil avoid red pencil

Classroom strategies for ASDClassroom strategies for ASD

Use consistent classroom routines. Use consistent classroom routines. Give visual instructions, and rules.Give visual instructions, and rules. Watch for signs of high anxiety or Watch for signs of high anxiety or

difficulties a student may be having with difficulties a student may be having with sensory and emotional overload, and other sensory and emotional overload, and other signs of stress. signs of stress.

Understand the need for transition time Understand the need for transition time and plan for it. and plan for it.

……Classroom strategies for ASDClassroom strategies for ASD

Explain clearly the purpose of all work Explain clearly the purpose of all work assignments, presentations, multimedia assignments, presentations, multimedia materials, or other learning tasks. materials, or other learning tasks.

Assign individual roles for group work. Assign individual roles for group work.

Classroom strategies for Deaf and Classroom strategies for Deaf and Hard of HearingHard of Hearing

Seat the student toward the front of the room and to one Seat the student toward the front of the room and to one side with the better ear toward the teacher and class. side with the better ear toward the teacher and class.

Ensure that the student is paying attention before giving Ensure that the student is paying attention before giving instructions. instructions.

Set up a buddy system. Set up a buddy system. Speak first and then show visual clues, such as maps and Speak first and then show visual clues, such as maps and

charts. charts. List page numbers, questions numbers, assignments, key List page numbers, questions numbers, assignments, key

points, and new vocabulary on the chalkboard. points, and new vocabulary on the chalkboard. Use an overhead projector. This will allow you to face the Use an overhead projector. This will allow you to face the

class and give students a chance to speech read during class and give students a chance to speech read during the lesson. the lesson.

…….Classroom strategies for Deaf .Classroom strategies for Deaf and Hard of Hearingand Hard of Hearing

Don't stand too close to the student because this distorts his/her view of Don't stand too close to the student because this distorts his/her view of your face. your face.

Keep your hands, papers, and books away from your face when you are Keep your hands, papers, and books away from your face when you are speaking. speaking.

Don't stand in front of a window or light source, as it will cast a shadow on Don't stand in front of a window or light source, as it will cast a shadow on your face. your face.

Don't turn your back while talking. Don't turn your back while talking. It's difficult to speech read a moving target, so keep teacher movement to a It's difficult to speech read a moving target, so keep teacher movement to a

minimum. Avoid speaking with your side or back to the class. minimum. Avoid speaking with your side or back to the class. Don't write on the chalkboard while you're talking. Don't write on the chalkboard while you're talking. Speak naturally. Don't use a loud voice or exaggerated mouth movements. Speak naturally. Don't use a loud voice or exaggerated mouth movements. In a darkened room, a student can't speech read, so keep comments - or In a darkened room, a student can't speech read, so keep comments - or

lights off - to a minimum. lights off - to a minimum. Instruction: Remember that discussion type lessons are very difficult for Instruction: Remember that discussion type lessons are very difficult for

students with hearing impairments. students with hearing impairments.

Classroom strategies for Language Classroom strategies for Language and Speech Impairmentand Speech Impairment

Model correct language by identifying a specific target, e.g., Model correct language by identifying a specific target, e.g., irregular past tense, and reflecting it back to the student after irregular past tense, and reflecting it back to the student after every incorrect use. Student: "I writed my assignment" or "I every incorrect use. Student: "I writed my assignment" or "I drawed the diagram."drawed the diagram."Teacher: "Oh, you wrote the assignment" or "I see, you drew Teacher: "Oh, you wrote the assignment" or "I see, you drew the diagram." the diagram."

Expand on the student's utterance by adding form, content Expand on the student's utterance by adding form, content and attributes. and attributes.

Discuss word associations, categories, similarities and Discuss word associations, categories, similarities and differences, synonyms and antonyms, attributes and multiple differences, synonyms and antonyms, attributes and multiple meanings. Use joke books and dictionaries. Make word lists. meanings. Use joke books and dictionaries. Make word lists. Examine homonyms. Examine homonyms.

Discuss abstract vocabulary, e.g., feelings, values, time. Discuss abstract vocabulary, e.g., feelings, values, time.

