role of the educator
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Role of the educator. Who is the educator?. Parent Teacher Resource teacher Parent Psychologist O.T. E.A. SLP Principal. Given that all students need:. Knowledge Self esteem Friends Skills Independence A sense of belonging. And given that students with LD need:. - PowerPoint PPT PresentationTRANSCRIPT
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ROLE OF THE EDUCATOR
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Who is the educator? Parent Teacher Resource teacher Parent Psychologist O.T. E.A. SLP Principal
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Given that all students need:
Knowledge Self esteem Friends Skills Independence A sense of belonging
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And given that students with LD need:
Direct instruction Group learning Social skills Organization Emotional support Growing independence
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What is our role? To teach, in groups or one-on-one To mentor To counsel To liaise with home To create an environment of safety and
acceptance To model social skills
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What is the best way to provide this?
Options Specific programming In class support Co-teaching Teachers consulting with specialists Early and ongoing assessment
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What do we need to develop to do this?
Collaboration Resources Variety of approaches Research
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What does this require? Time Commitment Shared vision Cooperation with home Support from leaders and co-workers Flexible school systems $? Courses?
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Some models
Landmark Cape Breton Finland Reggio RTI French school
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Specific areas to address for LD Academic: reading, math, language,
comprehension Organization Study skills Executive function Social skills Self esteem, self-advocacy Belonging Home Future
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Specifically...Reading Phonological awareness Access to literacy Connection to language Comprehension Multisensory approaches Is reading recovery enough? Small grp vs. Whole class
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Math Declarative, procedural, conceptual Number sense Students need practice and facts, but
don’t omit the higher order thinking skills Technology is necessary for many with LD
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Organization Note-taking: Teacher: slow down; cue-
emphasis and organizational Student: teach note-taking skills,
strategic and guided. Time management, space, materials,
managing work Structure, written, visual schedule, fewer
problems per page, assignment folders, visual timer and calendar
Digital master filing system
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Memory Sort Review Physical games
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Writing Technology Specific spelling instruction in context Organizers Distinguish creativity from formal writing Not the only way to assess knowledge
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Behavior Connection to ability, motivation What comes first, LD or behavior? ADD, nonverbal Provide verbal mediation Avoid difficult situations Self-monitor Learn non-verbal cues
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Social skills Collaborate with parents Teach in context Be sensitive to cultural differences Limit reinforcement and let student’s own
rewards be internalized Teach problem solving, eg. Autopsy Listen, don’t judge
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Emotional needs Acting out not the only reaction; also
withdrawn, depressed, anxious Self esteem- school to global LD can affect emotional, and vice versa,
positively and negatively Avoidance- lazy Escaping school, trouble at home,
teacher’s impatience
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Twice exceptional: Gifted and LD/ADHD
Learned helplessness and underachievement Annoying behavior masks LD and giftedness Assessment must include creativity Develop talent Do not necessarily shorten or simplify tasks Differentiated-integrated curriculum,
counseling, remedial instruction Enrichment Mentoring, including peer and community choice
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Relationship with home Initial word: the grieving process:
compassion, hope and appropriate discussion
Mutual respect and appreciation Share information: past, present and
future Admit when you don’t know and find out Connect to outside agencies Include parents from the beginning in
program planning Behavior, medication, homework
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Building for the future Ongoing assessment Transition planning Independence and technology University and community college Work experience Personal strengths and aptitudes Positive attitude Self advocacy