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Accommodating students with disabilities in YOUR classroom

Accommodating students with disabilities in YOUR classroom. Session Facilitator Tammy Harrison NSSAL Conference March 3 rd , 2006. Welcome!. Introductions What would you like to learn in this session? Brief introduction to disabilities- examples and impact Discussion questions

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Accommodating students with disabilities in YOUR classroom

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  1. Accommodating students with disabilities in YOUR classroom Session Facilitator Tammy Harrison NSSAL Conference March 3rd, 2006

  2. Welcome! • Introductions • What would you like to learn in this session? • Brief introduction to disabilities- examples and impact • Discussion questions • Potential strategies to assist students • Concluding questions and feedback

  3. What are some different types of disabilities you may see in your classroom? • Neurological • Psychiatric • Learning • Developmental • Physical • Visual • Hearing

  4. What are some examples of each? • Neurological- Cerebral Palsy, ADD/ADHD • Psychiatric- Schizophrenia, bipolar disorder • Learning- dyslexia, dyscalculia, dysgraphia, nonverbal • Developmental- Down Syndrome, autism • Physical- arthritis, Chron’s disease • Visual – blind, low vision • Hearing-deaf, hard of hearing

  5. What impact can they have? • Self esteem issues- lack of confidence • Concentration problems • Attendance problems • Organizational issues • Anxiety around testing • Withdrawn, quiet • Unwilling to ask for help • Unwilling to admit there is a problem • And…

  6. What type of disabilities do you see the most?

  7. Which disabilities challenge your students the most? Why?

  8. What are other challenges that your students face?

  9. What type of disabilities challenge you as a teacher the most? Why?

  10. What are some strategies that I can use to assist students? • Universal Instructional Design • Peer tutoring • Alternate testing • Assistive Technology • Referrals to other agencies

  11. What is Universal Instructional Design (UID)?

  12. What are the principles of UID Materials should be: 1) accessible 2) flexible 3) consistent 4) explicit 5) supportive and 6) minimize unnecessary physical effort while 7) learning environments should be accessible and appropriate for multiple teaching methods.

  13. What does this mean for MY classroom? • Practical things you can do regarding testing: • Explicitly state what will be on tests (Chapters, pages, important material) • Explicitly state what type of questions will be on test (multiple choice, true false, short answer) • State value for questions • State what will not be on the test

  14. What does this mean for MY classroom? • Practical things you can do regarding testing continued: • Allow tests to be taken in alternative format • Allow extra time for tests • Allow private room for testing • Allow tests to be broken down into smaller pieces (chunking) • Possibly allow for other modes of assessment rather than testing (papers, presentations)

  15. What does this mean for MY classroom? • Practical things you can do regarding report writing/ papers: • Provide examples of good papers • Show grading rubrics • Allow drafts to be submitted for feedback • Encourage writing circles for peer support • Break papers down into smaller pieces: Outline, research, drafts

  16. What does this mean for MY classroom? • Look at the structure, accessibility and use of your classroom space: • Determine the physical needs of you and your students • Determine the learning needs of you and your students • Determine the social needs of you and your students (quiet space, small groups) • Does your classroom ‘fit’ with the needs of everyone involved? • If not, how can you change it?

  17. Remember • UID is not a strict set of rules to follow when working with SWD, it for the improvement of all students. • Creativity and adaptability are key for UID

  18. What are some resources to help my students now? • Peer tutoring • Professional tutoring • Alternate testing formats (print, oral, video, tape recorded, chunked) • Assistive Technology • Referrals to other agencies

  19. What are the differences between peer tutoring and professional tutoring? • Cost • Training • Environment • Comfort level • Knowledge/background • Types offered (Content, Time Management/Organizational, Paper Writing, etc)

  20. What are some general Assistive Technology Software packages that may assist my students? • Kurzweil • Dragon • Texthelp Read and Write (Gold and Standard) • Inspiration • Zoomtext • JAWS

  21. Referrals to other agencies • DCS • LDANS • CMHA • CPA • SDHHNS • CNIB

  22. Questions and Comments

  23. Contact Information Tammy Harrison 563-8041 tammy.harrison@nscc.ca Thank You

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