Logographic reading Supporting Inclusive Education Linda Siegel University of British Columbia,...

Logographic readingSupporting Inclusive

Education

Linda SiegelUniversity of British Columbia, Vancouver

Supporting Inclusive Education

Linda SiegelUniversity of British Columbia

Vancouver, CANADA

[email protected]

A European Framework for definitions

UN Declaration of Human Rights (1948) Resolution 217 Article 26

“Everyone has the right to education.

Education shall be free, at least in the elementary and fundamental stages.

Elementary education shall be compulsory.”

My comment – Education should be appropriate. 3

Salamanca Statement – June 1994

Signatories to the Salamanca Statement agreed that:

• every child has unique characteristics, interests, abilities and learning needs

• education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs

4

The Salamanca guidelines included

... a need to take full account of individual differences (Statement 21)

... adapting to the needs of the child (Statement 28)

... providing additional assistance and support to children requiring it (Statement 29)

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The Salamanca guidelines included

... identifying difficulties and assist pupils to overcome them (Statement 31)

... appropriate teacher training (Statement 42)

Framework for Success

PoliciesTeamworkResourcesTrainingAwareness

Successful inclusion

It is important to recognize these principal areas:

Policies – These are a legal aspects in a particular jurisdiction.

Resources – These should be evidence based

Training – Cannot be performed without a good knowledge base and resources.

Teamwork- Professionals and parents

Awareness – Knowledge about disabilities is critical

Policies• Education policies should recognise that every individual has unique characteristics, interests, abilities and learning needs, and education systems should be designed to provide informed evaluations and derive appropriate educational programmes to accommodate the wide diversity of these characteristics and needs.

• Work and life related policies, e.g. disability discrimination legislation, should ensure that no individual is excluded or penalised because they learn in a different way.

• All policies should reflect that these rights are irrespective of theindividual’s first language.

Resources• Screening and assessment of the individual with SPLD should be freely available for all, using a well-researched, widely accepted test (or range of tests) based on current theories. These tests should be relevant to needs and support, and provide the basis for the formation of an individual education plan, including additional resource support (e.g. ICT requirements), and/or guidance for personal development.

• Teaching and learning resources (e.g. paper and computer based teaching materials) should be available to teach the individual literacy and life skills, and help strengthen other area of weakness that may be identified.

Resources (2)

• Support material and devices (e.g. text readers) should be widely accessible and acceptable for education and employment purposes.

• Guidance and awareness information should be widely available (e.g. web based) to the general public, and to all professionals who may be working with or supporting the individual with SEN.

Training• Every educational establishment should have staff trained in theidentification of individuals with specific learning difficulties.• All staff in educational establishments should be trained in the awarenessand understanding of SEN, and how to provide accommodations withina normal teaching/learning environment.• All those concerned with education (e.g. learning supportassistant and policy makers) should know their responsibilities towardsIndividuals with SEN.• All those working with or caring for the individuals with SEN, (e.g. parents,educational and occupational psychologists, speech and languagetherapists, disability officers, human resources personnel, communityworkers) should be trained to identify specific learning difficulties using thelatest tools, and to provide recommendations with respect to the latestdevelopments, including ICT.• Every individual with SEN should be provided training to understand,discover, explore and capitalise upon their strengths and weakness toensure they gain the maximum benefit from support and recommendationsresulting from their needs assessment.

Training

Educational establishments and employers• Each educational establishment should have individuals trained in therecognition of the individual with SEN and their needs.• All employers should be aware of the special needs and abilities of theIndividual with SEN, and should ensure their abilities, strengths andweaknesses are fully utilised for the benefit of the individual, the employerand society.• All staff should be trained in the awareness and understanding of SEN,and how to accommodate the individual within the normal learning andworking environment.• All schools and employers should have policy guidelines to ensure aninclusive approach is adopted for individuals with SEN.• Any support provided should be seen as a fundamental human right whichensure these individuals are empowered within society, and are notperceived as an advantage to the individual by the general public.

Inclusive Education

Individual Class School Parents

IndividualLearning

Supportincludingassistive

technology

Good forspld,

good for all

ClassroomManagement

Wholeschool

approach

StaffSupport

Parentalsupport

Supportingthe parent

Traditional Model

• Deficit

• Functional limitations stressed

• Classification very important

• Standardized assessment

• Separate remedial instruction for each category

What is inclusive education?

• Students are with their age and grade level peers

• Few if any special classes and no special schools

• All children in the same classroom, whatever the disability

• There can be resource withdrawal

What is inclusive education?

