I believe in differentiating instruction because every student has different learning needs. KSA #5 states that all students can learn, albeit at different rates and in different ways. I believe that it is the teacher's responsibility to find out how students best learn and to provide them with their optimal learning environment.
Find out why UDL is necessary here.
Name | Definition and Alberta Education Code | Characteristics
&/or Observable Behaviours | Teaching
Strategies & Resources | Links
&/or Sources |
ADHD
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ADHD is attention deficit hyperactivity disorder. It is a “medical neurobiological disorder. It is an illness or deficit of the nervous system” with an underactive prefrontal lobe and basal ganglia (which tune out distractions and control inhibition) Two kinds of ADHD, one hyperactive and one innattentive |
ADHD -Impulsive/ Hyperactivity -Inattention -Distracted easily -Forget task at hand -Weak executive functioning skills -Difficulty regulating emotions -Get frustrated and don’t know why they misbehave -Frustrated completing tasks -Trouble with friends -Low-self esteem -Inattentive types don’t usually get diagnosed because are mild-mannered, and looks that they are working but aren’t focused -Difficult to plan, organize -Task inhibition issues |
-Make this student with ADHD in charge of lights to get motion and break up tasks -Routines -Steps -Cue them and say what to do next -Full criteria written down -Behaviour slip of what student did wrong and for student to reflect “what I could do better” -Calming tools like pets, soft fidgets -Parent education, social work, occupational therapy -Reduce written output, give a laptop -Limit number of tasks or questions at once. Only give one step at a time -Remember they are not acting out on purpose, they are having a neurological disorder difficulty -Timer, even one they can set themselves -Medication 80% success but side-effects include loss of appetite and fatigue. Takes education and therapy to correct related problems like parenting relationships (yelling) and habits. Medication only helps symptoms. -Allowing movement (walking strip) -Fidget tools -Don’t ask “why did you break that pencil” because they don’t know. -Love them for who they are and give praise |
Video: Struggle for Control https://www.nfb.ca Hutchinson, N (2014) Chapter 3: Exceptional Students, Inclusion of Exceptional Learners in Canadian Schools. |
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Autism
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A group of complex brain disorders that are characterized by difficulties in social interactions, verbal and nonverbal communication and repetitive behaviors. Associate with intellectual disability, difficulties in motor coordination and attention, physical health issues (sleep and gastrointestinal disturbances) Encompasses: -Autistic disorder -Childhood disintegrative disorder -Pervasive Developmental Disorder-not otherwise specified (PDD-NOS) -Asperger syndrome. |
Spectrum disorder so it is important to remember that each individual will display different characteristics. Four of the most common characteristics are: -Sensory processing challenges -Speech/language delays and impairments -Elusive social interaction skills -Self-esteem issues Specific Characteristics: -Little to no eye contact -Speech is abnormally loud or quiet -Difficulty with loud or sudden sounds -Exceptionally high skills in some areas and very low in others Behaviors: -Obsessions with objects/ideas -Ritualistic behavior patters (Spinning, rocking, flapping arms, humming, tapping, etc.) -Difficulty transitioning -Gross and fine motor skills are developmentally behind peers (riding a bike, running, tying shoes, etc.) -Verbal outbursts -Cause injury to self (biting, banging head) Aspergers: no history of language delay, have better fundamental language skills, and will generally be of average to above-average intelligence. Specific Characteristics/Behaviors: -** Significant trouble with social situations and difficulty forming friendships** -Good language skills but difficulty with communication -Difficulty understanding sarcasm, body language, facial expressions, and tone -Odd speech patterns -Attention to detail and a narrow field of interests -Uncoordinated motor movements -Anger and aggression when things do not happen the way they want them to -Behavior varies from mildly unusual, eccentric or “odd”, to quite aggressive and difficult |
Visual Approaches: When using visual aids, students often demonstrate strengths in concrete thinking, rote memory and understanding of visual-spatial relationships and difficulties in abstract thinking, social cognition, communication and attention. Pictograph and written cues can help students to learn, communicate and develop self-control. As an added bonus the student can use the visual aids for as long as they need to process the information. Provide Opportunities for Choice: If two assignments need to be done, give the student the choice of which one to complete first. However, do not give too many choices, the more choices there are the more confused an autistic child will become. Keep Language Simple and Concrete: Break down oral instructions into small steps and get your point across using as few words as possible. Provide Meaningful Reinforcements: These students may prefer different reinforces such as time alone, time to talk with a preferred staff member, going for a walk, music, sitting at a window, etc. If you use praise make sure it is precise, positive praise while the student is learning - give precise information about what the students