Meeting Student Diversity in the Classroom

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Meeting student learning diversityin the classroom





Meeting student learning diversityin the classroom



International Baccalaureate, Baccalauréat International and Bachillerato Internacional

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Published May 2013

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© International Baccalaureate Organization 2013

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Primary Years Programme, Middle Years Programme,

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Meeting student learning diversity in the classroom



IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to

create a better and more peaceful world through intercultural understanding and respect.

To this end the organization work s with schools, governments and internat ional organizations to devel op

challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners

who understand that other people, with their differences, can also be right.

IB learner profile The aim of all IB programmes is to develop inter national ly minded people who, recognizing their common

humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry

and research and show independence in learning. They actively enjoy learning and this

love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global signif icance. In so

doing, they acquire in-depth knowledge and develop understanding across a broad and

balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information conf idently and creatively in more

than one language and in a variety of modes of communication. They work effectively

and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect

for the dignity of the individual, groups and communities. They take responsibility for

their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open

to the perspectives, values and traditions of other individuals and communities. They are

accustomed to seeking and evaluating a range of points of view, and are willing to grow

from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others.

They have a personal commitment to service, and act to make a positive difference to the

lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and

have the independence of spirit to explore new roles, ideas and strategies. They are brave

and articulate in defending their beliefs.

Balanced They under stand the importance of intellectual, physical and emotional balance to

achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able

to assess and understand their strengths and limitations in order to support their learning

and personal development.

© International Baccalaureate Organization 2007





Meeting student learning diversity in the classroom

Contents

How to use this document 1

Meeting student learning diversity 2

Other considerations for learning 3

Attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD) 4

Autism 9

Dyscalculia 16

Dyslexia 19

Dyspraxia—developmental coordination difficulties (DCD), motor learningdifficulties 24

Gifted and talented or exceptionally able 28

Hearing impairment/deafness 32

Medical conditions/chronic illness 35

Mental health issues 37

Physical disabilities 40

Speech, language and communication needs (SLCN) 43

Visual impairment 50

Appendix 53

IB resources for supporting student learning diversity 56





Meeting student learning diversity in the classroom 1

How to use this document

Inclusion is an ongoing process that aims to increase access and engagementin learning for all students by identifying and removing barriers.

(Learning diversity and the IB Programmes: Special educational needs withinthe lnternational Baccalaureate programmes, 2010:3)

This publication identifies specific special needs and discusses them in alphabetical order. A summary of the

special need is given under the heading of each section, followed by information about possible challenges,

suggested teaching strategies and ideas for resources.

This information is for use during planning sessions and work shops when educators are collaborating

to meet individual learning needs and to develop inclusive practices. The information is not provided

for diagnostic purposes nor is it designed to ensure compliance by schools with any local requirements,

legislation or policies regarding educating students with special needs.

Special need terminology has been used to support teachers in better understanding statement and clinical

documents and in accessing resources. Students will show diversity within each of the descriptions so it is

crucial that educators get to know and understand all of their students’ individual strengths and challenges.

Collaboration with medical practitioners or specialists, in addition to each student and their families, may be

required.

Educators of students with identified learning needs should be aware of national legal implications and

follow mandated laws as well as internal school policies with respect to the rights of the student and the

legal implications of meeting identified needs.

The following International Baccalaureate (IB) resources provide support for educators.

• What is an IB education? (2012)

• Candidates with special assessment needs (2011)—specific to the Diploma Programme

• Language and learning in IB programmes (2011)

• Learning diversity and the IB Programmes: Special educational needs within the International Baccalaureate

programmes (2010)

• Programme standards and practices (2010)

Further information can be found on the special educational needs page on the online curriculum centre (OCC).



Meeting student learning diversity in the classroom2

Meeting student learning diversity

Students in IB World Schools come from a variety of backgrounds and will exhibit a range of learning profiles

supported by the IB’s approaches to teaching and learning. Programme standards and practices (2010)

provides a set of criteria that both the IB World School and the IB use to evaluate success in the

implementation of IB programmes. The following practices require schools to demonstrate their support for

a diversity of learning.

• A9 The school supports access for students to the IB programme(s) and philosophy.

• B1:5 The school develops and implements policies and procedures that support the programmes.

• B2:8 The school provides support for its students with learning and/or special educational needs and

support for their teachers.

• C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs

and styles.

• C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

It is expected that all students in IB World Schools will experience positive learning environments based

upon the IB’s four principles of good practice: affirming identity and building self-esteem; valuing prior

knowledge; scaffolding and extending learning (Learning diversity and the IB Programmes: Special educational

needs within the lnternational Baccalaureate programmes, 2010:5). Strengths are celebrated, challenges

circumvented.

It is good practice to celebrate the work done with the student by documenting learning progress, school

interventions and the learning support procedures that are in place. School documentation should include

profiles of individual learning, pertinent policies and lists of resources so that they may support school

meetings with students, parents, specialists, school evaluation visits, and collaborative approaches to

meeting learning diversity. Please note that the IB requires documentation for purposes of granting

assessment accommodations, so these requirements should be considered separately.

Developing a positive classroom climate conducive to supporting the learning of all students requires that

students are appropriately challenged by their learning, that expectations of them are high but realistic,

where students belong to the community and feel cared for, trusted, understood, valued and safe. Students

need to be listened to, have their opinions sought, and be provided with opportunities to succeed. It is

important that all students are included in decisions about their learning, have the opportunity to develop

the attributes of the learner profile and to understand themselves as learners.




Other considerations for learning

Before assuming that a student needs to be assessed for a learning “difficulty”, it is important to consider

if there are any other issues that may be hindering learning or causing students to exhibit challenging

behaviours.

• Is the student new to the school? Could sadness, grief, anxiety or culture shock be influencing learning?

A peer buddy can support the student in understanding what is acceptable and unacceptable in the

new culture, and help the student to find his or her place and promote a sense of belonging.

• Has the student had a consistent learning background? How many schools has he or she attended? It

is crucial to look carefully at the previous educational experiences and identify where there may be

gaps or overlaps in learning if new learning experiences are to be relevant.

• Are levels of working English being masked by good speaking levels? Some students learningadditional languages may not yet be ready to speak but may write well; some learners will speak

without fear of making mistakes; other students will not speak until they feel that their spoken

language is acceptable. When a student cannot express himself or herself it can threaten their self-

image, leaving them without anything to say and with no apparent sense of humour. Language profiles

and language mapping (Language and learning in IB programmes, 2011:27) can give information as to

the true levels of all-round language development and assist in developing the knowledge of how

best to help the student settle in.

• Are medical issues the reason why student learning is not optimal or why challenging behaviours are

being exhibited? Screening for sight and hearing should be considered. In cases where students have

more complex needs or are non-verbal, consider undiagnosed pain to explain unusual behaviours.

In any of these cases, understanding and patience will be necessary if learning is to progress.

Please note these are suggestions only and are intended to assist you in considering all barriers to learning.

It is not an exhaustive list and does not constitute professional or diagnostic advice.




Attention deficit disorder/attention deficit

hyperactivity disorder (ADD/ADHD)

While every student can sometimes be boisterous, excitable and inattentive, students with ADHD

experience high levels of inattention and/or hyperactivity and impulsiveness at home, school and in the

community. ADD refers to those students whose main challenge is that of inattentiveness. While research

into the causes of ADHD and ADD remain inconclusive, they are considered to have a neurobiological basis

and a student will have to meet a set of key criteria in order to be identified with ADHD or ADD.



Attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD)


P o s s i b l e c h a l l e n g e s

T e a c h i n g s t r a t e g i e s

R e s o u r c e s

•

e a s i l y d i s t r a c t e d

•

d i f f i c u l t i e s s e t t l i n g t o a c t i v i t i e s

•

a l w a y s “ o n t h e g o ”

•

i n t e r r u p t s a n d t a l k s o u t o f t u r n

•

n o i s y

•

f i d g e t y

•

r e s t l e s s

•

d a y d r e a m s

•

s e e m s t o b e “ i n a f o g ”

•

u n a w a r e o f t r a n s i t i o n s .

•

P r o v i d e a s a f e , a f f

i r m i n g e n v i r o n m e n t t o b u i l d

c o n f i d e n c e a n d s e l f - e s t e e m .

•

C o o p e r a t i v e , k n o w l e d g e a b l e , a c c e s s i b l e

s c h o o l s t h a t w e l c o m e p a r e n t s i n t o t h e l e a r n i n g

p a r t n e r s h i p a r e b e s t p l a c e d t o s u p p o r t t h e

s t u d e n t s i n o v e r c o m i n g c h a l l e n g e s a n d t o

o p t i m i z e l e a r n i n g

e x p e r i e n c e s .