……. Classroom strategies for . Classroom strategies for Language and Speech ImpairmentLanguage and Speech Impairment

focus on listening skills. focus on listening skills. add visual clues to verbal instructions (gestures, add visual clues to verbal instructions (gestures,

pictures)pictures) highlight key words on a page with written highlight key words on a page with written

instructionsinstructions keep your language familiar and predictablekeep your language familiar and predictable make sure the students are paying attention. Are make sure the students are paying attention. Are

they looking at you?they looking at you? ask students to repeat your instructions in their ask students to repeat your instructions in their

own wordown word give instructions in the right sequence. give instructions in the right sequence.

Classroom strategies for LD Classroom strategies for LD (Learning Disabilities)(Learning Disabilities)

check papers by marking correct check papers by marking correct responses rather than those that are responses rather than those that are incorrect incorrect

give immediate reinforcement of correct give immediate reinforcement of correct responses responses

keep graphs and charts of student's keep graphs and charts of student's progress. progress.

…….Classroom strategies for LD .Classroom strategies for LD (Learning Disabilities)(Learning Disabilities)

use many modalities, e.g., oral presentation, board use many modalities, e.g., oral presentation, board notes, overheads, diagrams, class discussion, activity-notes, overheads, diagrams, class discussion, activity-based learning based learning

give instructions after eye contact has been established. give instructions after eye contact has been established. Instructions should be clear Instructions should be clear

organize assignments so they are broken down step by organize assignments so they are broken down step by step; outlined in writing, both in student's homework step; outlined in writing, both in student's homework book and on chalkboard book and on chalkboard

use a direct teaching method and teach in small, use a direct teaching method and teach in small, incremental steps, from simple to more difficult incremental steps, from simple to more difficult

encourage students to question for clarification and encourage students to question for clarification and additional information additional information

avoid using figurative language unless it has been avoid using figurative language unless it has been specifically pre-taught specifically pre-taught


provide extra time to complete assignments that provide extra time to complete assignments that might otherwise be completed in class might otherwise be completed in class

give students several short assignments rather give students several short assignments rather than one long one than one long one

check with the student frequently to give help check with the student frequently to give help before frustration begins before frustration begins

give the restless student opportunities to move. give the restless student opportunities to move. Some students need physical movement, e.g., Some students need physical movement, e.g., rocking or tapping, to concentrate rocking or tapping, to concentrate

use experiential, concrete activities to teach use experiential, concrete activities to teach abstract concepts.abstract concepts.


ReadingReading

use a direct teaching approach, e.g., phonics, use a direct teaching approach, e.g., phonics,

trace and pronounce a word simultaneously trace and pronounce a word simultaneously use special materials, e.g., high interest low use special materials, e.g., high interest low

vocabulary reading material vocabulary reading material reduce the quantity of material. reduce the quantity of material.


WritingWriting negotiating written assignments. Allow students to write negotiating written assignments. Allow students to write

less and allow more time for the work to be completed less and allow more time for the work to be completed teaching the elements of a proper/acceptable written teaching the elements of a proper/acceptable written

assignment. Keep good models/samples visible for assignment. Keep good models/samples visible for references references

providing alternatives, such as, paper that has larger providing alternatives, such as, paper that has larger spaces and lines, the computer, diagrams, assignments spaces and lines, the computer, diagrams, assignments on audiotape on audiotape

accepting different writing forms for different purposes, accepting different writing forms for different purposes, e.g., point-form notes for summarizing or mapping e.g., point-form notes for summarizing or mapping

encouraging students to listen first and the write their encouraging students to listen first and the write their notes. Doing both at the same time may be confusing notes. Doing both at the same time may be confusing


…….writing.writing when students need to transcribe notes from point form to draft copy, letting when students need to transcribe notes from point form to draft copy, letting

them record or dictate to another person, or use a computer them record or dictate to another person, or use a computer when students need to transcribe notes from draft copy to final copy, when students need to transcribe notes from draft copy to final copy,

deciding the requirement for correct spelling. If it is essential, use a word deciding the requirement for correct spelling. If it is essential, use a word processor or peer editing, etc. processor or peer editing, etc.

