Tag Archives: special education

“Very informative, presented so well. Enjoyable”

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“Teaching a room full of learners the same thing in the same way over the same time span with the same supports and expecting good results from all students has never happened and never will.” Tomlinson

row-of-reading-children2

Last week I facilitated a couple of workshops on working with non funded students. They were well attended, interactive workshops with a mix of teacher and education support staff  who were very eager to share their expertise and experiences with colleagues and other staff from different schools and sectors. One school even sent their whole education support unit!

Introduction

The morning sessions began with a quick discussion of the roles of teachers and education support staff and then covered specific learning disabilities with which students may present in schools. Many students who have experienced these learning difficulties are not funded but the impact it has on their learning and ability to work effectively in mainstream classes is similar to those who are funded. These difficulties can lead to withdrawal, behavioural issues, anti social behaviour and low self esteem. Our role as educators is to help these students overcome or compensate for their learning difficulties, funded or not. Below is a representation of Dr. Sheldon’s Horowitz‘s idea of the basic psychological process used in understanding and using language. His explanatory videos are great, easy to follow and well explained.

Specific Learning Disabilities

Strategies

I then presented some strategies and ideas that can be used in the classroom to assist the students with learning difficulties in accessing the curriculum. I believe that if we take the time to assess what the students know and then plan a variety of activities that take into account learning preferences, abilities and readiness of students, our classes would be more engaging not just for those with difficulties but also the mainstream cohort as well as those students who display particularly well developed strengths in specific areas.

Differentiation and modification

The day continued with a focus on differentiation and modification. What is the difference? It is surprising, based on my own experience in schools, that many teachers and education support staff have a limited understanding of these two methods. I often come across so called ‘modified’ tasks where the teacher has simply removed the last few questions on the test or asked that the student completes every second question. This folks is not modification. I have found however, that teachers implicitly do differentiate their curriculum but may not be aware of the many more ways this could be done so all students are engaged in deep learning.

The ‘guru’ of differentiation is Carol Tomlinson. Her premise is that there are essentially 3 P’s in differentiation i.e. Presentation, Process and Product.

Presentationdifferentiation

  • How are you going to teach it?
  • What do you want the students to know and do?

Process

  • How will the learning be done?

Product

  • How will the students demonstrate learning?

When modifying work for students, teachers and education support staff must take into account the abilities, readiness and learning preferences of the child. Before modifying work for any student, especially those who are not funded, the school should seek permission from the parent. In some cases the parent will not give permission, and while this is disappointing, teachers must abide by this decision although they can make extra efforts to ensure the child has access to a differentiated curriculum. This is one where by the delivery of content is varied, and accommodations such as more time, different settings, choice in presentation and response are offered.

handsSimply, the difference between differentiation and modification comes down to the expectation of work to be assessed. In differentiation there is no change to the assessment criteria or rubric but a modified task requires us to make changes to the assessment criteria. In all cases, modifications are instructional or test adaptations that allow the student to demonstrate what he knows or can do, but they also reduce the target skill in some way. So if a student is provided with a modification, generally it will lower the performance expectations. It often reduces the learning expectations or affects the content in such a way that what is being taught or tested is fundamentally changed.

When planning for either differentiated or modified tasks, there are three questions we must ask ourselves:

  1. What do I want students to know?
  2. What do I want students to understand?
  3. What do I want students to do?

Collaborative task

The afternoon was dedicated to activities that allowed the participants to use their own assessment tasks, or mine, to make accommodations or modify based on student profiles that I provided. We then came together and discussed our learning.

boy2-1ne7o1bStudent Profiles

The day ended with an example of what I think a student profile should contain so that informed decisions about the student’s individual learning can be made.

Feedback

While two out of 53 participants thought the workshop was too focused on education support staff and one thought it more valuable for early career teachers, overall, the feedback was very positive (see below) and many participants took away ideas and strategies that I hope they have begun implementing in their classes. For me it’s always about the students, so anything extra we can do to improve their learning experience is very worthwhile and very rewarding for us as educators.

“Jo touched on many ideas that I can share and implement at my school.” Anita

“Wonderful & engaging presentation” Anon

“The course was quite informative, found out about a few strategies which can be easily applied at our workplace.” Claudine

“Very informative, presented so well. Enjoyable” Anne

“Very relaxed and informative conference.” Anon

“Presentation was very comprehensive and information was very beneficial to my teaching.” Anon

“Excellent speaker. Fantastic, useful info/strategies to put into classroom practice.” Debra

“A great presenter with lots of ideas, hints, etc.” Alexandra

Many thanks are extended to all who participated last week in Geelong and at the Mulgrave venue!