does right or well. Generalized praise may result in unintended learning. Structure the Environment and Instructional Tasks: -Clearly label materials and storage -Mark the students storage area with their name or photo -Establish specific areas for certain activities (e.g. Quiet work area, snack area) -Use different colored folders, binders, or bins for different subjects or tasks -Remove extraneous materials from desk before attempting to teach a new skill. -Present only text you wish to read rather than the whole book, highlight passages. -Create a set of sequenced pictures illustrating the steps involved in completing an important self-help task Communicate with the Parents: Find out what experiences families go through in living with children with autism, what interventions and strategies they use. These understandings and a commitment to collaboration will allow parents and teachers to work together to create positive and effective educational programs for students. |
Characteristics: http://www.autism speaks.org/family- services/tool-kits/ 100-day-kit/ten- things-every-child- autism-wishes-you -knew http://www.calgary autism.com/ characteristics.htm http://www.webmd .com/brain/autism/ tc/aspergers-syndrome -symptoms http://www.my aspergerschild. com/2011/01/list-of -aspergers-character istics.html Strategies: CESA #7 Special Education Services index. (n.d.). Retrieved January 17, 2015, from http://www.specialed .us/index.html (n.d.). Retrieved January 17, 2015, from http://www.bced. gov.bc.ca/ specialed/docs/ autism.pdf monster.com/ benefits/articles/ 8761-22-tips-for- teaching-students -with-autism- spectrum-disorders |
Name | Definition and Alberta Education Code | Characteristics and/or Behaviours | Teaching Strategies and Resources | Links and Sources |
Conduct Disorder
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“A persistent pattern of behaviour in which the basic rights of others are ignored” “Four main types of chronic and persistent behaviour: aggressive conduct; property damage or theft; lying; and serious violations of rules” Code: 42 |
-Aggression, Vandalism, Deceit, Theft
-“Good at” anti-social behaviour -Don’t know where their anger comes from -Difficulty controlling their behaviour and emotions -Refusal to accept rules -Can be cruel to animals -Gang behaviour to join with peers of same emotions -May act out due to parental disorders and upbringing -Make threats to cause physical harm -Often land in correctional facilities which makes it worse with like peers -Seek attention -Results from multiple factors |
-Treated through counseling, usually focused on developing appropriate behaviour and coping skills, and sometimes medications -Anger management -Parental education and parents taking responsibility for their detrimental actions and given stable parent skills -Consistent long-term supervision/presence -Be there as a positive emotional support -Result of multiple factors needs multiple approaches to rectify the situation by involving family, school, community, and peers affecting the child -Intervention programs for life skills -Cool down think time -Parent still needs to be child’s advocate even when they are in criminal acts -Get them to work in an area of strength to help self-esteem -As a teacher: RELATIONSHIP! Get to know them, care, find what they like; can you get them a work experience job? -In school suspensions only, do not kick them out |
Name | Definition & Alberta Education Code | Characteristics &/or Observable Behaviours | Teaching Strategies and Resources | Links and Sources |
FASD
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Fetal alcohol spectrum disorders (FASD) is a continuum of various permanent birth defects caused by the mother's consumption of alcohol during pregnancy. FASD is a preventable, lifelong disability that has no cure.
FASD is the umbrella term used to describe a range of disabilities that may include physical birth defects and health problems including developmental delays, learning disabilities, memory problems, as well as difficulties in communicating feelings and understanding consequences. |
Younger Children
Later Childhood
Adolescence and Adulthood
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Teach the concepts of true and false, real and imaginary, and fiction and nonfiction.
Often, students with FASD do not engage in pretend play. If they do not pretend, it is difficult for them to distinguish between real/true from pretend. Alternate active and quiet activities throughout the day. Children with FASD need frequent periods of gross motor activity to help focus for quiet. structured activities.
Students with FASD need to find ways that allow them to diffuse stress or energy before they act out. During a calm state, talk with the student to find ways that will help them stay focused in activities or calm in class; go for a walk. Understanding self control and what works for the student with FASD is important for the above strategies Create structure in their routine. Use verbal cues that enforce routine or redirect their focus.
Students with FASD can use routines at any age as it provides a focus. Using picture checklists when the student is younger and then developing into more elaborate checklists when the students is in high school. Teach time concepts.
Students with FASD may have a difficult time understanding and learning time concept. By understanding time concepts and having a schedule in front of them, students will become less anxious and more prepared for their daily routine. Build skills on participating in class discussion and activities
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