•

T e a c h i n l i n e w i t h

t h e I B ’ s a p p r o a c h e s t o l e a r n i n g

a n d t h e I B ’ s f o u r p

r i n c i p l e s o f g o o d p r a c t i c e .

T h e i d e a l e d u c a t o r :

•

i s o p e n a n d u n d e r s t a n d i n g o f c h a l l e n g e s

e x p e r i e n c e d

•

h a s a s e n s e o f h u m o u r

•

h a s a p o s i t i v e a n d

p a t i e n t a t t i t u d e

•

k n o w s t h e s t u d e n

t s w e l l

•

l i s t e n s a n d w o r k s

w i t h t h e s t u d e n t s

•

h a r n e s s e s t h e p o s i t i v e q u a l i t i e s o f b e i n g

d y n a m i c a n d d e t e r m i n e d

•

p r o t e c t s t h e s t u d e n t s f r o m e x c l u d i n g

t h e m s e l v e s t h r o u g h t h e i r o w n b e h a v i o u r

•

i s a l w a y s p o s i t i v e

b u t e n f o r c e s r u l e s c a l m l y

•

d o e s n o t u s e s a r c a s m

•

r e i n f o r c e s p o s i t i v e b e h a v i o u r

•

a l l o w s h e a d p h o n e s a n d m u s i c

•

i s a t t e n t i v e t o l e a r n i n g s t y l e s

•

b u i l d s i n a c t i v i t y w h e r e v e r p o s s i b l e

W e b s i t e s l i s t e d a r e s u g g e s t e d s i t e s o f u s e

f u l s u p p o r t

m a t e r i a l s , p r o v i d e d s o l e l y f o r y o u r i n f o r m

a t i o n a n d

c o n

v e n i e n c e . T h e I B d o e s n o t e n d o r s e a n

y o f t h e s e

s i t e

s i n a n y m a n n e r a n d h a s n o c o n t r o l o v e r t h e i r

a c c

u r a c y , l e g a l i t y o r c o m p l e t e n e s s o f i n f o

r m a t i o n .

•

h t t p : / / w w w . e v e r y d a y w i t h a d h d . c o m . a u / H o m e . h t m

•

h t t p : / / w w w . a t t e n t i o n d e f i c i t d i s o r d e

r . w s / a d h d_

u s a_ r e s o u r c e s . h t m

•

h t t p : / / w w w . a d h d c a n a d a . c o m / w h a t . h t m l

•

w w w . a d d i s s . c o . u k

•

w w w . c h a d d . o r g

•

w w w . l i v i n g w i t h a d h d . c o . u k







R e s o u r c e s

•

a l l o w s t h e s t u d e n

t s t o s t a n d o r s c r i b b l e w h e n

l i s t e n i n g

•

i s a t t e n t i v e t o f r u s

t r a t i o n , s t r e s s a n d f a t i g u e l e v e l s

•

u s e s c l e a r , u n d e r s

t a n d a b l e l a n g u a g e

•

c o n t r o l s w i t h o u t c o n t r o l l i n g

•

a l w a y s g i v e s i m m

e d i a t e a n d c o n s i s t e n t

b e h a v i o u r f e e d b a

c k

•

w o r k s o n a b e h a v

i o u r p l a n / c o n t r a c t w i t h t h e

s t u d e n t

•

u s e s p r e v i o u s l y d i s c u s s e d a n d a r r a n g e d s i g n a l s

w h e n b e h a v i o u r n e e d s m o d i f y i n g

•

i s o p e n t o g i v i n g p l a n n e d b r e a k s f r o m c l a s s r o o m

a c t i v i t y

•

“ p i c k s b a t t l e s ” c a r e f u l l y a n d a v o i d s m i n o r d i s r u p t i o n s .

H y p e r a c t i v i t y

S p e c i f i c s t r a t e g i e s t o s u

p p o r t h y p e r a c t i v i t y i n c l u d e

t h e f o l l o w i n g .

•

A l l o w f i d d l i n g b y

p r o v i d i n g s t r e s s b a l l s , e t c .

•

A l l o w d o o d l i n g / d

r a w i n g .

•

P r o v i d e b r e a k s e v

e r y 1 5 m i n u t e s o r s o .

•

U s e e x c e s s e n e r g y

i n a p o s i t i v e w a y — a w a l k - a b o u t

j o b , s h a r e a n i d e a ,

v i s i t s t o h e l p i n o t h e r r o o m s .

•

E x p l i c i t l y t e a c h i n

- c l a s s a n d o u t - o f - c l a s s m o d e s

o f b e h a v i o u r .

•

P r o v i d e c a l m i n g d

o w n p e r i o d s a f t e r t r a n s i t i o n s .

•

B e a w a r e w h e n t h

e c l a s s r o o m c l i m a t e i s

b e c o m i n g d i s t r a c

t i v e .

•

P r o v i d e a t i m e - o u t c o r n e r / f a c i l i t y t h a t t h e

s t u d e n t s c a n r e t i r e t o w h e n a r o u s a l l e v e l s a r e h i g h .

•

T i m e - o u t a n d q u i e t a r e a s f o r c a l m i n

g d o w n .

•

W o r k s p a c e s f r e e f r o m d i s t r a c t i o n .







R e s o u r c e s

I m p u l s i v i t y


p p o r t i m p u l s i v i t y i n c l u d e t h e

f o l l o w i n g .

•

U s e a t i m e r t o k e e

p o n t a s k .

•

S e t t a s k s t h a t a r e

r e a l i s t i c a n d a c h i e v a b l e .

•

E x p l i c i t l y d i s c u s s s a f e t y a n d t h e u s e o f

d a n g e r o u s e q u i p m e n t s u c h a s s c i s s o r s , a s w e l l a s

s c i e n c e a n d P E e q

u i p m e n t .

•

A r r a n g e p e e r s u p p o r t .

•

P u t i n t o p l a c e a b e h a v i o u r m a n a g e m e n t

p r o g r a m m e .

•

T i m e r s .

•

P r o m p t s h e e t s / g r a p h i c o r g a n i z e r s .

•

S u p p o r t i v e p e e r s .

•

B e h a v i o u r m a n a g e m e n t p r o g r a m m

e — t h e r e

a r e m a n y b e h a v i o u r m a n a g e m e n t p r o g r a m m e s

a v a i l a b l e . C o n t a c t s c h o o l s u p p o r t s e r v i c e s

f o r r e c o m m e n d a t i o n s f o r y o u r c o n t

e x t o r

a l t e r n a t i v e l y s e a r c h o n t h e I n t e r n e t .

I n a t t e

n t i o n d i f f i c u l t i e s


p p o r t i n a t t e n t i o n i n c l u d e t h e

f o l l o w i n g .

•

H a v e p o s i t i v e , r e a

l i s t i c e x p e c t a t i o n s a n d u s e

t h e s e t o b u i l d s e l f - e s t e e m a n d s e l f - b e l i e f .

•

T h i n k a b o u t w h e r e t h e s t u d e n t s a r e b e s t p l a c e d

f o r l e a r n i n g i n t h e

c l a s s r o o m .

•

P a y a t t e n t i o n t o b

a c k g r o u n d n o i s e a n d e l i m i n a t e

w h e r e v e r p o s s i b l e .

•

W o r k w i t h t h e s t u

d e n t s t o f i n d s t r a t e g i e s t h a t

s u p p o r t l e a r n i n g a n d s o c i a l i z a t i o n .

•

U s e p r e v i o u s l y d i s c u s s e d p r o m p t s t o s u p p o r t

t h e s t u d e n t s a n d

k e e p o n t a s k .

•

A s k t h e s t u d e n t s t o r e p e a t b a c k i n s t r u c t i o n s .

•

H e l p t h e s t u d e n t s t o p l a n , a n d e n c o u r a g e t h e

u s e o f p l a n n e r s a n d d i a r i e s .

•

D i a r i e s .

•

T i m e t a b l e s .

•

S c h e d u l e s .

•

C a l e n d a r s .

•

P l a n n e r s .

•

M i n d M a p s ® .

•

G r a p h i c o r g a n i z e r s .

•

S t r e s s b a l l s / t o y s .

•

A s s i s t i v e t e c h n o l o g i e s .

•

H e a d p h o n e s .

•

M u s i c .







R e s o u r c e s

•

C h e c k d i a r i e s a n d

p l a n n e r s r e g u l a r l y .

•

P r o v i d e s u p p o r t w

i t h h o m e w o r k .

•

W o r k w i t h p a r e n t s t o s u p p o r t h o m e w o r k .

•

K e e p t h e p a c e , t a s k s a n d a c t i v i t i e s v a r i e d t o

m e e t i n t e r e s t a n d

a c t i v i t y l e v e l s .

