Transcript Inclusive Education Presentation

ECT Local Presents:
Understanding The Profile of an Inclusive Classroom and
Discovering Ways to Be Supportive as a Substitute Teacher
Our Prayer for Today
The Visual Classroom
The class of students you walk into (if all sitting in
their desks and behaving themselves) may visually
appear to look something like this……
The Real Classroom
But underneath it all, the real classroom will look something like
this…….
Behind the Scenes
Coding and Descriptions
Code 51 – Mild Cognitive Disabilities
Code 53 – Moderate Cognitive Disabilities
Code 41 – Severe Cognitive Disability
Code 42 – Mild or Moderate Emotional/Behavioral Disabilities
Code 43 – Severe Multiple Disability
Code 44 (M, T, A, F) – Severe Disabilities – Medical, Autism, Tourette's, Fetal Alcohol Syndrome, Pervasive Developmental Disorder
Code 54 – Learning Disabilities
Code 55 – Mild or Moderate Hearing Disabilities
Code 56 – Mild or Moderate Visual Disabilities
Code 57 – Communication Disabilities
Code 58 – Physical and Medical Disabilities
Code 59 - Multiple Disabilities
Code 80 – Gifted and Talented
Code 230, 301, 302, 640 – English Second Language
Code 331 – FNMI
Code 710 – Knowledge & Employability Student
The BLACK codes are Mild/Moderate and have no funding attached.
The RED codes are Severe and come with funding.
That’s Good To Know But….
How Does that Help Me When I Show Up for a Half, a
Day or Two?
As teachers we all fall under the TQS – Teacher Quality Standards. Whether we are full time, part time
or substitute teachers we have responsibilities to our vocation.
As a reality – our school board as well as many others are moving towards inclusive classrooms.
It is our responsibility as educators to have some understanding of what these classrooms can look like
as well as knowledge about the diversity different learners bring to the classroom.
What I mean by this is – we should have a reasonable idea of what to ‘expect’ (and I use this word
loosely as learners are unique) given various student profiles. Do we have an understanding of Autism,
Tourette's, FASD, Low Cognitive Abilities, ADD/ADHD, Anxiety, Depression… ?
If we want our learners to succeed – even for the class or day you are with them then we need to be
educated ourselves before we attempt to educate the students entrusted to us.
What Do We Know About the Following?
Autism
PDD-NOS
Tourette's
ADD/ADHD
FASD
Anxiety
Depression
Low Cognitive Ability
A Few Details
Autism: Autism spectrum disorder (ASD) and autism are both general terms for a group of complex
disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in
social interaction, verbal and nonverbal communication and repetitive behaviors. With the May 2013
publication of the DSM-5 Diagnostic Manual, all autism disorders were merged into one umbrella diagnosis
of ASD. ~Autism Speaks
PDD-NOS: PDD-NOS stands for Pervasive Developmental Disorder-Not Otherwise Specified.
Psychologists and psychiatrists sometimes use the term “pervasive developmental disorders” and “autism
spectrum disorders” (ASD) interchangeably. As such, PDD-NOS became the diagnosis applied to children
or adults who are on the autism spectrum but do not fully meet the criteria for another ASD such as autistic
disorder (sometimes called “classic” autism) or Asperger Syndrome. Like all forms of autism, PDD-NOS
can occur in conjunction with a wide spectrum of intellectual ability. Its defining features are significant
challenges in social and language development. ~Autism Speaks
Tourette's: Tourette Syndrome (TS) is a neurological disorder characterized by tics: involuntary, rapid, sudden
movements or vocalizations that occur repeatedly in the same way. The cause has not been established and as yet there
is no cure. ~Tourette Syndrome Foundation of Canada
ADD/ADHD: Attention deficit hyperactivity disorder is a psychiatric disorder of the neurodevelopmental that is
characterized by a pattern of behavior, present in multiple settings (e.g., school and home), that can result in
performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two
categories of inattention and hyperactivity and impulsivity that include behaviors like failure to pay close attention to
details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in
appropriate situations.
Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity
and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. ~American
Psychiatric Association
FASD: is a general term that describes the range of disabilities that may affect a child if the child’s birth mother drank
alcohol while pregnant. The medical diagnoses of FASD include:
•Fetal Alcohol Syndrome (FAS)
•Partial FASD (pFAS)
•Alcohol Related Neurodevelopmental Disorder (ARND)
FASD is a direct result of drinking while pregnant.