• Continuum of support service– Special education is integrated with regular

education

• Need to review student progress– Reading, spelling, writing (composition),

mathematical problem solving, arithmetic– Not necessarily examinations. EPs play an

important role in assessment – either guiding teachers or doing individual assessments

Why inclusive education?

• Human rights concerns – value all within the community

• Increase social acceptance• Integrate individual into educational

system• Prepare SPED student for living in a

broader social context• Help prevent bullying and aggression• Help non SPED children

Opposition to inclusion

• It costs too much

• Other children will suffer

• Individual student will not be able to cope

• It is too difficult

• People are not willing to accept it

• Students will not get an appropriate education- their needs will not be met

Teamwork - Partners in Inclusion

parents

teachers

se child

reg child

EP + team

admin

What makes inclusion work?

• Teacher preparation

• Smaller class size

• Not too many special ed students in one class

• Classroom climate

• Discussion of the individual differences with the students

What makes inclusion work?

• Educators assume responsibility

• Teachers work closely with all children

• Children are prepared for difference

• Characteristics of SPED children

• ∞responsiveness

• ∞strengths

• Parent support

What are the characteristics of lessons that support inclusion?

• Recognize and build on the diversity of student experience

• Reflect difference in student knowledge and abilities

• Accommodate different rates at which students learn

• Allow for differences in learning styles

What are the characteristics of lessons that support inclusion?

• Learning aims are clear

• Recognize student strengths

• Avoid mechanical copying

• Work done by individuals/pairs/groups/whole class

• Variety of activities discussion, oral presentation, audio-visual, writing, library

• Variety of ways to record work

What are the characteristics of good teacher and EP preparation for

inclusion?• Fostering an understanding of how

children develop reading, spelling, arithmetic, problem-solving and social skills

• Developing an understanding of social and emotional development

• Developing positive attitudes toward student diversity

What are the characteristics of good teacher preparation and EP for

inclusion?• Knowledge of the categories of special ed

students

• Practicum experience with special ed students

• Understanding of working with paraprofessionals

• Understanding the parents’ feelings and concerns

What is good leadership in regard to inclusion?

• Knowledge of practice

• Ability to communicate vision

• Enthusiastic about inclusion

• Maintain morale

• Understand power structure

• Provide support to teachers

• Aware of parent concerns

Role of the Principals (Headmasters)

• Select staff who agree with inclusion• Recognize the need for program and staff

development• Total responsibility for all students• Understand the benefits of inclusion for all

students• Identify services• Understand the role of technology• Develop the school climate

Family of Schools approach

• Professionals meet together from a small number of schools and discuss problems and solutions.

• Professionals learn to understand the roles of the individuals in the team and how they can work together

Sharing Practices

• Best practices conference

• Posters, booths and tables

• Time for people to move around and visit the exhibits

• Organized by SPED category

Group Activity

• Describe a successful experience with inclusion.

Universal Design for Learning

• Definition – An approach to education that addresses the barriers to students’ learning

• Goal – making expert learners of all students


• Goals – appropriate instruction for all students

• Materials- multiple representations of content

• Methods- flexible and diverse

• Assessment – flexible, provides information to teacher and the learner

Identify Strengths and Weaknesses

• Outline your own strengths and weaknesses in the learning areas.

• Consider what are the ways in which you learn the best.

• Consider how the educational system can adapt to your learning style.


• Representation -the what of learning how information is presented

• Expression -the how of learning how the learner expresses knowledge

• Engagement -the why of learning how the learner is motivated, engaged

intrinsic vs. external

Learning Styles

• Students learn in different ways.

• Some students grasp information easily when it is in print form.

• Others prefer information presented in an auditory form.

• Still others prefer a non-print visual format.

• No one means of representation will suit all students.

Case Study - Paul

• Dyslexic – slow reader • P6• Difficulty with reading, spelling and writing• Problems with verbal memory• Above average mathematical skills• Shy, reluctant to speak• Good 3-dimensional visual-spatial skills• Artistic

Representation- Options for Perception

• Customize display of information– Graphics, charts – Paul grasps information more

quickly in this form– Features of the text

• Auditory Information – Tape record lectures – Paul cannot take notes quickly– Students share notes

• Visual information– Films, pictures, PowerPoint – alternate ways of

presenting information

Features of the Text

• Make text easier to read

• Size of the text or images

• Amplitude and speed of the speech, video or sounds

• Contrast between background and text

• Colour used for information or emphasis

• Layout of the visual material– Headings, boxes, white spaces, font


• Representation -the what of learning how information is presented

• Expression -the how of learning how the learner expresses knowledge

• Engagement -the why of learning how the learner is motivated, engaged

Alternatives for auditory information

• Speech to text – speech recognition – writing difficulties, shy– Ideal for Paul but had to learn how to use it– Tape recorder – also good for Paul