•

M a k e s u r e t h a t r e s o u r c e s ( p r o m p t s h e e t s a n d

s t e p - b y - s t e p i n s t r u c t i o n s ) a r e e a s i l y l o c a t e d .

•

P r a i s e a n d p r o m p

t w i t h p o s i t i v e c o g n i t i v e

f e e d b a c k .

•

R e s p o n d q u i c k l y w h e n t a s k s a r e c o m p l e t e d .

•

E n c o u r a g e M i n d - M a p p i n g ® a n d o t h e r

d i a g r a m m a t i c r e p

r e s e n t a t i o n s .

•

U s e v i s u a l c l u e s , m

u s i c , e t c t o s t i m u l a t e .

•

U s e t i m e r s t o s u p p o r t s t u d e n t s b o t h i n

e x t e n d i n g t i m e o n l e a r n i n g t a s k s a n d i n l e a r n i n g

b r e a k s .

•

U s e a s s i s t i v e t e c h n o l o g i e s w h e r e n e e d e d .

•

P r o v i d e p l e n t y o f

l e a d t i m e b e f o r e t r a n s i t i o n i n g

t o t h e n e x t a c t i v i t y .




Autism

Autism is a spectrum disorder and, despite core similarities in areas of challenge, there are vast differences

along the spectrum. While students with low-functioning autism may display significant challenges and

may be non-verbal, those at the higher end of the spectrum may not be identified because of the hidden

nature of their challenges. The difficulties experienced, often described as a “triad of impairments”, affect

social interaction, communication and imagination (rigidity of thought).

Many students will experience sensory issues that may impact on emotional and well-being states, and

behaviours should be understood in the context of the environment, sensory issues, and modes of effective

communication. Challenging behaviours are usually not wilful or intentionally oppositional but may be the

result of neurological, internal-processing difficulties or stressors.

Students with Asperger’s syndrome, while on the autistic spectrum and experiencing difficulties with socialinteraction, communication and imagination, display advanced language skills in areas of vocabulary and

syntax but experience difficulties in areas of conversational skills and intonation. They may also display

advanced skills in other areas.



Autism




R e s o u r c e s

L e a r n

i n g e n v i r o n m e n t

•




•



p a r t n e r s h i p a r e b e s t p l a c e d t o s u p p o r t s t u d e n t s

i n o v e r c o m i n g c h a l l e n g e s a n d t o o p t i m i z e

l e a r n i n g e x p e r i e n

c e s .

•






f u l s u p p o r t


a t i o n a n d

c o n


y o f t h e s e

s i t e


a c c


r m a t i o n .

•

w w w . m a a p s e r v i c e s . o r g

•

w w w . a s p e r g e r . o r g

•

w w w . n a s . o r g . u k

•

w w w . m a k a t o n . o r g

•

h t t p : / / w w w . b i l d . o r g . u k / 0 5 l i n k s . h t m

( i n c l u d e s

l i n k s t o o t h e r w e b s i t e s f o r l e a r n i n g

d i s a b i l i t i e s )

•

h t t p : / / s e n t e a c h e r s . c o . u k / l i n k s - f o r - s e n - t e a c h e r s .

h t m ( i n c l u d e s l i n k s t o m a n y w e b s i t e s )

•

h t t p : / / w w w . a a n e . o r g / a s p e r g e r_ r e s o u r c e s /

e d u c a t o r s_ t o o l b o x . h t m l ( e x c e l l e n t r e s o u r c e s , a

t o o l b o x i n c l u d i n g v i s u a l g u i d e s f o r

s t u d e n t s a n d

v i d e o r e s o u r c e s )

•

T e m p l e G r a n d i n o n T E D — a p p r e c i a t i n g d i v e r s i t y ,

h t t p : / / w w w . t e d . c o m / t a l k s / l a n g / e n / t e m p l e_

g r a n d i n_ t

h e_ w o r l d_ n e e d s_ a l l_ k i n d s_ o f_ m i n d s .

h t m l

•

D r S h o r e — p r i n c i p l e s o f g o o d t e a c h

i n g , h t t p : / /

w w w . l e a r n e r . o r g / c o u r s e s / n e u r o s c i e n c e /

c o m m o n_

i n c l u d e s / s i_

f l o w p l a y e r . h t m l ? p i d = 2 3 9 3



Autism




R e s o u r c e s

S o c i a l i n t e r a c t i o n

•

m a y b e s o c i a l l y i s o l a t e d

•

s o c i a l d e m a n d s o f o t h e r s m a y c a u s e a

n x i e t y

•

m a y f i n d s o c i a l c u e s d i f f i c u l t t o r e a d

•

m a y b e h a v e i n a s o c i a l l y i n a p p r o p r i a t e w a y

•

m a y l a c k t h e s t r a t e g i e s t o i n i t i a t e , e s t a b l i s h a n d

m a i n t a i n f r i e n d s h i p s

•

m a y c a u s e o f f e n c e w i t h o u t b e i n g a w a r e

•

m a y a p p e a r e g o c e n t r i c o r i n s e n s i t i v e

•

m a y n o t k n o w h o w t o r e a d i n t o o r r e a

c t t o

o t h e r s ’ f e e l i n g s .

S p e c i f i c s t r a t e g i e s t o p r o m o t e s o c i a l i n t e r a c t i o n

i n c l u d e t h e f o l l o w i n g .

•

B u i l d u p a w a r e n e s s , e d u c a t e s t u d e n t s , s t a f f a n d

o t h e r p a r e n t s s o t h a t e v e r y o n e c a n h e l p t o m e e t

n e e d s .

•

U s e r o l e p l a y t o t e

a c h s o c i a l i z a t i o n s k i l l s .

•

G i v e s t u d e n t s t a s k s b a s e d o n s t r e n g t h s t o e l i c i t

p a r t i c i p a t i o n .

•

U s e s n a c k a n d l u n

c h t i m e s t o e n c o u r a g e t u r n -

t a k i n g a n d s o c i a l i n t e r a c t i o n .

•

R e w a r d a p p r o p r i a t e b e h a v i o u r s , e g s h a r i n g ,

s h o w i n g c o n s i d e r a t i o n .

•

E n c o u r a g e i n t e r a c t i o n t h r o u g h t h e u s e o f

g a m e s , s h a r i n g a n d t u r n - t a k i n g .

•

C r e a t e o p p o r t u n i t i e s t o d i s c u s s f e e l i n g s , e g

c i r c l e t i m e , p e r s o n a l , s o c i a l a n d h e a l t h e d u c a t i o n

( P S H E ) l e s s o n s , m u s i c , a r t a n d d r a m a .

•

U s e s o c i a l s k i l l s t r a i n i n g a n d S o c i a l S t o r i e s ™

( C a r o l G r a y ) .

•

T e a c h h o w b e h a v

i o u r a f f e c t s o t h e r s ; s o a p o p e r a s

c a n b e u s e f u l .

•

T e a c h a b o u t t o n e

o f v o i c e , f a c i a l e x p r e s s i o n s

( T h e T r a n s p o r t e r s

) a n d p e r s o n a l s p a c e u s i n g r o l e

p l a y a s w e l l a s r e a

l s i t u a t i o n s .

•

G i v e a r o l e o f r e s p

o n s i b i l i t y .

•

F o r S o c i a l S t o r i e s ™ c o n t a c t J e s s i c a K

i n g s l e y

P u b l i s h e r s .

•

w w w . t h e t r a n s p o r t e r s . c o m



Autism


P o s s i

b l e c h a l l e n g e s


R e s o u r c e s

C o m m

u n i c a t i o n

•

m a y h a v e s p o k e n l a n g u a g e t h a t i s f o r m a l a n d

p e d a n t i c

•

v o i c e m a y l a c k e x p r e s s i o n

•

m a y n o t u n d e r s t a n d i m p l i c a t i o n s o f d

i f f e r e n t

t o n e s o f v o i c e

•

m a y h a v e d i f f i c u l t y u s i n g a n d u n d e r s t a n d i n g

n o n - v e r b a l c o m m u n i c a t i o n

•

m a y t a k e t h i n g s l i t e r a l l y

•

m a y b e u n a b l e t o u n d e r s t a n d i m p l i e d

m e a n i n g

•

m a y h a v e d i f f i c u l t i e s u n d e r s t a n d i n g t h e r o l e s o f

a u t h o r i t y .

S p e c i f i c s t r a t e g i e s t o p r

o m o t e c o m m u n i c a t i o n i n c l u d e

t h e f o l l o w i n g .

•

C r e a t e t h e n e e d t o c o m m u n i c a t e , e g a s k i n g f o r

t i m e t o e x p l o r e a s p e c i a l i n t e r e s t , r e q u e s t f o r

f o o d o r o b j e c t , e t c .

•

M a k e e x p e c t a t i o n

s e x p l i c i t .

