supporting children with learning disabilities at school
TRANSCRIPT
SUPPORTING CHILDREN WITH
LEARNING DISABILITIES AT
SCHOOL
Leanne Jenkins
Anglophone East School District
January 17, 2013
Understanding Universal
Accommodations
DEPARTMENT OF EDUCATION CHANGES 2010-2011 SCHOOL YEAR In 2010, the Department of Education began the
process of adopting a philosophy of teaching called Universal Design for Learning (UDL).
UDL enables teachers and students to use a range of strategies, technologies or adjustments at their own discretion to meet learning needs in the classroom and during assessment. It does this by providing options for: Presenting information and content in different ways
(the "what" of learning) Differentiating the ways that students can express
what they know (the "how" of learning) Stimulating interest and motivation for learning (the
"why" of learning)
UNIVERSAL ACCOMMODATIONS
The previously mentioned strategies, technologies and adjustments are available to all students in the classroom, if required, and are therefore referred to as “universal accommodations” now.
Because they are available to all students if required, these are called universal accommodations and they don’t require an SEP or prior approval for provincial assessments.
The adoption of UDL means that some students who previously required a special education plan (SEP) will begin to receive accommodations without an SEP.
UNIVERSAL ACCOMMODATIONS
ACCESS TO COMPUTER
There are a number of assistive technology programs that can be used to help students with learning disabilities. Some examples include:
Text-to-speech software (e.g., Kurzweil) Speech recognition software (e.g., Dragon
NaturallySpeaking, Speak Q) Word prediction software (e.g., Word Q) Word processing programs
JUSTIFIABLE ACCOMMODATIONS
When universal accommodations alone are not sufficient to provide success for a student, a Special Education Plan – Accommodated (SEP-A) may be deemed necessary.
Justifiable accommodations are strategies, technologies or adjustments without which the student would be unable to access the curriculum.
The SEP documents justifiable accommodations and prior approval may be required to access them during provincial assessments.
JUSTIFIABLE ACCOMMODATIONS
Timing Strategy Extended time (more than double)
Response Brailler Evaluation of daily work only Evaluations of special projects only Oral testing Scribe for tests Scribe Spelling not counted in daily work or test
situations Setting
Special lighting
Presentation Braille Coloured paper Frequent short quizzes in
lieu of exam Large print Open book Read questions aloud Taped texts
ROLE OF ADMINISTRATORS IN SUPPORTING UNIVERSAL
ACCOMMODATIONS
Ensuring teaching staff understands what universal accommodations are
Ensuring that teachers know how to provide universal accommodations for students
Ensuring that teachers are providing universal accommodations in classrooms through monitoring
Supporting teachers struggling with universal accommodations in classrooms through PD opportunities
ROLE OF RESOURCE TEACHER IN SUPPORTING UNIVERSAL
ACCOMMODATIONS
Consultation with classroom teacher regarding student profile, diagnosis, support strategies and support personnel (if applicable)
Assisting with alignment of universal strategies and student profile
Assisting with selection, training and/or use of appropriate assistive technology
Acting as a consult for troubleshooting and problem solving
Intervention with students, if applicable or necessary
ROLE OF THE CLASSROOM TEACHER IN SUPPORTING UNIVERSAL
ACCOMMODATIONS
Ensure that universal accommodation are available to all students, at any time, when warranted.
Being knowledgeable of the various needs of all students in the classroom.
Collaborate with the Methods and Resource Teacher.
Collaborate with EMP practitioners (S-LP, OT, PT) as required.
Collaborate with parents, as necessary Using appropriate supports (i.e. assistive
technology) in daily instruction.
How to Advocate/
Support Your Child
TIPS FOR COMMUNICATING WITH THE SCHOOL
Clarify your goals – write down what you want to accomplish, prioritize
Be a good listener – allow school personnel to explain their viewpoints, ask for clarification if you did not understand fully
Offer new solutions – suggest possible strategies you have heard about or found works for you and your child (especially transition times)
Keep the focus – schools have large numbers of students so ensure the time you have is focused on your child. Be involved and committed to your child’s education!
Don’t give up!http://www.helpguide.org/mental/learning_disabilities_treatment_help_coping.htm
TIPS FOR COMMUNICATING WITH THE SCHOOL (CONT’D)
Meet regularly – as deemed appropriate by all members of the team
Maintain an open communication between home and school.
When appropriate, acknowledge when things are going well and let the teacher know!
When there are concerns, do not generalize – be specific.
Stay calm, collected and positive Share important information with school
personnel
http://www.ldav.ca/parents_childrens_advocates.shtml
SUPPORTING YOUR CHILD
Seek resources for support and information Parent groups Online support groups Outside tutoring, if necessary and possible
Use similar strategies and technologies as those being used at school
Provide opportunities for your child to alleviate the frustration that may be present due to difficulties at school – club activities, exercise, breathing and stretching techniques, soothing music
Model and foster positive thinking to help foster self-esteem
HELP YOUR CHILD DEVELOPSELF-ADVOCACY SKILLS
Talk with your child about their educational needs as well as their strengths.
Provide feedback about how your child appears to learn best, such as “You seem to remember better when you see the information as you are listening”
Role play ways to handle difficult situations Allow your child to participate in school
based meetings, when appropriate
Fairness does not mean that everyone gets the same thing.
It means that everyone gets what he or she needs.
-Rick Lavoie
REFERENCES Beers and Lewis. (October 2011). Universal
Accommodations. PowerPoint Presentation. http://www.cast.org http://www.helpguide.org/mental/
learning_disabilities_treatment_help_coping.htm
http://www.ldav.ca/parents_childrens_advocates.shtml
NB Department of Education. (September 2010). Accommodations and My Child’s Special Education Plan.
NB Department of Education. (November 1999). Resource for the Identification and Teaching of Students with Specific Learning Disability.