• Visual symbols for important points– Bullets, font size

• Visual equivalents for sound effects or alerts – Sound to turn the page

Alternatives for Visual Information

• Graphics

• Animation

• Video –nature, biology

• Physical objects

• Spatial models – maps, 3 dimensional very good for Paul – history, biology

Examples of Alternate Text

• Text to speech – screen reader good for Paul

• Talking books and textbooks – good for Paul

• Aide or partner that can help with reading – paired reading

Case Study - Paul

• Dyslexic – slow reader • P6• Difficulty with reading, spelling and writing• Problems with memory• Above average mathematical skills• Shy, reluctant to speak• Good 3 dimensional visual-spatial skills• Artistic

Biology-Endangered Species

• Students work in groups to develop a board game– Students remember facts more accurately– Must do research – must cooperate– Students with output problem – good verbal

skills but poor writing can speak– Students with artistic skills can draw the board– Encourages imagination and critical thinking– Autistic spectrum disorder - details

Dyslexic- Paul

• Prefers colour coding – helps his visual memory

• Prefers charts

• Wants to be allowed to tape record lectures

Group Activity

• How can we help Paul learn biology in the endangered species game?

Case Study - Susan

• S1• Difficulty with mathematics, impulsive errors,

does not know multiplication tables• Poor handwriting and spelling• Trouble learning English• Attention deficit, appears unmotivated• Good reader, including reading comprehension• Good at rule learning • Likes acting and drama• Likes to play the drums and sing

Group Activity

• How can we help Susan in the Endangered Species game?

Representation – Options for Language

• Define Vocabulary– Electronic dictionaries

• Clarify syntax- Susan- stress rules, exceptions– Grammar checkers

• Cross linguistic understanding Susan stress rules– Electronic translation

• Decoding text/Mathematical symbols - Susan– Charts to help with impulsive errors

• Illustrate concepts non-linguistically - Paul– Mind map

Techniques for Vocabulary & Symbols

• Pre-teach vocabulary - Susan• Prefixes, suffixes – helps spelling,

vocabulary• Morphology – helps spelling, vocabulary• Compound words – hairbrush, toothpaste• Embed information within text-

illustrations, footnotes, explanations• Embed support within text - jargon,

colloquialisms, idioms

Morphological - Words

• They need to 1.diversionary

2.diversity

3.diversion

4.diversify

Morphological - Pseudowords

• The car is too 1.rendalize

2.rendal

3.rendment

4.rendify

Vocabulary Activityfor each group

• Think of as many prefixes and suffixes as you can

• Think of as many morphological endings as you can and categorize them by part of speech

Techniques to Clarify Syntax and Structure

• Highlight structural relations to make them more explicit

• Offer less complex alternative• Verb tenses• Make relationships explicit

– Link ideas in a concept map– Highlight transition words in an essay– Then, however, furthermore– Tie antecedents for anaphoric references – This, that, his, hers

Decoding Text or Mathematical Notation

• Text to speech

• Mathematical notation with voicing- Susan cannot remember the name of the symbols or draw them

• Text with human voice –talking books

Cross-linguistic Understanding

• Present key information or definitions in first language in addition to English

• If possible, find cognates

• Provide electronic links to dictionaries, web translations

John

• Autistic Spectrum Disorder – Asperger’s Syndrome• S1• Average decoding skills, poor comprehension• Very poor handwriting• Poor social skills• Fascinated with dinosaurs, automobiles, battles• Good visual memory, poor auditory memory• Math calculation skills are good but problem solving is

difficult• Has trouble seeing the big picture, good attention to

detail• Family has difficult coming to terms with his problems

Group Activity

• How can we help John in the Endangered Species game?