•

U s e s i m p l e d i r e c t

l a n g u a g e .

•

I n s t e a d o f s a y i n g “ n o ” t e l l t h e s t u d e n t s w h a t i t i s

y o u w a n t t h e m t o

d o .

•

R e w a r d a p p r o p r i a

t e r e s p o n s e s .

•

C h e c k f o r u n d e r s t a n d i n g ; d o n o t m a k e

a s s u m p t i o n s .

•

L i m i t c h o i c e s ; t o o

m a n y c h o i c e s c a n c a u s e

c o n f u s i o n .

•

T e a c h s o c i a l u s e o

f l a n g u a g e , s u c h a s t u r n - t a k i n g

i n a c o n v e r s a t i o n .

•

S h o w v i s u a l s o f a u

t h o r i t y s t r u c t u r e .



Autism


P o s s i



R e s o u r c e s

I m a g i n a t i o n , r i g i d i t y o f t h o u g h t

•

m a y h a v e u n u s u a l a n d a b s o r b i n g s p e c i a l

i n t e r e s t s

•

m a y i n s i s t o n c e r t a i n r u l e s a n d r o u t i n e

s

•

m a y h a v e a l i m i t e d a b i l i t y t o p l a y a n d

t h i n k

c r e a t i v e l y

•

m a y h a v e p r o b l e m s t r a n s f e r r i n g s k i l l s

f r o m o n e

s e t t i n g t o a n o t h e r .

S p e c i f i c s t r a t e g i e s t o p r

o m o t e i m a g i n a t i o n i n c l u d e t h e

f o l l o w i n g .

•

W o r k w i t h f a m i l y ,

s t a f f a n d p e e r s t o e n s u r e

c o n s i s t e n c y a n d c

o m m o n e x p e c t a t i o n s .

•

I n c o r p o r a t e s p e c i a l i n t e r e s t s i n t o a c t i v i t i e s

w h e r e v e r p o s s i b l e f o r m a x i m a l s u c c e s s a n d

p a r t i c i p a t i o n .

•

U s e p r o m p t c a r d s

w i t h p i c t u r e s , t e x t s a n d

s y m b o l s .

•

P l a n f o r c h a n g e u s i n g v i s u a l t i m e t a b l e s a n d

s o c i a l s t o r i e s .

•

G i v e s t r u c t u r e t o t h e d a y u s i n g v i s u a l t i m e t a b l e s

a n d c h e c k l i s t s .

•

H a v e c l e a r s t a r t a n d f i n i s h i n g t i m e s f o r e v e n t s o r

a c t i v i t i e s ; u s e e g g

t i m e r s o r a t r a f f i c l i g h t s y s t e m .

•

U s e s t a r t a n d f i n i s

h b o x e s .

•

C l e a r l y d e f i n e c l a s s r o o m a r e a s f o r c e r t a i n a c t i v i t i e s .

•

G i v e c l e a r v i s u a l i n s t r u c t i o n s a b o u t t h e

p r o c e d u r e a t t i m e

s o f t r a n s i t i o n , e g p h y s i c a l

e d u c a t i o n ( P E ) , b r e a k e t c .

•

U s e s p e c i a l i n t e r e s t s a s a r e w a r d .

•

E x a m i n e s p e c i a l i n t e r e s t s c a r e f u l l y f o r a g e

a p p r o p r i a t e n e s s a

n d s a f e t y .

•

C o n s i d e r t h e e n v i r o n m e n t a n d t h e t i m e t a b l e :

w h e r e a r e p r o b l e m

s l i k e l y t o o c c u r , w h e r e a r e t h e

b a r r i e r s t o l e a r n i n g ? T r y a n d g e t t h e b a l a n c e r i g h t

b e t w e e n t i m e s o f

s t r e s s / d e m a n d a n d t i m e o u t .



Autism


P o s s i



R e s o u r c e s

O t h e r c h a l l e n g e s t h a t m a y i m p a c t o n e m

o t i o n a l /

w e l l - b e i n g s t a t e s a n d l e a r n i n g

C h a l l e

n g i n g b e h a v i o u r s t h a t a r e n o t w i l f u l o

r

i n t e n t i o n a l l y o p p o s i t i o n a l ; t h e y a r e t h e r e s u

l t o f

n e u r o

l o g i c a l i n t e r n a l - p r o c e s s i n g d i f f i c u l t i e s

o r

s t r e s s o r s .

S e n s o

r y i s s u e s ( v i s u a l , a u d i t o r y , t a c t i l e , t a s t e / s m e l l ,

v e s t i b

u l a r , p r o p r i o c e p t i v e a n d p r o x e m i c d i f f e r e n c e s

( k e e p i n g d i s t a n c e ) )

•

m a y b e a f f e c t e d b y h y p o s e n s i t i v i t y ( u n d e r t u n e d

s e n s i t i v i t y )

•

h y p e r s e n s i t i v i t y ( a c u t e a n d s o m e t i m e

s

o v e r w h e l m i n g )

•

i n c o n s i s t e n c y o f p e r c e p t i o n ( l e v e l s o f

s e n s i t i v i t y

f l u c t u a t e f r o m n o t b e i n g p r e s e n t , h y p

o t o h y p e r )

•

d i f f i c u l t y i n r e c o g n i z i n g t h a t h i s o r h e r t h o u g h t s

m a y d i f f e r t o o t h e r s

•

m a y f o c u s o n a t t e n t i o n t o d e t a i l w i t h o u t s e e i n g

t h e w h o l e

•

m a y b e u n a b l e t o s e e “ t h e b i g p i c t u r e ”

•

m a y b e a b l e t o r e a d w i t h o u t c o m p r e h

e n s i o n

( h y p e r l e x i a )

•

m a y b e a b l e t o p e r f o r m m e n t a l a r i t h m

e t i c a n d

p r e d i c t i o n a t h i g h s p e e d

•

m a y e x p e r i e n c e d i f f i c u l t i e s i n m a k i n g

a p l a n a n d

w o r k i n g t h r o u g h t h e l o g i c a l s t e p s t o a

c h i e v e t h e

g o a l

G e n e r a l t e a c h i n g s t r a t e

g i e s

•

U n d e r s t a n d y o u r s t u d e n t s , u n d e r s t a n d t h e i r

p s y c h o l o g i c a l f u n

c t i o n i n g a n d n e u r o l o g i c a l

p r o c e s s i n g , u n d e r s t a n d t h e c h a l l e n g e s t o

t h e i r l e a r n i n g a n d

t r a n s l a t e t h i s i n t o e f f e c t i v e

s t r a t e g i e s f o r t e a c

h i n g a n d c a r e .

•

U s e l e s s t a l k w h e n

t h e s t u d e n t s a r e s t r e s s e d o r

u p s e t .

•

W a r n s t u d e n t s a b o u t s u r p r i s e s s u c h a s c l a s s

f e s t i v i t i e s , f i r e d r i l l s , e t c .

•

P r e v i e w c h a n g e s i n r o u t i n e s .

•

A l l o w e x t r a t i m e f

o r c l a s s r o o m c h a n g e s a n d

m o v i n g a r o u n d s c

h o o l f a c i l i t i e s d u r i n g c h a o t i c

p e r i o d s .

•

P r o m o t e h a v i n g “ a g o ” a n d m a k i n g m i s t a k e s a s

a n a p p r o a c h t o l e a r n i n g .

•

M a k e d a i l y a c t i v i t i e s i n t o r o u t i n e s .

•

G i v e w r i t t e n / p i c t u

r e c a r d s / t i m e t a b l e p r o m p t s t o

s u p p o r t i n d e p e n d

e n t l e a r n i n g .

•

U s e c a r t o o n s a n d

c o m i c s t r i p c o n v e r s a t i o n s t o

t e a c h v a r i o u s v i e w

p o i n t s .

•

H a v e h i g h b u t r e a

l i s t i c e x p e c t a t i o n s .

•

G i v e v i s u a l c l u e s f o r l e a r n i n g .

•

G i v e m e a n i n g f u l a n d m o t i v a t i o n a l r e w a r d s .

•

B e p r e d i c t a b l e , c o

n s i s t e n t a n d r e l i a b l e .

•

C h e c k f o r u n d e r s t a n d i n g .

•

K n o w n “ s a f e s p a c e s ” b o t h i n a n d o u

t o f t h e

c l a s s r o o m .

•

K n o w n “ s a f e p e o p l e ” .

•

A l t e r n a t i v e p l a c e s t o e a t l u n c h w i t h

p e e r s i f t h e

e n v i r o n m e n t i s o v e r w h e l m i n g .