The effects of alcohol on the developing fetus can cause a range of physical disabilities, brain and central nervous
system disabilities and behavioural problems. The effects that the child is born with are permanent and are known as
the “primary disabilities”. Secondary disabilities “are disabilities that an individual is not born with, but may develop as
a result of interaction with what society expects from children as they grow and develop. ~Health Canada
Anxiey: is part of a category of mental disorders characterized by feelings of anxiety and fear, where anxiety is a
worry about future events and fear is a reaction to current events. These feelings may cause physical symptoms, such
as a racing heart and shakiness. There are various forms of anxiety disorders, including generalized anxiety disorder, a
specific phobia, social anxiety disorder, and panic disorder. While each has its own characteristics and symptoms, they
all include symptoms of anxiety. Anxiety disorders are partly genetic but may also be due to drug use including
alcohol and caffeine, as well as withdrawal from certain drugs. They often occur with other mental disorders,
particularly major depressive disorder, bipolar disorder, certain personality disorders, and eating disorders. The term
anxiety covers four aspects of experiences that an individual may have: mental apprehension, physical tension, physical
symptoms and dissociative anxiety. The emotions present in anxiety disorders range from simple nervousness to bouts
of terror. ~ Wikipedia
Depression: is a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major
depression, major depressive disorder or clinical depression, it affects how you feel, think and behave and can lead to a
variety of emotional and physical problems. You may have trouble doing normal day-to-day activities, and depression
may make you feel as if life isn't worth living.
More than just a bout of the blues, depression isn't a weakness, nor is it something that you can simply "snap out" of.
Depression may require long-term treatment. ~ Mayo Clinic
Low Cognitive Ability: refers to having a low IQ or intelligence. The term IQ, or Intelligence Quotient, generally
describes a score on a test that rates your cognitive ability as compared to the general population.
A Standard Score of 100 is ‘ perfect’ Average. Average can also deviate 10 points from 100 – therefore 90-110.
From there 80-89 is Low Average.
110-119 is High Average.
Borderline Cognitive Ability is 70-79. Below 70 is the Extremely Low Range (Intellectual Disability – diagnosed by
more than just IQ scores).
Gifted or Superior is 130 or above.
Now, How Do You Think We See Behaviors Creep Up In
the Classroom…..Particularly When A Sub is Present?
Not always are students being difficult just because their teacher is gone….. Often these classes or days
are exceptionally difficult for them. We often just fail to look at it that way – from a students perspective.
Tell me what you see…
When you show up – to some you represent:
CHANGE & UNFAMILIARITY
These two alone can be enough to stress you out depending on the class, school or grade you will be working in from day to day.
Imagine all the small changes during a class when the teacher is new to the environment. These can be very overwhelming and
difficult to mange for students that are already trying to manage various diagnosis and other stressors that may have happened in their
day.
Changes to Routine, New Teacher, Unfamiliar to the Classroom Processes, Not Knowing Names on the Class List, Lack of Familiarity
With Where the Lesson Left Off, Not Understanding The Current Assignment, Not Knowing How the Teacher Runs the Class,
Substitute Day Before a Test
These can all leave students feeling overwhelmed, nervous, anxious, confusion, frustration, disbelief (this seriously can’t be happening
today)….
This can result in rudeness, skipping, defiance, outbursts, lack of effort and attention, refuse to listen, make rude comments, tune out,
aggression……and the list could go on.
So, Having Just Discussed This….
What Can We Do About It?
Step One – Understand a little bit about each possible profile. Not just to ‘know’ about it – but for
understanding and empathy. It will offer you the ability to see the classroom a different way.
Step Two - Try These
Most suggestions AREN’T “special ed” based rather they are “best practice” based.
Let’s look at what Sidney Gilford wrote in his book Substitute Teaching: Everything You Need for
Success.
-You can email the teacher ahead of time to ask if there are any particular students or class dynamics
that you should be aware of. You can also ask for the lesson plans ahead of time. Curriculum and
the lessons that need to be delivered matter.
-Have a student volunteer (or a student volunteer helper) call out the names for attendance.
-Write an agenda for the class/day on the white board so that students know what to expect. Once
you have it up (try to do this just before the class begins) walk the class through the agenda.
-Have an introduction for yourself as a part of the agenda.
-Introduce yourself. Tell the students something cool about yourself so that they can get to know
you and fell comfortable with you. Greeting the students as they come in can also help students
prepare for a class/day without their teacher.
-Become familiar with an online visual timer you can use on the SmartBoard, download an app on
your device or you can buy a Time Timer – you can use it to count down the time for tasks.
http://www.online-stopwatch.com/
http://www.timetimer.com/
-Bring some stimming toys for ‘Autistic’ students. Stimming or self stimulation is how autistic children regulate their reaction to
situations that are overwhelming. These toys will interest them, help them relax and they may feel more comfortable with you if
you can meet them where they are at.
-You can also carry something like this. Students can add their own two cents and look at the thoughts of previous students.
-DON’T kick the Educational Assistant out of the classroom. These folks are pure gold. They know the students, they
know the class and they are symbol of familiarity. Use them. They can brief you on the class, on the students, they can
assist with difficult situations, they can watch your students while you help or support another (or group) of students,
give you pointers on how a ‘regular’ day would go, take the pressure off of you to work with students that require the
most support,
-Dim the lights. This can actually do wonders.
-Play relaxing music while students are working.
-As somewhat mentioned, circulate through the classroom and work with the students. This just does so many things…
What thoughts and ideas do you have?
What have you found that works?
Thank You
For the Opportunity to Talk with You Today!
Merry Christmas and God Bless your New Year!
[email protected]
780-435-3964