Illustrating Key Concepts Non-linguistically

• One form of symbolic representation complemented with an alternative form– Solar system description with a 3D model

• Illustrations or diagrams complemented with verbal explanation - John

• Link information in text to accompanying charts, illustrations, or diagrams - John

Representation – Options for Comprehension

• Provide background knowledge - John

• Highlight important ideas - John

• Guide information processing - John

• Support memory and transfer – guides for memory

Activating Background Knowledge

• Relate new information to existing knowledge

• Advance organizers – KWL– Know Wonder Learn

• Pre-teach critical concepts

• Use analogies and metaphors – Susan likes rules and concepts

Highlight Critical Features and big ideas

• Stress rule learning – multiplication tables– Susan

• Use outlines• Stress key elements• Use examples and non-examples- John

– English plurals

• Reduce irrelevant information John• Use cues and prompts to draw attention to

critical features Paul

Options to Guide Information Processing

• Prompt each step in a sequential process

• Scaffolding to support strategies

• Chunking information into smaller elements

• Progressive release of information– Wh questions

Supporting Memory and Transfer

• Checklists, post-it notes, organizers, electronic reminders

• Opportunities for review and practice

• Templates for note taking

• Mnemonics

Expression – Options for Physical Action

• Mode of physical response– Paper and pencil– Keyboarding

• Means of navigation

• Accessing tools and assistive technologies

Mode of Physical Response

• Allow more time

• Oral reports and examinations

• Poor handwriting = learn typing skills– Touch typing not hunt and peck

Means of Navigation

• Voice

• Joystick

• Adapted keyboard

Accessing Tools & Assistive Technologies

• Touch screens

• Keyboard commands for mouse actions– Instead of pull down menus – Control s for Save

Media for Communication

• Text

• Speech – story telling, drama

• Drawing, illustration

• 3D models

• Film, video

• Multimedia web design

• Music, visual art, sculpture

Composition & Problem-Solving

• Spell checkers, grammar checkers, word prediction software

• Voice recognition, dictation, recording

• Calculators

• Sentence starters

• Story webs, concept mapping tools

• Computer aided design, music writing software

Scaffolds for Practice and Performance

• Provide models

• Provide different mentors

• Provide scaffolds that yield increasing independence

• Provide feedback –often and differentiated

Expression- Options for Expressive Skills and Fluency

• Media for communication

• Tools for composition and problem solving

• Scaffolds for practice and performance

Expression Options for Executive Function

• Effective goal setting- what are your dreams

• Support planning and strategy development

• Facilitate the managing of information and resources

• Enhance capacity for monitoring progress

Effective Goal Setting

• Prompts to estimate effort, resources and difficulties

• Model or examples of effective goal setting

• Guides and checklists for scaffolding goal-setting

Checklist - Composing a Paper

• Select topic• Do some research• Narrow the topic• Write outline• Check to see that research fits outline• Write introductory sentence• Write one sentence summary/conclusion• Write sections • Check for transitions between sections• Check spelling and grammar• Write a one paragraph summary

Planning & Strategy Development

• Prompts to stop and think before acting

• Checklists to set up priorities, sequence, and schedule of steps

• Models of think-aloud of process

• Guides for breaking long term goals into smaller ones

Managing Information and Resources

• Graphic organizers for data collection and organizing information

• Prompts for categorizing

• Checklists and guides for note-taking

Enhancing Capacity for Monitoring Performance

• Guided questions for self monitoring

• Charts showing progress

• Templates that guide self reflection

Template for Self Reflection for Composition

• Have I chosen the topic carefully?• Have I searched the important sources?• Have I looked up any words I did not know?• Have I made an outline?• Have I paid attention to the transitions between

paragraphs? Do I have any colloquial language?• Have I taken the role of the reader?• Have I written a one sentence conclusion?• Have I written a summary paragraph?• Have I checked for spelling and grammar errors?

Engagement – Options for Developing interest

• Increase individual choice and autonomy

• Enhance relevance and value

• Reduce threats and distractions

Options for Increasing Individual Choice & Autonomy

• Allow some choice in tools for information gathering

• Allow some choice in timing of completion of subtasks

• Allow some choice in the design of activities – individual vs. group and who they work with

• Involve students in setting their own goals

Enhancing Relevance & Value

• Socially relevant activities– environment

• Activities that communicate to real audiences

• Provide tasks that allow for active participation and experimentation

Reduce Threats & Distractions

• Charts, calendars, and schedules that increase predictability of daily activities

• Availability of breaks

• Spaced vs. massed practice– Spaced practice – shorter periods, learning

over several days rather than in one long period

Salience of Goals

• Prompt – requirement to restate goals

• Display concrete goal

• Divide long term goals into short term objective

• Hand held or computer based scheduling

• Prompts for visualizing desired outcome

Challenge & Support

• Differentiation of degree of difficulty– More advanced students get special problems

• Opportunities for collaboration

• Variations in acceptable performance– Not counting spelling in the grade

• Emphasize improvement and effort as alternatives to competition and external evaluation