Autism


P o s s i



R e s o u r c e s

•

m a y e x p e r i e n c e d i f f i c u l t i e s i n c o n t r o l l i n g

i m p u l s e s

•

m a y e x p e r i e n c e d i f f i c u l t i e s i n s e l f - o r g a n i z a t i o n

i n o r d e r t o s e t t l e d o w n t o w o r k — t h i s c a n b e a

h u g e h u r d l e

•

m a y e x p e r i e n c e h i g h a n x i e t y l e v e l s .

•

A v o i d a b s t r a c t t e r

m s , j o k e s , f i g u r e s o f s p e e c h o r

s a r c a s m .

•

E n c o u r a g e t h e w i d e r s o c i a l c i r c l e t o a d o p t t h e

s a m e a p p r o a c h e s .

•

P r o v i d e o p p o r t u n

i t i e s f o r t h e t r a n s f e r o f s k i l l s .

•

C r e a t e a s e n s e o f c a l m a n d o r d e r i n t h e

c l a s s r o o m .

•

P a y a t t e n t i o n t o a r t i f i c i a l l i g h t i n g a n d w h e r e

p o s s i b l e u s e n a t u r a l l i g h t .

S u b j e c t d i f f i c u l t i e s t h a t c o u l d b e e x p e r i e n c e d i n c l u d e

t h e f o

l l o w i n g .

E n g l i

s h — f i n e m o t o r s k i l l s / h a n d w r i t i n g , c r e

a t i v i t y /

i m a g i n a t i o n , c o m p r e h e n s i o n , g r a m m a r , s p e

a k i n g a n d

l i s t e n i n g , d r a m a .

M a t h

e m a t i c s — a b s t r a c t p a t t e r n s / c o n c e p t s

,

e s t i m a t i n g , a p p l y i n g c o n c e p t s , p r e c i s i o n a n

d d i s l i k e o f

h a v i n g “ a g o ” a n d m a k i n g m i s t a k e s , m e n t a l

a r i t h m e t i c

s k i l l s m a y a p p e a r t o b e b e t t e r t h a n t h e y a c t u a l l y a r e .

H u m a n i t i e s — l i t e r a l i n t e r p r e t a t i o n o f i n s t r u

c t i o n s ,

l a c k o f e v a l u a t i o n s k i l l s , u s e o f c o l o u r , f i n e / g

r o s s m o t o r

s k i l l s a n d c o o r d i n a t i o n , c o n c e p t o f s p a c e / t i m

e , t h e

o t h e r , a p p r e c i a t i n g t h e w o r k o f o t h e r s , o t h e

r c u l t u r e s ,

t i m e z

o n e s , c l i m a t e c h a n g e s , v a l i d i t y a n d v a

l i d i t y t e s t s ,

a p p l y i n g c o n c e p t s , h y p o t h e s e s , s e e i n g s o m

e o n e e l s e ’ s

p o i n t

o f v i e w .

•

R e g u l a r l y r e v i e w e x p e c t a t i o n s .




Dyscalculia

Despite the provision of appropriate learning opportunities, students with dyscalculia will experience

persistent challenges when dealing with numbers. Dyscalculia is to mathematics what dyslexia is to literacy:

it is the general term used to describe a specific learning difficulty in mathematics. Significant difficulties will

vary from student to student so that some students will be able to multiply but not divide and vice versa,

and others may be able to do maths at a high level but find it difficult to subtract simple numbers. What is

experienced as a success one day may appear to have been forgotten the following day. The challenges do

not always reflect the student’s cognitive abilities and students will display strengths in other areas.



Dyscalculia




R e s o u r c e s

U n d e r s t a n d i n g a n d r e m e m b e r i n g m a t h e m a t i c a l

c o n c e

p t s , r u l e s , f o r m u l a s , s e q u e n c e s

•

o r d e r o f o p e r a t i o n s o f a d d i t i o n , s u b t r a c t i o n ,

m u l t i p l i c a t i o n a n d d i v i s i o n a n d b a s i c

m a t h e m a t i c a l f a c t s

•

m e n t a l a r i t h m e t i c

•

a b s t r a c t c o n c e p t s o f t i m e a n d d i r e c t i o

n

•

d i f f i c u l t i e s w i t h l o n g - t e r m m e m o r y , b

o t h

r e t e n t i o n a n d r e t r i e v a l

•

r e c a l l i n g s c h e d u l e s

•

s e q u e n c e s o f p a s t o r f u t u r e e v e n t s

•

k e e p i n g t r a c k o f t i m e , a l w a y s b e i n g l a

t e

•

s u b s t i t u t i o n s , t r a n s p o s i t i o n s , o m i s s i o n s a n d

r e v e r s a l s w h e n w r i t i n g , r e a d i n g a n d r e c a l l i n g

n u m b e r s

•

r e m e m b e r i n g n a m e s

•

m a t c h i n g n a m e s t o f a c e s

•

s u b s t i t u t i n g n a m e s b e g i n n i n g w i t h s a

m e l e t t e r

•

w o r k i n g o u t c h a n g e w h e n s h o p p i n g

•

m o n e y a n d c r e d i t

•

f i n a n c i a l p l a n n i n g

•

t e s t s a n d q u i z z e s

•

w h o l e - p i c t u r e t h i n k i n g

•

u n d e r s t a n d i n g m e c h a n i c a l p r o c e s s e s

•




•




s t u d e n t s i n o v e r c o m i n g c h a l l e n g e s a n d o p t i m i z e

l e a r n i n g e x p e r i e n

c e s .

•





•

B e a w a r e o f s t a t e s o f s t r e s s a n d h a v e s t r a t e g i e s

i n p l a c e t o s u p p o r t a n d d e - s t r e s s .

•

L i n k m a t h e m a t i c s

t o r e a l l i f e .

•

S u p p o r t m u l t i - s e n s o r y l e a r n i n g — w r i t e i t , t a l k i t

t h r o u g h , a n d e x p l a i n i t b a c k .

•

P r o v i d e t e a c h i n g n o t e s t o c i r c u m v e n t c o p y i n g .

•

O f f e r p r e - t e a c h i n g t o s u p p o r t n e w l e a r n i n g .

•

O f f e r p o s t - p r a c t i c

e s e s s i o n s t o c o n s o l i d a t e

l e a r n i n g .

•

O f f e r s u p p o r t a n d

f e e d b a c k o n a r e g u l a r b a s i s .

•

O f f e r p r a c t i c e m a t e r i a l s w h e n n e c e s s a r y .

•

G i v e i m m e d i a t e f e e d b a c k s o t h a t r e c o r d i n g

a n d d e c o d i n g m i s t a k e s d o n o t i n t e r f e r e w i t h

m a t h e m a t i c s l e a r n i n g .

•

O f f e r t o p r o o f r e a d w o r k t o p i c k u p r e c o r d i n g

a n d d e c o d i n g m i s t a k e s .


f u l s u p p o r t


a t i o n a n d

c o n


y o f t h e s e

s i t e


a c c


r m a t i o n .

•

h t t p : / / w w w . s t e v e c h i n n . c o . u k / a r t i c l e s . h t m l

•

w w w . d y s c a l c u l i a i n f o . o r g /

•

h t t p : / / w w w . l b c t n z . c o . n z / s l d / d y s c a l c u l i a / i n d e x .

h t m l

•

h t t p : / / w w w . d y s c a l c u l i a . o r g / d y s c a l c

u l i a / l e t t e r -

t o - m a t h - p r o f ( s t u d e n t v o i c e : “ L e t t e r t o m y m a t h

t e a c h e r ” )



Dyscalculia




R e s o u r c e s

•

v i s u a l i z i n g l o c a t i o n s u c h a s n u m b e r s o

n t h e c l o c k

f a c e , l o c a t i o n o f c i t i e s , c o u n t r i e s , o c e a n

s , e t c

•

o r i e n t a t i o n , p o o r s e n s e o f d i r e c t i o n , l o s i n g

t h i n g s , a p p e a r i n g a b s e n t - m i n d e d

•

c o o r d i n a t i o n — d a n c e s t e p s , s p o r t r u l e s , b a l l

s k i l l s , e t c

•

k e e p i n g s c o r e d u r i n g g a m e s

•

r e m e m b e r i n g w h o s e t u r n i t i s w h i l e p

l a y i n g

g a m e s

•

s t r a t e g i c p l a n n i n g i n g a m e s

•

s i g h t r e a d i n g o f m u s i c

•

l e a r n i n g t o p l a y a n i n s t r u m e n t — f i n g e

r i n g

d i f f i c u l t i e s .

•

B e a w a r e o f t h e o r g a n i z a t i o n a n d t h e

p r e s e n t a t i o n o f w

r i t t e n w o r k t o s t u d e n t s o n

h a n d o u t s , w h i t e b

o a r d s , e t c ; k e e p i t s i m p l e a n d

u n c l u t t e r e d .