in taking chalkboard notes: using point form; allowing plenty of time for in taking chalkboard notes: using point form; allowing plenty of time for copying; using clear, well-spaced script; providing a photocopy of teacher-copying; using clear, well-spaced script; providing a photocopy of teacher-made or pupil-made notes when necessary; using summary sheets (have a made or pupil-made notes when necessary; using summary sheets (have a group summarize the notes together) group summarize the notes together)

in working on research projects: assisting with the formulation of a in working on research projects: assisting with the formulation of a framework; allowing the use of live interviews or TV and radio programs; framework; allowing the use of live interviews or TV and radio programs; providing photocopies (enlarged, if possible) and assisting the student with providing photocopies (enlarged, if possible) and assisting the student with highlighting key terms/information; assisting the student with categorizing highlighting key terms/information; assisting the student with categorizing and sequencing the material according to the frameworkand sequencing the material according to the framework

…….Classroom strategies for .Classroom strategies for Intellectual DisabilityIntellectual Disability

make sure the students have chances to use make sure the students have chances to use language with their peers language with their peers

teach the student appropriate ways to express teach the student appropriate ways to express needs and frustrations needs and frustrations

allow extra time for the student to respond to a allow extra time for the student to respond to a question or situation, as information retrieval and question or situation, as information retrieval and processing may be slower than usual processing may be slower than usual

encourage appropriate responses and learning encourage appropriate responses and learning with motivators, such as praise and time with with motivators, such as praise and time with favourite activities favourite activities


use learning aids, e.g., number lines, calculators, use learning aids, e.g., number lines, calculators, counters, and tape recorders counters, and tape recorders

involve the student in tasks which have a good involve the student in tasks which have a good probability of success, e.g., in cooperative learning probability of success, e.g., in cooperative learning

reduce the amount of written work by providing reduce the amount of written work by providing assignments, such as fill in the blanks assignments, such as fill in the blanks

use one-step instructions and check frequently for use one-step instructions and check frequently for understanding understanding

prepare alternative activities focusing on basic skills, prepare alternative activities focusing on basic skills, e.g., list making e.g., list making

use concrete materials whenever possible, but keep use concrete materials whenever possible, but keep materials age appropriate materials age appropriate

focus on making small achievable gains focus on making small achievable gains


establish well defined classroom routines establish well defined classroom routines plan cues and reinforcers so the student progresses plan cues and reinforcers so the student progresses

constantly towards independence constantly towards independence assign a buddy to assist the student in learning class assign a buddy to assist the student in learning class

routinesroutines provide consistent and firm expectations with provide consistent and firm expectations with

consequences consequences make sure students can imitate and practice socially make sure students can imitate and practice socially

appropriate skills appropriate skills teach appropriate ways of getting help and/or getting teach appropriate ways of getting help and/or getting

attention attention

Classroom strategies for Physical Classroom strategies for Physical DisabilityDisability

become familiar with student's strengths and needs become familiar with student's strengths and needs assign tasks that can be completed assign tasks that can be completed encourage peer interaction encourage peer interaction allow more time for task completion when necessary allow more time for task completion when necessary maintain contact if the student is absent for a prolonged maintain contact if the student is absent for a prolonged

time time foster participation and independence foster participation and independence avoid frustrating the student with unrealistic expectations avoid frustrating the student with unrealistic expectations prepare student for medical procedures by discussing prepare student for medical procedures by discussing

details, fears, etc. details, fears, etc.

Classroom strategies for Blind and Classroom strategies for Blind and Low VisionLow Vision

use familiar concrete materials as much as possible until the student is use familiar concrete materials as much as possible until the student is ready for a change ready for a change

use concrete materials that are being used by other students in the class use concrete materials that are being used by other students in the class (good for socializing, sharing experiences, comparing achievement, (good for socializing, sharing experiences, comparing achievement, maintaining integrity of curriculum) maintaining integrity of curriculum)

use modeling of correct responses to visual environment so student can use modeling of correct responses to visual environment so student can compare his/her responses to an accurate model compare his/her responses to an accurate model

encourage student to measure his/her own progress through the use of encourage student to measure his/her own progress through the use of charts, graphs, checklists and timed activities charts, graphs, checklists and timed activities

change the environment (incrementally) so the student can practice change the environment (incrementally) so the student can practice transferring and generalizing skills in a safe situation, such as the transferring and generalizing skills in a safe situation, such as the classroom, hall or school yard classroom, hall or school yard

use a variety of age appropriate materials, including games use a variety of age appropriate materials, including games accompany all visual presentations with verbal narration accompany all visual presentations with verbal narration increase and vary the distances the student is expected to explore increase and vary the distances the student is expected to explore

QuestionsQuestions

??

Discussion GroupDiscussion Group

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