Supporting Students with Special Needs The impact of disorganization and how we can help

How does being disorganized impact a child? (Lavoie, 2006) 1.Social isolation -An unpredictable, undependable friend -Chronic tardiness -Inability to adhere to social schedules 2. Conflicts with teachers -Incomplete homework -Ineffective study habits -Unproductive use of class time 3. Conflicts at home - Family activities are compromised

Main Cause of Disorganization in Students with LD Do not have executive function – “the brain’s CEO” An inability to: Understand cause & effect Sequence categorize & prioritize Stay focused on a task Make transition from one subject to another Use working memory – hold on to new information while you’re using it

Causes of Disorganization (Lavoie, 2006) 1.Material-Spatial Disorganization -Difficulty managing tools (pens, rulers, clothes) -Loses things often Strategy – teach them to use a checklist 2. Temporal-Spatial Disorganization -Difficulty dealing with time and sequence – cannot predict how long an activity will take Strategy – Practice using the time/clock organizer, use agenda for tutoring session

Causes of Disorganization (Lavoie, 2006) 3. Transitional Disorganization -Unprepared for the next step – (agenda for session) -Procrastinates during transitions Strategies – warn them 5 minutes in advance of change in activity, give them a specific task to do during transition time (e.g. silent reading) 4. Prospective Retrieval Disorganization -Affected by memory deficits -Unable to remember directions Strategy – Use visual tools as a guide to remind them of what they need to do – assignment planner, photo of organized locker, school bag

Photo of an organized locker Visualizing what it looks like Hang a copy of photo inside locker as reference Go over all aspects of organized locker with students

Look at the picture and the caption. What does it mean to you?

Why teach our students to be organized in high school? Organization is a worthwhile life-long skill. Developing good organizational skills is a key ingredient for success in school and in life. Some students need support to make the transition from elementary to high school – what worked in elementary school may not work in high school!

Elementary to High School: A Challenging Transition No longer one homeroom – students change classes throughout day Multiple subjects, teachers, classrooms Shift in focus from process (how to do things) to product (finished work) Classes become more subject-specific Shift in expectations – more requirements, choices, changes, & independence Higher level of individual responsibility & accountability

Disorganized students may.. Forget what they have for homework. Lose or misplace things. Leave needed books or materials at school or at home. Waste time looking for supplies. Wait until the last minute to do projects or study for tests. Have a messy schoolbag and/or locker. Arrive late to school or class.

What are some of the strategies that these students need? 1.Learn to use checklists. 2.How to use an assignment planner. 3.Learn to organize information from textbooks and notes.

Organizing my materials to take Organizing my materials to take HOME Before I leave school…  Did I write all of my homework in my agenda?  Did I put all my books, notebooks, and folders in my bag?  Did I put all my books back in my desk where they belong?  Did I put important letters in my bag? (Taped & laminated in locker, agenda, or accordion folder)

Organizing my materials to take back to Organizing my materials to take back to SCHOOL Before I leave home…  Did I check my homework in my agenda?  Did I do all of my homework?  Did I put all my books, notebooks, and folders in my bag?  Did I clean up my home desk? (Laminated and taped on back of bedroom door or area where school materials are kept)

Time Management: Help students plan ahead. Many students do not know how long it should take to complete an assignment or study for an exam.

AssignmentTasksDueTutor/Student Check Project about the environment (Dec.12/06) 1. Choose a topic 2. Find information 3. Summarize information 4. Edit my writing 5. Retype my work 6. Hand in the project Dec. 1/06 Dec. 3/06 Dec. 5/06 Dec. 8/06 Dec. 10/06 Dec.12/06 History test (Chapters 1-4) (Dec. 8/06) 1. Read chapter 1 &2 2. Discuss information with a friend or parent, take notes 3. Read chapter 3 & 4 4. Discuss information with a friend or parent, take notes 5. Review chapters 1 & 2 6. Discuss information with a friend or parent, take notes 7. Review chapters 3 & 4 8. Discuss information with a friend or parent, take notes 9. Review notes and discuss all of the chapters 10. Take the test Dec. 1/06 Dec. 2/05 Dec. 3/05 Dec. 4/05 Dec.5/05 Dec. 6/05 Dec. 7/05 Assignment Planner (grade 7-8)

ASSIGNMENT PLANNER WEEK OF:____________ AssignmentTasksDueDoneMaterials Needed Due : Due: Exams/testsTo StudyDoneMaterials Needed Due:

Organizing Information with graphic organizers Sequencing events (e.g. history, Tanach) Tool: Time line with visuals Compare/contrast (literature, math, science) Tool: Venn Diagram Understanding vocabulary/concepts, expressing creative ideas, responding to literature Tool: Mind map Understanding ‘Big Ideas’, locating essential details Tool: Frame Graphic

Sequencing events in history

Compare/contrast 2 novels Similarities & Differences

Understanding a concept

Frame Graphic

Example of Note taking Outline: Jewish History Holy Texts: Written Torah – - Oral Torah – - Holy Persons: Rabbis – - Priests and Prophets - Holy Times: Festivals – - Non-Torah holidays – -

Resources Graphic organizers, mind mapping and more – History 414 – sample note-making pages –