Fostering Collaboration

• Cooperative learning groups– Lessons in working together as a group

• Prompts to guide students in when to ask for help from peers and teachers

• Peer tutoring and support

• Construction of virtual communities– Shy student

Increasing Mastery Oriented Feedback

• Feedback to encourage perseverance and self-awareness

• Feedback that emphasizes effort, improvement and achieving a standard rather than comparison with others

• Frequent feedback • Feedback that encourages strategies for

success – trying again, understanding difficulty

Goal Setting and Expectations

• Prompts, checklists, guides that focus on small goals to reduce frustration

• Coaches that understand strengths and weaknesses

Coping Skills and strategies

• Managing frustration

• Seeking support

• Develop internal controls– Cognitive behavioural skills – self talk– Positive self reinforcement

Self-assessment and Reflection

• Devices to help students collect and record data from their progress

• Monitoring progress should be timely, frequent and understandable

• Testimonials from other students

Engagement - Options for sustaining Effort and persistence

• Heighten salience of goals and objectives

• Vary levels of challenge and support

• Foster collaboration and communication

• Increase mastery oriented feedback

Engagement – Options for Self-Regulation

• Guide personal goal setting and expectations

• Scaffold coping skills and strategies

• Develop self-assessment and reflection

Challenges for Inclusive Education

• Assessment

• Team work

• Teacher preparation

• Restructuring of Lessons

• Individual Education Plan - IEP

Assessment – Examination Accommodations

• Increased time

• Oral examinations

• Allow the use of a computer

• Allow the use of a calculator

• Reader – person, screen reader

• Scribe – writes down what the student says

Increased Time for Examinations

• What would we do for Paul, Susan, & John?

• Written on transcript if there are accommodations

The Individual Education Plan (IEP)

• A description of the students current functioning in all areas, including strengths

• A description of what should be done to help the student with areas of difficulty

• A description of what will be done in the classroom to help the student

• A description of what resource people will help the student and in what areas

What would you like to know?

• Behaviour

• Past history of learning

• Past difficulties, if any

• What interventions have been tried?

• First language

• Strengths

Suggestions for an IEP

– Level of functioning– Specific problems- types of errors– What will you do to help her?– Who will help her?– What accommodations will be made in the

classroom– How will you monitor her progress?

Template for an IEP

• Major concerns• Difficulties• Strengths• Factors – first language, family factors• Past history of interventions• Planned interventions• supports needed• People responsible• Team meetings planned

John

• Autistic Spectrum Disorder – Asperger’s Syndrome

• Average decoding skills, poor comprehension• Very poor handwriting• Poor social skills• Fascinated with dinosaurs, automobiles, battles• Good visual memory, poor auditory memory• Math calculation skills are good but problem solving is a

problem• Has trouble seeing the big picture, good attention to

detail• Family has difficult coming to terms with his problems

IEP - John

• Major concerns– Reading comprehension– Mathematics problem solving – algebra, geometry– Social skills

• Strengths– Attention to detail– Visual memory– Interest in dinosaurs, machines, battles, computer

games– Adequate decoding and math calculation skills

John - IEP

• Factors– Troubled family, parents highly educated and

have difficulty accepting his difficulties

• Past history of interventions– IH classroom – IQ 79- some good verbal

skills, fine motor difficulties, good rote memory

John

• Planned interventions– Typing tutor– Writing practice– Group work – Endangered Species Game– Use of highlighting for text– Text to speech – screen reader– Break down any new concepts into small

steps

IEP

• Supports needed– Group work – classroom teacher– Reading comprehension classroom and

SPED teacher– Social support for family

• People responsible– Classroom teacher, SPED, social worker

• Team meetings planned– Beginning, middle and end of the year

The following 3 slides are for group work

Task 1

• Prepare an IEP for a S1 student in English– Dyslexic– Poor vocabulary, handwriting, and spelling– Inadequate phonics skills – Stumbles over longer words– Trouble with English grammar– Difficulty in English composition– Strengths – artistic, excellent computer skills,

good imagination

Task 2

• Prepare an IEP for a P1 student for a Chinese language class

• Dyslexic• Poor handwriting• Makes mistakes in stroke placement• Poor composition skills• Composes music, sings and plays the guitar very well• Has attention difficulties• Likes movies, especially Jackie Chan movies

Task 3

• Develop an IEP for a student in S3 with a Mathematics disability– Student reads English and Chinese quite well but has

some problems speaking English– Poor fine-motor co-ordination– Poor handwriting and composition skills– Student has difficulty with mathematics– Student has trouble remembering formulas– Student is very anxious about his performance– Attention and motivation difficulties– Difficulties with English spelling and composition

Task 4

• S2 student with ASD

• Attention difficulties

• Is interested in dinosaurs and airplanes

• Good decoding skills but poor comprehension

• Trouble with Chinese writing but good speaking skills

• Difficulties reading and speaking English

Task 5

• P3 student with mild mental handicap

• Good singing voice

• Good social skills

• How can the English, Chinese and mathematics curriculum be adjusted to help her?