•

E n s u r e t h a t a s s e s s m e n t s a r e a s s e s s i n g w h a t i s

i n t e n d e d a n d d o n o t c l u t t e r w i t h d i s t r a c t i n g

c a l c u l a t i o n s , t y p e

a n d f i g u r e s ; k e e p i t s i m p l e .

•

G i v e e x t r a t i m e f o

r c o m p l e t i n g w o r k .

•

P r o v i d e s c r a p p a p

e r .

•

B e p a t i e n t a n d u n

d e r s t a n d i n g w h e n l e a r n i n g

a p p e a r s t o b e i n c o n s i s t e n t .




Dyslexia

Despite the provision of appropriate learning opportunities, students with dyslexia will experience

persistent challenges in learning to read, write and spell. Significant challenges will vary from student to

student and these challenges do not always reflect the student’s cognitive abilities; usually a student will

display strengths in areas outside of the written curriculum. What is experienced as a success one day may

appear to have been forgotten the following day.

The material for this table has been reproduced with the kind permission of the British D yslexia

Association, www.bdadyslexia.org.uk.





Dyslexia




R e s o u r c e s

S t u d e

n t s m a y e x p e r i e n c e c h a l l e n g e s w i t h w

r i t t e n

w o r k c o m p a r e d w i t h o r a l a b i l i t y . T h i s m a y b

e s e e n

t h r o u g h o n e o r m o r e o f t h e f o l l o w i n g .

•

W o r k m a y b e m e s s y w i t h m a n y c r o s s i n g s o u t

a n d w o r d s t r i e d s e v e r a l t i m e s , e g w i p p e , w y p e ,

w i e p , w i p e .

•

P e r s i s t e n t c o n f u s i o n w i t h l e t t e r s t h a t l o o k

s i m i l a r , p a r t i c u l a r l y b / d , p / g , p / q , n / u , m / w .

•

P o o r h a n d w r i t i n g w i t h “ r e v e r s a l s ” a n d

b a d l y

f o r m e d l e t t e r s .

•

M a k e s a n a g r a m s o f w o r d s , e g t i r e d f o r t r i e d ,

b r e a d e d f o r b e a r d e d e t c .

•

D i f f i c u l t i e s s e t t i n g o u t w r i t t e n w o r k w

i t h t h e

m a r g i n i g n o r e d .

•

P o o r p e n c i l g r i p .

•

P r o d u c e s p h o n e t i c a n d b i z a r r e s p e l l i n

g n o t

t y p i c a l o f a g e o r a b i l i t y .

•

M a y s h o w u n u s u a l s e q u e n c i n g o f l e t t e r s o r

w o r d s .

•

B e a w a r e o f t h e o r g a n i z a t i o n a n d t h e

p r e s e n t a t i o n o f w

r i t t e n w o r k o n t h e b o a r d a n d

i n h a n d o u t s .

•

U s e p l a n n i n g s t r u

c t u r e s ( g r a p h i c o r g a n i z e r s o r

M i n d M a p s ® ) t o d e v e l o p w r i t i n g .

•

S u p p o r t a n d e n c o

u r a g e t h e u s e o f a s s i s t i v e

t e c h n o l o g y .

•

P r o v i d e w r i t t e n p h o t o c o p i e d n o t e s o f k e y i d e a s

c o v e r e d i n c l a s s .

•

A c c e p t t h a t s p e l l i n g i s a d i f f i c u l t y .

•

M a r k o n l y k e y v o c

a b u l a r y w h e n c o r r e c t i n g a n d

o f f e r a c o r r e c t m o

d e l w h e n w r o n g .

•

C o n s i d e r t h e u s e o f a l t e r n a t i v e m e t h o d s o f

p r e s e n t a t i o n a n d

a s s e s s m e n t s u c h a s t a p e

r e c o r d e r s , D i c t a p h o n e s a n d v o i c e - a c t i v a t e d

s o f t w a r e .


f u l s u p p o r t


a t i o n a n d

c o n


y o f t h e s e

s i t e


a c c


r m a t i o n .

U n d e r s t a n d i n g d y s l e x i a :

•

h t t p : / / w w w . l e a r n e r . o r g / c o u r s e s / n e u r o s c i e n c e /

c o m m o n_

i n c l u d e s / s i_ f l o w p l a y e r . h t m

l ? p i d = 2 4 5 1

•

w w w . i n t e r d y s . o r g ( U S w e b s i t e , g o t o

I n f o r m a t i o n > I n t e r v e n t i o n s & I n s t r

u c t i o n s a t t h e

t o p l e f t f o r t e a c h i n g i n f o r m a t i o n )

•

h t t p : / / w w w . i n t e r d y s . o r g / e w e b e d i t p r

o 5 / u p l o a d /

M u l t i - s e n s o r y_

S t r u c t u r e d_

L a n g u a g e

_ T e a c h i n g_

F a c t_

S h e e t_ 1 1 - 0 3 - 0 8 . p d f ( a p a p e r t h a t d i s c u s s e s

m u l t i - s e n s o r y a p p r o a c h e s )

•

h t t p : / / w w w . t h e d y s l e x i a - s p l d t r u s t . o r g

. u k / ( e x t e n s i v e

U K w e b s i t e w i t h a c c e s s t o o n l i n e t r a i n

i n g m o d u l e s )

•

w w w . d y s l e x i a a c t i o n . o r g . u k ( i n f o r m a t i o n )

•

w w w . d y s l e x i a - t e a c h e r . c o m

( t e a c h e r r e s o u r c e w e b s i t e )

•

w w w . b d a d y s l e x i a . o r g . u k ( U K w e b s i t

e )

•

h t t p : / / w w w . b d a d y s l e x i a . o r g . u k / f i l e s / d f s_ p a c k_

E n g l i s h . p d f ( t e a c h i n g p a c k )

•

w w w . d y s l e x i a a s s o c i a t i o n . o r g . a u

•

w w w . d y s l e x i a a s s o c i a t i o n . c a

•

w w w . d y s l e x i a c a n a d a . c o m

•

h t t p : / / w w w . d y s l e x i a - i n t e r n a t i o n a l . o r g / W D F / F i l e s /

W D F 2 0 1 0 - T i b i . p d f ( r e f l e c t i o n s o n “ G o

o d P r a c t i c e ”

i n D y s l e x i a i n A r a b i c , U N E S C O p u b l i c a t i o n )

•

h t t p : / / w w w . n i c h d . n i h . g o v / P a g e s / i n

d e x . a s p x



Dyslexia




R e s o u r c e s

R e a d i n g c h a l l e n g e s m a y i n c l u d e :

•

p o o r r e a d i n g p r o g r e s s , e s p e c i a l l y u s i n

g l o o k a n d

s a y m e t h o d s

•

d i f f i c u l t i e s b l e n d i n g l e t t e r s t o g e t h e r

•

d i f f i c u l t i e s i n e s t a b l i s h i n g s y l l a b l e d i v i s i o n o r

k n o w i n g t h e b e g i n n i n g s a n d e n d i n g s

o f w o r d s

•

u n u s u a l p r o n u n c i a t i o n o f w o r d s

•

p o o r e x p r e s s i o n w h e n r e a d i n g

•

p o o r c o m p r e h e n s i o n s k i l l s

•

h e s i t a n t a n d l a b o u r e d r e a d i n g

•

m i s s i n g o u t w o r d s w h e n r e a d i n g , o r a

d d s e x t r a

w o r d s

•

f a i l i n g t o r e c o g n i z e f a m i l i a r w o r d s

•

l o s i n g t h e p o i n t o f a s t o r y b e i n g r e a d

o r w r i t t e n

•

h a v i n g d i f f i c u l t y i n h i g h l i g h t i n g t h e m

o s t

i m p o r t a n t p o i n t s f r o m a p a s s a g e .

•

U s e s i m p l i f i e d t e x

t w h e r e v e r p o s s i b l e .

•

D i v i d e r e a d i n g i n t o s e c t i o n s a n d c h e c k f o r

u n d e r s t a n d i n g a f t e r e a c h s e c t i o n .

•

E n c o u r a g e a n d a l l o w t h e u s e o f a r u l e r o r p a p e r

g u i d e w h e n r e a d i n g .

•

P r e - t e a c h o r p r o v i d e s u b j e c t - s p e c i f i c v o c a b u l a r y .

•

A l l o w e x t r a t i m e f o r b o t h r e a d i n g a n d

c o m p r e h e n s i o n .

•

R e a d i n g a l o u d s h o u l d b e o n a v o l u n t a r y b a s i s .

•

I n c r e a s e p r i n t s i z e

t o h e l p t h e r e a d e r .

