2. “It is a waste of time to be angry about my disability. One has to get on with life and I haven't done badly. People won't have time for you if you are always angry or complaining.” Stephen Hawkings “Disability is a matter of perception” Martina Navraltilova “It is a waste of time to be angry about my disability. One has to get on with life and I haven't done badly. People won't have time for you if you are always angry or complaining.” Stephen Hawkings “Disability is a matter of perception” Martina Navraltilova

3. Special Needs Students in ESL/LINC Classrooms A practical workshop for ESL/LINC instructors By Suzanna Kotilehti

4. Outline of the workshop  General overview of presently implemented special education models  Categories and classroom strategies of exceptionalities  Questions

5. To Take Home  You will have a general understanding of specific issues of special education in ESL classrooms  You will have a list of classroom strategies working with special needs students in your ESL/LINC classrooms  You will have the opportunity to continue this discussion on an online discussion group

7. Exceptionalities  What are the categories of exceptionalities (disabilities)?

8. Categories of exceptionalities  Behaviour Disorder  ASD (Autism Spectrum Disorder)  Deaf and Hard of Hearing  Language Impairment  Speech Impairment  LD (Learning Disability)  Giftedness  Mild Intellectual Disability  Developmental Disability  Physical Disability  Blind and Low Vision  Multiple Exceptionalities

9. Inclusion models in Canadian schools  Self-contained classrooms  Partial inclusion  Full inclusion

10. The role of classroom teachers:  Preparing students with exceptionalities to participate meaningfully as educated adults in a democratic society  Identifying needs of exceptional learners  Adapting classroom strategies (modifications and accommodations)  Keeping records  Collaboration of other professionals and with the family of the student with the exceptionality  IEP (Individualized Educational Plan)

11.  Almost all books and journal articles are dealing with special needs students in an elementary and public school setting  How about the students in ESL classrooms? What specific issues do ESL/LINC educators face?

12. ?

13. Protocol for identification and placement of special needs students in Ontario public schools  Low incidence disabilities (Cerebral Palsy, blindness, deafness, severe developmental delay etc.) are usually identified prior to entering school.  High incidence disabilities (e.g. learning disabilities, mild intellectual impairment, emotional-behavioural disorders) might be identified after entering school by teachers, family members or health professionals.

14. Overview of services for special needs students in Ontario elementary schools

15. Protocol of identification and placement of special needs students in adult ESL schools in Ontario5 Presently (2010/2011 school year) there is no standard protocol of identification and placement procedures. Presently (2010/2011 school year) there is no standard protocol of identification and placement procedures.

16. Students placed in ESL/LINC classrooms  Students might participate in integration programs provided by agencies (e.g. Hutton House, Community Living, Ontario March of Dimes) that are associated with employment, volunteering or recreational opportunities.  Students might receive ongoing accommodations and modifications in classrooms and during assessments/tests.

17. Students placed in ESL/LINC classrooms  The students might receive a special education teacher's assistant one or more periods per week  Students can be moved to inclusive classrooms from home study programs and vice versa as the circumstances change  Students can be removed from special education programs if circumstances change

18. Students placed in ESL/LINC classrooms  Might participate in IEP (Individualized Education Plans)  Might participate in multi or interdisciplinary meetings to determine the needs and goals

19. …unidentified students  Often do not meet the curricular and CLB requirements or often exhibit behavioural problems  Often they arrive late to school  Often change schools  Often drop out off school

20. Classroom strategies Emotional and Behavioural Disorders Emotional and Behavioural Disorders  provide success oriented tasks  try for a ratio of least 2:1 positive to negative teacher comments  teach conflict resolution and life skills  provide support and orientation during transition times  arrange furniture and equipment so all parts of the room can be seen  reduce the possibility of bumping and shoving by eliminating congestion  establish clear consequences for inappropriate behaviour  keep students consistently on-task with learning activities  use close supervision when necessary

21. …Classroom strategies Emotional and Behavioural Disorders Emotional and Behavioural Disorders  use direct instruction to present new skills  give individual assignments instead of group work  present assignments that are easily understood; keep the work load short and the time limit short; reinforce as quickly as possible  alternate physical activity and paper-pencil tasks  avoid criticism and punishment; try to establish a positive, enthusiastic, and respectful atmosphere  mark correct answers rather than incorrect ones; avoid red pencil

22. Classroom strategies for ASD  Use consistent classroom routines.  Give visual instructions, and rules.  Watch for signs of high anxiety or difficulties a student may be having with sensory and emotional overload, and other signs of stress.  Understand the need for transition time and plan for it.

23. …Classroom strategies for ASD  Explain clearly the purpose of all work assignments, presentations, multimedia materials, or other learning tasks.  Assign individual roles for group work.

24. Classroom strategies for Deaf and Hard of Hearing  Seat the student toward the front of the room and to one side with the better ear toward the teacher and class.  Ensure that the student is paying attention before giving instructions.  Set up a buddy system.  Speak first and then show visual clues, such as maps and charts.  List page numbers, questions numbers, assignments, key points, and new vocabulary on the chalkboard.  Use an overhead projector. This will allow you to face the class and give students a chance to speech read during the lesson.

25. ….Classroom strategies for Deaf and Hard of Hearing  Don't stand too close to the student because this distorts his/her view of your face.  Keep your hands, papers, and books away from your face when you are speaking.  Don't stand in front of a window or light source, as it will cast a shadow on your face.  Don't turn your back while talking.  It's difficult to speech read a moving target, so keep teacher movement to a minimum. Avoid speaking with your side or back to the class.  Don't write on the chalkboard while you're talking.  Speak naturally. Don't use a loud voice or exaggerated mouth movements.  In a darkened room, a student can't speech read, so keep comments - or lights off - to a minimum.  Instruction: Remember that discussion type lessons are very difficult for students with hearing impairments.