Other Aspects of Inclusion

How can we help students learn together?

• Build interpersonal and communication skills

• Teach about bullying and teasing

• Role play and simulation about disabilities– Blind– Deaf– Wheelchair– Learn Arabic writing – copy script

Learner Centered Classroom

• Chairs around tables & comfortable places to work

• Walls – students’ work – not just the best– Schedule information– Charts that help

• Class discussion– Students question each other– Students ask questions

• Tasks- different activities simultaneously

Tools to Evaluate Inclusion

• Staff development help staff respond to students• Support is coordinated• All students are welcome• Staff and manage work well together• Policy is inclusion• Staff appointments and promotions are fair• Physically accessible buildings• School resources are fairly distributed

The voices of children

• Boy with cerebral palsy– People think he is helpless and unable to

understand anything– People feel sorry for me– Adults make decisions without consulting me

as if I have no brain– Wants to be involved in decision making

Problems of SPED students

• Asking for help• Ignoring• Saying stop• Making friends – need to know how• Supporting each other• Giving help• Negotiation -accept others ideas and give

their own

Learning Together

• Negative behaviour of others toward them– Shouting– Not listening– Dominating– Excluding them– Picking on them

Influences feeling of self worth

Joining In

• SPED children feel useless, sometimes bored because they are left out

• Felt they do not have the language skills

• Aggression is a problem

• Should teach social communication and collaborative skills

Adult help

• Can facilitate

• Some students felt it prevented them from finding their own ways to solve things

• May be embarrassing

122

Being dyslexic

It is hard to believe in yourself

It can be boring to have to drill and practice the things that other find easy.

It may be irritating that others cannot keep up with you when you are full of good ideas.

123

Being dyslexic

It can be difficult to see beyond your own difficulties

It doen’t seem fair that you have to work so much harder than other sometimes.

It is frustrating, on a bad day, to realise that you cannot remembre things you did with ease the day before.

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Dyslexia management

Individual

Classroom

School

Parents

Use multisensory letter learning techniques include plastic letters, ...

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... drawing in sand with eyes open and with eyes closed ...

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... or using clay to form letters.

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I

Also practice the order of the alphabet as this will help dictionary skills.

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Help the child with the tasks, but learn to know when to help, and when to let them try themselves.

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Make activities fun, and there is no reason why it cannot be a shared experience

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You do not have to be sitting at a table to be working.

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Practice regular and well known words

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Do not just work on just whole words. Try parts of words, based on suggestions of the teacher.

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Teach the child how to break words down into syllables. Spelling at the syllable level is a lot easier than the whole word level. If they can break the word down into the syllables, the task of spelling is much easier.

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Provide books that look interesting and give guidance for appropriate level whilst still allowing for choice.

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Have useful words available around the classroom for reference. Make sure the child knows where to access them (i.e. on word lists that the child can take to the table, not have them try to copy from the wall).

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Starting a personal word bank for the child. They should carry this with them at all times.

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Encourage the child to look at the shape of the word and count the letters.

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Look, Cover, Write, Check - This is a common teaching which means first LOOK at the word, COVER the word, WRITE the word from memory, CHECK results.

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A better method if you have plastic letters (or letters on cards) is to first MAKE, then Look, Cover, Write, Check. By having the child MAKE the word, they can assemble the letters to make the target word before they look at it.

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Handwriting is very important. Many children have to concentrate so hard on the appearance of their handwriting that they forget about spelling! Practice letter formations.

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Check the way the child is sitting and holding the pen as this can influence handwriting.

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When practicing handwriting, concentrate on one thing at a time, such as letter height consistency.

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Computers can be a great benefit to children in many ways. As well as being multisensory, with great sound and pictures, they can also provide practice in the specific area of needs.

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Word processing can allow children to submit material without mistakes, allowing them to concentrate on content more than spelling.

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Do not neglect the area of maths. Many children have difficulties, but try to find out if it is because of the numbers, or difficulty with reading the question.

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Maths skills start with counting. Only once that skill is acquired can other skills be considered. Finger work can be good to start with.

