Disability in YOUR Classroom or… OMG! I thought I was here to teach Art and someone else would take care of ‘those’ kids! or… the reality Monica Leahy

Disability in YOUR Classroom

or…OMG! I thought I was here to teach Art and someone else would

take care of ‘those’ kids!or…

the reality

Monica Leahy(for The University of Adelaide)

18 August 2015

© 2015www.dlmsolutions.org

Introduction• What do we mean when we say disability?• How different disabilities present in the

classroom• Some strategies and links to resources


Before we begin…• I won’t be citing academic texts• I will be giving practical advice based on

experience• Some terms that may be new:• DDA (Disability Discrimination Act)• Standards (the DDA Disability Standards for Education

2005)• NEP (Negotiated Education Plan - DECD)• ILP (Individual Learning Plan – private schools)


Some attitudes that might be new

Creature Discomforts

https://www.youtube.com/watch?v=FV9JbF5z6h8






So… What’s a disability?

• The Special Ed class/unit/school• Wheelchairs• Blindness• Deafness


The legal definition might surprise you

Section 4 of the Disability Discrimination Act 1992 (DDA), defines disability as:

a) Total or partial loss of the person’s bodily or mental functions; or

b) Total or partial loss of a part of the body; or

c) The presence in the body of organisms causing disease or illness; or

d) The presence in the body of organisms capable of causing disease or illness; or


The Legal Definition cont’d

e) The malfunction, malformation or disfigurement of part of a person’s body; or

f) A disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or

g) A disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour.


The Legal Definition part 3

It includes a disability that:

1. Presently exists; or2. Previously existed but no longer exists; or3. May exist in the future; or4. Is imputed to a person.


Not so idle chatter

Let’s take a minute

In pairs or threes, come up with a scenario or stereotype for

2, 3 and 4


The Disability Standards for

Education 2005• A set of standards that interpret the Disability Discrimination Act and that are specific to education, including child care centres, kindergartens, schools, training providers and higher education institutions

• They must be complied with and failure to do so can result in complaints to the Equal Opportunities Commission (SA) or Australian Human Rights Commission (Commonwealth)

• We also have Disability Standards for transport and access to premises

• The three sets of standards often ‘play’ together and interact


What’s the guts of the Standards?

The Standards support equitable practices in:

• Enrolment• Participation in courses• Curriculum development, accreditation and delivery• Student support services• Elimination of harassment and victimisation


The Standards don’t supportLowering standards

Ignoring the inherent competency requirements

Ignoring workplace health and safety


Additional support in the education setting

SASVI – SA School for Vision ImpairedCHIC – Centres for Hearing ImpairedSpecial Schools / UnitsADSEC / Link UnitsSSO Support*Disability Educators (DECD) / Disability Consultants (CESA)Autism Support Worker


How to treat a disability support worker in your classroom

1. Get over yourself! They aren’t there to judge you2. They are (usually) not your co-teacher3. Recognise that they are there to support a particular student/group of

students, not the whole class – allow them to do so4. BIG advantage in meeting with them before class to discuss what you’re

going to be doing or show them worksheets/texts/resources so they are clued in

5. Learn about their skills. They are unlikely to know your subject, but they do know how to learn and many have great tech skills that can help you


How to treat a disability support worker in your classroom

6. Auslan interpreters are like an extra piece of equipment in the classroom and shouldn’t be interacted with or asked questions directly7. Work out the classroom dynamics with the support person 8. Allow the support person to teach you about the student they support. It’s not a criticism; they just usually know more than you


Where you won’t get extra support

99% of students impacted by disability will attract no additional resources and will be integrated into your mainstream class

This is particularly the case with students who have:A learning disability (about 10%)High functioning autism (formerly Aspergers)Mental health conditionsBehavioural disabilities


On that happy note…

How about you take a short break and we can talk about what to do on the other side


Welcome back

Just to get your head back in the game…Talk to me: Phoebe

https://www.youtube.com/watch?v=CL8GMxRW_5Y





Disability on the physical side

What do you think constitutes a physical disability?

“If you’ve met one person with a disability, you’ve met one person with a disability”



What assumptions have we made?

Or rather what assumptions might you have made,because I already know all this stuff!



• Covers a wide range of congenital and acquired conditions and impairments.

• While students with varying diagnoses and severities can benefit from physical, occupational and speech therapies, each child has differing abilities and requires individualised supports.

• Some conditions, such as muscular dystrophy, are progressive, but those such as cerebral palsy and epilepsy can improve with treatment.