26. Classroom strategies for Language and Speech Impairment  Model correct language by identifying a specific target, e.g., irregular past tense, and reflecting it back to the student after every incorrect use. Student: "I writed my assignment" or "I drawed the diagram." Teacher: "Oh, you wrote the assignment" or "I see, you drew the diagram."  Expand on the student's utterance by adding form, content and attributes.  Discuss word associations, categories, similarities and differences, synonyms and antonyms, attributes and multiple meanings. Use joke books and dictionaries. Make word lists. Examine homonyms.  Discuss abstract vocabulary, e.g., feelings, values, time.

27. …. Classroom strategies for Language and Speech Impairment  focus on listening skills.  add visual clues to verbal instructions (gestures, pictures)  highlight key words on a page with written instructions  keep your language familiar and predictable  make sure the students are paying attention. Are they looking at you?  ask students to repeat your instructions in their own word  give instructions in the right sequence.

28. Classroom strategies for LD (Learning Disabilities)  check papers by marking correct responses rather than those that are incorrect  give immediate reinforcement of correct responses  keep graphs and charts of student's progress.

29. ….Classroom strategies for LD (Learning Disabilities)  use many modalities, e.g., oral presentation, board notes, overheads, diagrams, class discussion, activity- based learning  give instructions after eye contact has been established. Instructions should be clear  organize assignments so they are broken down step by step; outlined in writing, both in student's homework book and on chalkboard  use a direct teaching method and teach in small, incremental steps, from simple to more difficult  encourage students to question for clarification and additional information  avoid using figurative language unless it has been specifically pre-taught

30. ….Classroom strategies for LD (Learning Disabilities)  provide extra time to complete assignments that might otherwise be completed in class  give students several short assignments rather than one long one  check with the student frequently to give help before frustration begins  give the restless student opportunities to move. Some students need physical movement, e.g., rocking or tapping, to concentrate  use experiential, concrete activities to teach abstract concepts.

31. ….Classroom strategies for LD (Learning Disabilities)  Reading  use a direct teaching approach, e.g., phonics, trace and pronounce a word simultaneously  use special materials, e.g., high interest low vocabulary reading material  reduce the quantity of material.

32. ….Classroom strategies for LD (Learning Disabilities)  Writing  negotiating written assignments. Allow students to write less and allow more time for the work to be completed  teaching the elements of a proper/acceptable written assignment. Keep good models/samples visible for references  providing alternatives, such as, paper that has larger spaces and lines, the computer, diagrams, assignments on audiotape  accepting different writing forms for different purposes, e.g., point-form notes for summarizing or mapping  encouraging students to listen first and the write their notes. Doing both at the same time may be confusing

33. ….Classroom strategies for LD (Learning Disabilities)  ….writing  when students need to transcribe notes from point form to draft copy, letting them record or dictate to another person, or use a computer  when students need to transcribe notes from draft copy to final copy, deciding the requirement for correct spelling. If it is essential, use a word processor or peer editing, etc.  in taking chalkboard notes: using point form; allowing plenty of time for copying; using clear, well-spaced script; providing a photocopy of teacher- made or pupil-made notes when necessary; using summary sheets (have a group summarize the notes together)  in working on research projects: assisting with the formulation of a framework; allowing the use of live interviews or TV and radio programs; providing photocopies (enlarged, if possible) and assisting the student with highlighting key terms/information; assisting the student with categorizing and sequencing the material according to the framework

34. ….Classroom strategies for Intellectual Disability  make sure the students have chances to use language with their peers  teach the student appropriate ways to express needs and frustrations  allow extra time for the student to respond to a question or situation, as information retrieval and processing may be slower than usual  encourage appropriate responses and learning with motivators, such as praise and time with favourite activities

35. ….Classroom strategies for Intellectual Disability  use learning aids, e.g., number lines, calculators, counters, and tape recorders  involve the student in tasks which have a good probability of success, e.g., in cooperative learning  reduce the amount of written work by providing assignments, such as fill in the blanks  use one-step instructions and check frequently for understanding  prepare alternative activities focusing on basic skills, e.g., list making  use concrete materials whenever possible, but keep materials age appropriate  focus on making small achievable gains

36. ….Classroom strategies for Intellectual Disability  establish well defined classroom routines  plan cues and reinforcers so the student progresses constantly towards independence  assign a buddy to assist the student in learning class routines  provide consistent and firm expectations with consequences  make sure students can imitate and practice socially appropriate skills  teach appropriate ways of getting help and/or getting attention

37. Classroom strategies for Physical Disability  become familiar with student's strengths and needs  assign tasks that can be completed  encourage peer interaction  allow more time for task completion when necessary  maintain contact if the student is absent for a prolonged time  foster participation and independence  avoid frustrating the student with unrealistic expectations  prepare student for medical procedures by discussing details, fears, etc.

38. Classroom strategies for Blind and Low Vision  use familiar concrete materials as much as possible until the student is ready for a change  use concrete materials that are being used by other students in the class (good for socializing, sharing experiences, comparing achievement, maintaining integrity of curriculum)  use modeling of correct responses to visual environment so student can compare his/her responses to an accurate model  encourage student to measure his/her own progress through the use of charts, graphs, checklists and timed activities  change the environment (incrementally) so the student can practice transferring and generalizing skills in a safe situation, such as the classroom, hall or school yard  use a variety of age appropriate materials, including games  accompany all visual presentations with verbal narration  increase and vary the distances the student is expected to explore

39. Questions ?

40. Discussion Group  ESL Special ED on Facebook  skotileh@uwo.ca