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Remember that some children have problems with maths just because they cannot read the questions. In maths some children may prefer to use real objects for counting.

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YES

Classroom management

Try to put the dyslexic child near the front of the class so you can watch their progress.

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C

Check that children are keeping up, and not just sitting passively, during shared reading and writing times.

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C

Discuss the main ideas or concepts in a passage before having the child read it. Discuss new or unusual vocabulary. Comprehension can be a continuing problem for dyslexic people of all ages.

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C

Adapt the classroom so that, wherever possible, dyslexic children sit alongside well-motivated children or a 'study buddy' who they can ask to clarify instructions for them.

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Organise the class so that there is little movement around the room, as some dyslexic children find background noise and visual movement distracting.

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With each task ask what is important - spelling, grammar or content, and mark appropriately. Where reading and writing are involved, allow extra time.

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When marking work, try where appropriate to indicate the nature of the error, particularly if it is a consistent one and back up with an oral explanation.

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Gather as many interested adult helpers as you can; teach them together in a small group how to teach your dyslexic children, (using blind-folds, sand trays, cursive handwriting, practice crib-cards etc).

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C

School


IndividualLearning

One-to-one


technology

Good fordyslexics,

good for all

ClassroomManagement

Wholeschool

approach

StaffSupport

Parentalsupport


Make sure all staff know who is dyslexic.

Have a central registry of who is dyslexic, and what are their difficulties.

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Ensure that all staff are trained in how to support the dyslexic individual, not just those teaching literacy. Ensure that they do not think this is an excuse, not that expectations should be reduced.

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One of the biggest difficulties faced by the dyslexic is when a new teachers or replacement teacher takes the class, and asks them to read out loud. Ensure that all teachers know how to work with all children.

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Develop a series of resources that may be used in all lessons and shared by all staff. They may be simple word lists, or games to play.

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Find books that are age and language appropriate. That it, they may be a content age of 11, but a reading age of 8.

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Keep files on all individuals, and ensure they get passed on to the next school when the child moves.

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Training


IndividualLearning

One-to-one


technology

Good fordyslexics,

good for all

ClassroomManagement

Wholeschool

approach

StaffSupport

Parentalsupport


Group Activity

• What questions will parents ask when they find out their child has a spld?

Some Answers

• Why?

• What causes it?

• What can I do to help?

• Is it because I did not read to him? Ate the wrong food when I was pregnant?

Parental involvement

Parents should help the child explore the book and understand the basic principles, including where the book starts, what is the title, how the pictures relate to the title.

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Parents should be encouraged to read aloud with their children. They should be taught not to correct, comment or do anything other than read the words out loud. Making no attempt to correct etc takes all the pressure off the child.

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Have regular meetings with the parents to ensure they understand the difficulties and how they can help.

Remember that the parents may also be dyslexic.

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Finally, don't forget to nurture talents and interests, as it is important to not only help in the areas of weakness, but to also build on the areas of strength.

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Dyslexia management – the DO’s

• Be enthusiastic about what you do

• Try to be interesting and vary resources

• Be flexible and willing to change your plans

• Keep each activity short and have a variety in each session

• Have some extra activities in reserve

• Remember to talk over what you have done in previous sessions


• Repeat what has been learnt, perhaps in a different way

• Allow time to work out strategies

• Remember some people do not like to read aloud

• Give praise and encouragement

• Think about trying to set achievable targets with the student for one or more sessions

• Let the student feel in control and that you value his ideas


• Try to correct and criticise in a positive way

• Try to finish each lesson with the student feeling successful

• Be a good listener

• Take a break - everyone needs it

• Relax and enjoy

Dyslexia management – the DONT’s

• Be too ambitious

• Try to rush

• Ignore the students interests, hobbies and pastimes

• Compare your students to others

• Be surprised at what your student can’t do

• Interrupt too quickly to correct reading

Dyslexia management – the DONT’s

• Show your frustration if he gets if wrong

• Overload with too many activities in one session

• Pick out all errors - only the important ones

• Panic if things go wrong. Change the activity and return later.

Neurophysiology of Dyslexia

• There is a strong genetic component to dyslexia

• Even early in development there is evidence that infants who later become dyslexic process sounds differently

• The brains of dyslexics show less activity in the temporal-parietal areas associated with reading

Treatment Resistors

• Significant correlations splenium and thalamus activity and– Word reading, pseudoword reading, and reading

comprehension

• Differences from controls on DTI– Left splenium– Left thalamus – Left putamen

Gifted and Talented

• High Ability

• Problem with the definition

Multiple Intelligences

• Group discussion

– What are the multiple intelligences?