Accommodations / Inclusion

Give thought to the layout of your classroom

Give thought to alternative ways of doing things

Give thought to equipment that might be helpfulSmartpen http://www.livescribe.com/au/smartpen/ls3/


http://www.livescribe.com/au/smartpen/ls3/



EEEEEK! I ain’t no expert! How do I do the best for my students?

Good teaching for students with disabilities is the best teaching for all students

Get to know who is in your classes and what issues they bring with them

Draw on outside resources (coming up )


For example? Tips please

Use constructivist techniques that introduce new information in a logical sequence that builds on previous knowledge

Demonstrate that you value what the students already know and understand

Repeat things like safety instructions at the beginning of every lesson


And… more?Make literacy and numeracy practice part of every lesson

Question understanding of instructions in creative ways

Give instructions in several different ways – eg: verbal, on board and on print out

Break classes up into short ‘chunks’ based on discreet tasks


More still?Physically demonstrate while instructing wherever possible

Where possible, identify points value of each piece of work and be as descriptive as possible

Identify opportunities for ‘high flyers’ to extend themselves

Design questions to get the answer you need

Produce/use or redesign resources for your students that are as plain looking as possible and avoid justified text at all costs


Classroom Management1. Having a physical disability can be exhausting – plan your lessons

accordingly.2. Push the students within their range of ability.3. Let the student be the expert on their disability. Try to find ways for

them to teach other students about themselves like Phoebe did in the video.

4. Show your respect by asking for creative solutions to access issues. They are used to being flexible and may come up with ideas you would never have.

5. Understand that there can be an attitude difference between students who were born with a disability and those who acquire a disability later.


a scenario

In pairs, come up with some ideas about how you might address the exhaustion factor in after

lunch lessons?


Classroom Management

So you’re probably thinking, “what did the previous slide have to do with

classroom management?”

Well….



All of these things contribute to a better managed classroom and better learning outcomes.

So the teacher’s life is easier, and the students are happier because they are achieving.



Other disabilities that will impact on classroom management include:• Autism Spectrum Disorders (including

Aspergers)• Behavioural disabilities (including ADD,

ADHD, Oppositional Defiance Disorder etc)


a scenario…You are working with a student who has high functioning Autism.

He loves IT and working out anything works.He has few friends and spends most break periods in the library on

computers.

He has hacked the school’s server while supposedly working independently in your class.

What are some ideas about how you might address this behaviour?


Behaviour ManagementAsk for help from a teacher, counsellor etc that the student relates well with

Remove them from class only if they are a safety risk to self, other students, or to you, the teacher, or if their behaviour is such that other students can’t learn. And even then, send them somewhere supervised and where they can talk out their issue – withdrawal rooms where students don’t discuss what happened don’t change behaviour

Try behavioural contracts based on rewards and consequences.

Intervene before behaviours become entrenched

Try to engage parents in recovering from behavioural issues


My best advice?

Know where to get help from!


The schooling sector• DECD Disability Educators at Regional Offices

(contact through Spec Ed Coordinator or Principal)• CESA Disability Consultants (contact through Spec

Ed Coordinator or Principal) or call the CESA Office for advice

• AISSA has 2 staff who can provide advice and/or link you to services


Resource Centres

SERU – Special Education Resource Unit (at Henley Beach Primary for DECD teachers – all years – and for

parents of swd regardless of sectors) AMAZING!!!Autism SA – may not allow you to borrow resources if not a paid up member, but do run regular workshops.

SPELD – workshops, advice etc


People and Events

• National Disability Coordination Officers (statewide coverage, upper secondary focus)

• Special Education Expo (annual conference in July school holidays. Cheap - $25 per workshop/$160 (ish) for whole conference. Aimed at the amateur)

• Professional Networks


Online• Australian Disability Clearing House on Education and Training – ADCET

www.adcet.edu.au

• National Disability Coordination Officers (SA) www.ndcosa.com.au

• DECD email newsletter Xtra – can subscribe even if not a DECD employee

• SERU newsletter

• DLM Solutions/Our Work www.dlmsolutions.org

• Autism Spectrum (ASPECT) Australia – lots of information and fact sheets www.autismspectrum.org.au


http://www.adcet.edu.au/

http://www.ndcosa.com.au/

http://www.dlmsolutions.org/

http://www.autismspectrum.org.au/

Questions?

Monica [email protected]

0416 022 377


mailto:[email protected]

Before you go

Don’t be one of these…

https://www.youtube.com/watch?v=DNoVSusaAVE


https://www.youtube.com/watch?v=DNoVSusaAVE


Documents

Disability in YOUR Classroom or… OMG! I thought I was here to teach Art and someone else would take care of ‘those’ kids! or… the reality Monica Leahy