S o f

t w a r e s u g g e s t e d b y I B s c h o o l p r a c t i t i o n e r s b u t n o t

e n d

o r s e d b y t h e I B

•

w w w . i n c l u s i v e . c o . u k

•

w w w . k i r z w e i l e d u . c o m

•

w w w . t e x t h e l p . c o m

•

w w w . f r e e o l o g y . c o m ( g r a p h i c o r g a n

i z e r )

I f a p p r o p r i a t e , a l l o w t h e u s e o f c o m p u t e r s

a n d p o r t a b l e

w r i t i n g a i d s t o c i r c u m v e n t h a n d w r i t i n g d i f f i c u l t i e s .

U s e

f o r m a t o p t i o n s o n c o m p u t e r s c r e e n s

a n d

i n t e r a c t i v e w h i t e b o a r d s .

A d d s p e e c h f u n c t i o n s t o h a r d w a r e .

R e s

e a r c h i n f o r m a t i o n a b o u t s o f t w a r e a v a

i l a b l e t o

s u p

p o r t l e a r n i n g : t e x t t o s p e e c h , t a l k i n g b o o k s ,

t e x t h e l p , l i t e r a c y g a m e s , o n - s c r e e n w o r d

b a n k s ,

C l i c

k e r 5 , p r e d i c t i v e t o o l s , M i n d M a p s ® .

C o n s i d e r f o n t a n d c o l o u r f o r m a t t i n g .

C o n s i d e r a l t e r n a t i v e s t o w r i t i n g .

I n t r

o d u c e t y p i n g a n d k e y b o a r d a w a r e n e s s

p r o g r a m m e s .

N u m e

r a c y c h a l l e n g e s m a y i n c l u d e :

•

c o n f u s i o n w i t h n u m b e r o r d e r , u n i t s , t e n s ,

h u n d r e d s

•

c o n f u s i o n w i t h s y m b o l s s u c h a s + a n d

x s i g n s

•

r e m e m b e r i n g a n y t h i n g i n a s e q u e n t i a

l o r d e r :

m u l t i p l i c a t i o n t a b l e s , d a y s o f t h e w e e k , t h e

a l p h a b e t .



Dyslexia




R e s o u r c e s

T i m e c h a l l e n g e s m a y i n c l u d e :

•

d i f f i c u l t y i n l e a r n i n g t o t e l l t h e t i m e

•

p o o r t i m e k e e p i n g a n d g e n e r a l a w a r e n e s s o f t h e

t i m e

•

p o o r p e r s o n a l o r g a n i z a t i o n

•

r e m e m b e r i n g w h a t d a y o f t h e w e e k i t i s , t h e

s t u d e n t ’ s b i r t h d a t e , s e a s o n s o f t h e y e

a r , m o n t h s

o f t h e y e a r

•

d i f f i c u l t y w i t h c o n c e p t s — y e s t e r d a y , t o d a y ,

t o m o r r o w .

S k i l l s c h a l l e n g e s m a y i n c l u d e :

•

m o t o r s k i l l c h a l l e n g e l e a d i n g t o w e a k n e s s e s i n

s p e e d , c o n t r o l a n d a c c u r a c y o f t h e p e

n c i l

•

u n d e r s t a n d i n g o f n o n - v e r b a l c o m m u n i c a t i o n

•

c o n f u s i o n w i t h t h e d i f f e r e n c e b e t w e e

n l e f t a n d

r i g h t , u p a n d d o w n , e a s t a n d w e s t

•

u n s u r e o f h a n d p r e f e r e n c e

•

i n c o n s i s t e n c e i n p e r f o r m a n c e o n a d a

i l y b a s i s .

•

S p e c i a l i s t t h e r a p i e s i n c l u d i n g s p e e c h a n d

l a n g u a g e t h e r a p y , a n d o c c u p a t i o n a

l t h e r a p y .

B e h a v i o u r s t h a t m a y b e e x h i b i t e d i n c l u d e :

•

w o r k a v o i d a n c e t a c t i c s , s u c h a s s h a r p e n i n g

p e n c i l s a n d l o o k i n g f o r b o o k s

•

s e e m s t o “ d r e a m ” ; d o e s n o t s e e m t o l i s t e n

•

m a y b e e x t r e m e l y t i r e d a n d i r r i t a b l e d

u e t o

s t r e s s .

•




•

C h e c k f o r u n d e r s t a n d i n g o n a r e g u l a r b a s i s ,

e s p e c i a l l y i f t h e s t u d e n t s a r e n o t o n t a s k .

•

B e a w a r e o f s i g n s

o f s t r e s s a n d t i r e d n e s s ,

a n d s u p p o r t s t u d e n t s i n o v e r c o m i n g t h e s e

s y m p t o m s .





Dyspraxia—developmental coordination difficulties (DCD), motor learning difficulties


D y s p

r a x i a c h a l l e n g e s

C h a l l e n g e s a t s c h o o l

T e a

c h i n g s t r a t e g i e s

H a n d

t o e y e c o o r d i n a t i o n

•

H a n d w r i t i n g

•

P r a c t i s e m u l t i - s e n s o r y l e t t e r f o r m a t i o n , e g

s a n d p a p e r l e t t e r s , s k y w r i t i n g , r i c e t r a y s .

•

U s e p e n c i l g r i p s , w r i t i n g l i n e s , s t e n c i l s .

H a n d

t o e y e c o o r d i n a t i o n

•

D r e s s i n g a n d f a s t e n i n g c l o t h e s

•

U s i n g t o o l s , u t e n s i l s a n d c u t l e r y

•

S u g g e s t l o o s e - f i t e a s y o n / e a s y o f f c

l o t h i n g a n d

V e l c r o f a s t e n i n g s .

•

B r e a k d o w n e a c h t a s k i n t o s m a l l s e c t i o n s t o b e

m a s t e r e d o n e b y o n e .

L a r g e

m u s c l e m o v e m e n t s

•

W a l k i n g i n a s t r a i g h t l i n e , b u m p i n g i n t o p e o p l e

a n d t h i n g s

•

R u n n i n g , h o p p i n g , j u m p i n g , c a t c h i n g / k i c k i n g

b a l l s

•

P r o v i d e b a l a n c e o r w o b b l e b o a r d s ,

w a l k i n g o n

t h e l i n e a n d h a n d - t o - h a n d t h r o w i n g u s i n g b e a n

b a g s o r w a t e r - f i l l e d b a l l o o n s .

A t t e n

t i o n / c o n c e n t r a t i o n

•

R e a c t i n g t o a l l s t i m u l i w i t h o u t d i s c r i m i n a t i o n

•

A t t e n t i o n s p a n i s

p o o r

•

D i s t r a c t e d i n o p e n - p l a n e n v i r o n m e n t s

•

F l i t t i n g b e t w e e n a c t i v i t i e s

•

D i s t u r b i n g o t h e r s

•

A l l o w s t u d e n t s t o c h o o s e a c t i v i t i e s

t h a t m e e t

t h e i r o w n i n t e r e s t s .

•

A v o i d d i s t u r b i n g s t u d e n t s w h e n o n

t a s k .

•

A v o i d f l u o r e s c e n t l i g h t s , f l u t t e r i n g c e i l i n g

d i s p l a y s .

•

K e e p w a l l d i s p l a y s t o a m i n i m u m .

•

P r o m o t e a “ n o - d i s t u r b a n c e ” c u l t u r e

s h o w i n g

r e s p e c t f o r e a c h s t u d e n t ’ s w o r k s p a

c e .

C o n c e p t u a l i z a t i o n

•

U n d e r s t a n d i n g c o

n c e p t s s u c h a s “ i n ” , “ o n ” , “ i n

f r o n t o f ”

•

P l a y f a r m / z o o / j o u r n e y g a m e s w i t h c o m m a n d

c a r d s s u c h a s “ c o w i n f r o n t o f b a r n ”

w i t h c o r r e c t

p i c t u r e o n b a c k o f c a r d .

P e r s o n a l o r g a n i z a t i o n

•

G e n e r a l l y p o o r l y o r g a n i z e d

•

S u p p l y t i m e t a b l e s , d a i l y d i a r i e s a n d

i n s t r u c t i o n s

f o r s p e c i f i c a c t i v i t i e s i n s e q u e n c e d p i c t u r e c a r d s .





D y s p



T e a


C o m m

u n i c a t i o n

•

U n a b l e t o r e m e m

b e r a n d / o r f o l l o w i n s t r u c t i o n s

•

G e t t h e a t t e n t i o n o f t h e s t u d e n t s b e f o r e g i v i n g

i n s t r u c t i o n s .

•

U s e s i m p l e l a n g u a g e w i t h v i s u a l p r o m p t s .

•

P r o v i d e t i m e t o p r o c e s s t h e i n f o r m a t i o n .

•

U s e a c t i v i t i e s , d e m o n s t r a t i o n s a n d p i c t u r e s .