– How does one assess these intelligences?

Multiple Intelligences

• Linguistic• Musical• Spatial• Logical/Mathematical• Bodily Kinesthetic• Artistic• Personal intelligences

– Sense of self– Sense of others– Cultural sensitivity

Strategies for Gifted Education

Strategies for Gifted Education

• Special projects

• Community mentors

• Contests

• School productions

• Exhibitions – Chinese lanterns

3 Tier Model

• 1. Classroom instruction

– Early screening

• 2. Resource withdrawal

• 3. Intensive help

Characteristic of the 3 Tier Model

• Excellent, evidence based classroom instruction

• Frequent monitoring of performance

• Help as soon as it is needed

• Intensive assessment only as a last resort

Traditional Model

• WAIT UNTIL THEY FAIL deficit model

• Functional limitations stressed• Classification very important• Detailed assessment• Separate remedial instruction

3 Tier Model

• Tier 1 Classroom instruction–Early screening

• Tier 2 Resource withdrawal

• Tier 3 Intensive assessment and remediation

Tier 1

• Early identification

• Monitoring of academic skills – at least yearly

• Good classroom instruction

Tier 1 strengths

• Easier to remediate problems when the child is younger

• Saves money

• Reduces severe behaviour problems and school dropout

• Helps prevent drop in self-esteem

Tier 1 Challenges

• Finding the financial resources

• Training and empowering teachers

• Developing the assessment tools

• The pervasive “classification mentality”

• Developing mechanisms to change attitudes

RTITier 1: Quality Core

Enhanced general education classroom instruction.Universal and whole class

Tier 2: Secondary InterventionChild receives more intense intervention in general education, presumably in small groups.

Tier 3: TertiaryIntervention increases in intensity and duration. Support typically needed across years. Intervention is individualized

RTI Principles

• If a child experiences difficulty, he or she moves to the next level.

• Criteria must be clearly set out.

• Monitoring of performance is essential.

Assessment

• Tier 1 Screening and Progress Monitoring

• Tier 2 Progress monitoring

• Tier 3 Progress monitoring and comprehensive evaluation

5 Year Olds Before Learning 5 Year Olds Before Learning To ReadTo Read

Right RightLeft Left

Simos, P.G., Fletcher J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Child Neurology.

AfterIntervention

LeftLeftRightRight

normalized

Good Intervention Normalizes Brain Activation Patterns

Before Intervention

Curriculum Based Measurement

• Writing for 10 minutes mark 5 7 10

• Examine spelling errors, amount written

• Relate it to examinations

Self-regulated Learning

Through the courtesy of Dr. Nancy Perry

What is SRL?

• SRL involves metacognition, motivation, and strategic action (Winne & Perry, 2000; Zimmerman, 1990).

• Self-regulated learners are successful in and beyond school (McCaslin & Good, 1996; Zimmerman & Bandura, 1994).

• Research indicates students benefit from instructional contexts that promote SRL (Graham & Harris, 2003; Wong et al., 2003).

• High-SRL teaching practices are student-centered and prompt teachers to consider the needs of all learners.

MetacognitionAwareness of learning strengths and

weaknessesAbility to analyze the demands of

tasks/activitiesUse of effective thinking and problem

solving strategies to cope with the challenges tasks present

Motivation for LearningGenuine interest in learningBelief that ability is incrementalFocus on personal progressWillingness to try challenging tasksView that errors present opportunities to

learnBelief that effort and effective strategy

use will lead to success

Strategic ActionChoose from a repertoire of strategies

those best suited to the learning situation

Apply strategies effectively and efficiently

Supporting SRL

• Designing complex tasks:– address multiple goals,– involve large chunks of meaning,– extend over long periods of time,– enable students to engage in a variety of

processes,– and create a wide range of products.

Supporting SRL

• Give students meaningful choices,

• opportunities to control challenge,

• evaluate their work,

• and collaborate with peers.

Supporting SRL

• Provide instrumental support:– through scaffolding/co-regulating learning,– establishing familiar participation structures,– teaching strategies,– and talking about learning and SRL.

• Nurture a community for learning:– pair individual responsibility with group support,– encourage students to share ideas and strategies,– make allowances for individual differences.

University of Oslo Institute of Educational Research

Supporting SRL

• Using non-threatening evaluation practices:– embedded in daily activities,– emphasize processes as well as products,– focus on personal progress,– encourage children to view errors as

opportunities to learn,– involve students in setting criteria for

evaluation and self-evaluation.

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