If you’d like to learn more, why not register for the workshop delivered through Critical Agendas. I’ll be running similar workshops in Geelong on May 29 and Bulleen on June 6.

Drop me a line, or comment below. I’d very much like to know what measures you take to support non-funded special needs students at your school.

Thanks for reading! 🙂

Learning from autistic children

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As promised:

This week’s post is all about Craig Smith’s demonstration session – “Learning from Autistic Children in Supporting Boys to Really Learn” at the NBEC.

Craig’s presentation was very inspiring and made me want to get out there and try these strategies not just on kids with autism but on kids generally. I think that what he had to offer would be most beneficial for ALL kids.

kids with ipadsCraig presented a wonderful journey through a program used at Autism Spectrum to engage autistic kids in learning. It focused on knowing how to best support the kids in everything they will face throughout their schooling. He explained that because these kids have poor communication skills 90% of the data presented is taken in visually. They need a focused interest and for it to be successful it needs to be something they are interested in. For this reason Craig says that the iPad is the tool that can help bring the teacher to the student. This is supported by research that you can read more about here. 

One study in particular reports the following:

Autism Spectrum Australia (Aspect) (2013) recently undertook research to investigate the effectiveness of using iPads for developing core competencies in students with ASD. The researchers also reviewed the teachers’ perspective on the usefulness of the technology. The results identified that teachers reported that the iPad is a useful pedagogical tool which is valuable as a motivational device for learning and increasing class inclusivity. The findings showed that student educational goal achievements can improve when compared to what the teachers would expect when using traditional teaching methods. The results showed that student achievement levels improved more than teachers expected in:

  • o Behaviour goals–increased by 67% (30students)
    o Communication goals–increased by 45% (58students).For more information on this project, please see the media coverage about Autism Spectrum Australia (Aspect) (2012) Proloquo2Go app trial here.

The main message here in getting autistic kids more engaged is  VISUAL – VISUAL – VISUAL.

imovie-110310-1Craig then explained a wonderful program they run where the goal is to make a movie. The kids have to plan, design, film, make trailers and posters to advertise their movie using iPad apps including sketchbook, storyboard strip designer, iMovie, Final Cut Pro among others. This project got kids shining, one success story is that of Jackson Miller who loves music and  entered one of his songs in Triple J’s competition. He came second!!!! He likes being famous so click on his name to listen to some of his terrific music mixes.

The boys also used iBooks and iBooks Author to make an iBook teaching others what they know. This is challenge based learning where kids can work at their own pace and develop as learners in their own right.

Evernote and Penultimate are also good tools because they are less inhibiting than paper and for autistic children this is great because they can wipe the board clean and start again. TalkBoard is also an excellent tool as it turns your iPad into a communication aid and visual prompt board and you can easily use your own pictures and symbols to personalise the app.

Craig encourages us to see the iPad as a blank canvas. Remember though that we need to show our kids how to best use the apps – oh wait – maybe they could probably teach us that!

So those of us who have iPads in schools and there are many, why not try some the apps and get autistic kids buzzing and while you’re on it why not get all kids buzzing!

logoASAFor more information on autism visit their website’s facts sheet page.

 

Have a great week 🙂

Things don’t always work out

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matt

Well, we missed out on Europe again..long story…so I thought that it best I get on with what I love doing aside from travelling, i.e. teaching and learning.

I’ve been reading up on special education and in light of the up-coming professional learning day I will be running for Critical Agendas in November (details to follow), I would just like to make some comments especially in regard to non-funded students in your classrooms. In some cases there will be an aide in your class, their main duty will be to look after the needs of the funded student and fair enough too, but in most schools we assume that the aide will also make time to assist other students who supposedly have a learning issue that is not “bad” enough to warrant any funds.

In reality though it makes it very difficult for all parties, teachers, students and aides to be able to fulfil such a task of ensuring  this does happen, especially given time restrictions, lack of professional learning and the reality that many teachers are not fully aware of the learning needs of each of their students.

To adequately meet their needs, there must be a willingness and availability to work as a team in developing quality teaching and support for teachers and teacher aides. It is important to allocate time for them to attend relevant professional learning sessions and to discuss and make appropriate and realistic modifications to existing curriculum no matter the cost.

Over the next few months I will be carrying out some research on the nature of the relationship between teachers and teacher aides. Very little research has been carried out on relationships between the teacher aide and the teacher in the context of their interactions and collaboration involving the on-going physical and mental care as well as the academic and social learning of the students for whom they are responsible. The aim of my study is to explore the nature of this relationship. I hope to be able to develop and present my findings in order to build a theory and then use that to offer relevant and meaningful strategies so that all students will ultimately benefit from an even better quality of teaching and learning.