S p e e c h , l a n g u a g e a n d c o m m u n i c a t i o n

•

E x p l a i n i n g n e e d s

o r a n s w e r i n g a q u e s t i o n

•

R e t e l l i n g a n i n c i d e n t

•

P r o v i d e v i s u a l s u p p o r t s t o h e l p r e c o l l e c t i o n o f

p e r s o n a l e x p e r i e n c e s .

•

U s e c l o s e d q u e s t i o n s r a t h e r t h a n o p e n - e n d e d

q u e s t i o n s .

S o c i a l s k i l l s

•

N o c o n c e p t o f p e r s o n a l b e l o n g i n g s

•

K e e p i n g f r i e n d s

•

J u d g i n g h o w t o b

e h a v e i n c o m p a n y

•

R o l e p l a y t o d e v e l o p u n d e r s t a n d i n g o f t h e

c o n c e p t s o f p r i v a t e a n d p u b l i c .

•

H a v e c o n s i s t e n t e x p l i c i t c l a s s r o o m r u l e s .

•

U s e s o c i a l s t o r i e s t o e x p l a i n t h e s o c

i a l r u l e s a n d

e x p e c t e d b e h a v i o u r .

C r e a t i v i t y / i m a g i n a t i o n

•

A r t w o r k a n d s t o r y t e l l i n g i m m a t u r e

•

T i m e , s e q u e n c i n g

“ b e f o r e ” , “ a f t e r ” , “ f u t u r e ”

•

U s e r o l e - p l a y a n d d r a m a t o e x p l o r e

d i f f e r e n t

o u t c o m e s a n d s c e n a r i o s .

•

T i m e l i n e s c a n h e l p f i x e v e n t s i n s t u d e n t s ’ m i n d s .

•

T e a c h f r o m “ c o n c r e t e ” t o “ a b s t r a c t ”

b y m a k i n g

c o n c e p t s r e l e v a n t t o s t u d e n t s ’ o w n


S o c i a l s k i l l s a n d f l e x i b l e t h i n k i n g

•

S u d d e n c h a n g e s ,

l e a d i n g t o a n x i e t y

•

G i v e a d v a n c e n o t i c e o f a n y c h a n g e s .

•

U s e v i s u a l t i m e t a b l e s .

•

G i v e c l e a r r u l e s a n d c o n s e q u e n c e s .

F l e x i b

l e t h i n k i n g

•

U n d e r s t a n d i n g t h

e f e e l i n g s o f o t h e r p e o p l e

a n d t h e e f f e c t o f t h e i r o w n b e h a v i o u r s o n o t h e r

p e o p l e

•

W o r k o n u n d e r s t a n d i n g e m o t i o n s .

•

U s e s t r a t e g i e s s u c h a s c o m i c s t r i p c o n v e r s a t i o n s

a n d m i n d r e a d i n g , e t c .





D y s p



T e a


F l e x i b

l e t h i n k i n g

•

U s i n g a l e a r n e d s k i l l o u t o f t h e l e a r n e d s i t u a t i o n

•

T e a c h e a c h s k i l l i n a l l t h e p o s s i b l e c o n t e x t s a n d

i n d i f f e r e n t w a y s .

S e n s o

r y p e r c e p t i o n a n d f l e x i b l e t h i n k i n g

•

R e s i s t a n c e t o c e r t

a i n a c t i v i t i e s o r s i t u a t i o n s

•

P r e p a r e f o r t h e c h a n g e .

•

I n t r o d u c e t h e s e n s a t i o n g r a d u a l l y .

•

P r o v i d e o t h e r o p t i o n s i f t h e s t u d e n t s c a n n o t

o v e r c o m e t h e s e n s o r y d i f f i c u l t y .

•

I n t r o d u c e n e w s e n s o r y e x p e r i e n c e s u s i n g t h e

s t u d e n t s ’ i n t e r e s t s , e g m e s s y p l a y m

a k i n g a l i e n s

t o g e t u s e d t o s l i m y t e x t u r e .

S e n s o

r y p e r c e p t i o n a n d s o c i a l s k i l l s

•

F i n d i n g i t d i f f i c u l t t o c o n c e n t r a t e

•

P r o v i d e a d i s t r a c t i o n - f r e e l e a r n i n g e n v i r o n m e n t .

•

R e d u c e t h e s o c i a l d e m a n d s w h i l e l e

a r n i n g .

•

P e r m i t t i m e o u t i f s t u d e n t s a r e b e c o m i n g o v e r -

s t i m u l a t e d .

S o c i a l s k i l l s , f l e x i b l e t h i n k i n g a n d c o m m u n i c a t i o n

•

P l a y s k i l l s a n d f o l l o w i n g g a m e r u l e s

•

I d e n t i f y a n d f o c u s o n t e a c h i n g n e c e s s a r y p l a y

s k i l l s s u c h a s t u r n - t a k i n g , n e g o t i a t i n g , e t c .

•

I n t r o d u c e a c i r c l e o f f r i e n d s o r b u d d

y s y s t e m t o

h e l p t h e s t u d e n t s i n b u i l d i n g r e l a t i o n s h i p s .




Gifted and talented or exceptionally able

Students identified as gifted and talented or exceptionally able (this document will use the term “gifted and

talented” for ease of reading) may be globally gifted, gifted in specific areas or indeed be gifted in some

areas but experience learning challenges in other areas. Special talents need to be encouraged, nurtured

and extended, and students need to be challenged to think laterally about complex ideas, issues and

situations even if a student is receiving learning support in other areas. Creating opportunities for extension

may well involve seeking out and working with local universities, local organizations or online providers.

Curriculum and learning choices should be made in collaboration with the students and their parents.







Gifted and talented or exceptionally able


P o s s i



R e s o u r c e s

I n f o r m a t i o n t e c h n o l o g y ( I T ) c a n s u p p o r t t h e l e a r n i n g

n e e d s o f t h i s g r o u p o f s

t u d e n t s i n a n u m b e r o f w a y s .

•

S t u d e n t s c a n w o r k a t a r a t e a p p r o p r i a t e t o t h e i r

n e e d s — c o n s i d e r

o n l i n e l e a r n i n g .

•

I T s u p p o r t s o p p o r t u n i t i e s f o r d i s t a n c e a n d

o n l i n e l e a r n i n g .

•

I n d i v i d u a l l e a r n i n g s t y l e s c a n b e a c c o m m o d a t e d .

•

H i g h e r t h i n k i n g s k i l l s c a n b e d e v e l o p e d a n d

p r a c t i s e d .

•

O p p o r t u n i t i e s a r e

p r o v i d e d f o r r e s e a r c h .

•

S t r u c t u r e d o p p o r t u n i t i e s a r e a v a i l a b l e f o r

i n d i v i d u a l a n d c o l l a b o r a t i v e i n v e s t i g a t i o n s o f

r e a l - l i f e p r o b l e m s

.

•

P o s s i b i l i t i e s f o r l i n

k i n g u p g i f t e d a n d t a l e n t e d

s t u d e n t s a r o u n d t h e w o r l d a r e c r e a t e d .

T h e

s i t e b e l o w c o n s i d e r s t h e u s e o f i n f o r m

a t i o n a n d

c o m

m u n i c a t i o n t e c h n o l o g y ( I C T ) w i t h r e g a r d t o

s u p

p o r t i n g s t u d e n t l e a r n i n g , a n d i n c l u d e

s a s e c t i o n

o n g i f t e d a n d t a l e n t e d s t u d e n t s .

•

h t t p : / / w w w . n c t e . i e / S p e c i a l N e e d s I C

T /

A d v i c e S h e e t s / E x c e p t i o n a l l y A b l e /




Hearing impairment/deafness

Students who are deaf have no hearing at all as opposed to those students who are hard of hearing. The

term “hearing impairment” refers to the whole group of students, including those who have an auditory

processing disorder. A student who is deaf may have little or no speech and this will depend on how

severe the hearing loss is and the age of onset. Appropriate accommodations will vary between students

dependent upon the level of the impairment, and by academic activity. Consistent, early use of visible

communication modes (such as sign language, finger-spelling, Cued Speech) and/or amplification and

aural/oral training will support those learners who are deaf or have high levels of hearing impairment.

Students with hearing loss will usually use an oral (speech, lip-reading, and the use of residual hearing) or

manual means (sign or finger-spelling) of communication or a combination of the two.









Medical conditions/chronic illness




R e s o u r c e s

S t u d e

n t s w h o a r e u n w e l l a n d / o r t a k i n g m e d i c a t i o n

m a y b

e :

•

i r r i t a b l e a n d w o r r i e d

•

w e e p y

•

u n a b l e t o c o n c e n t r a t e o r p a y a t t e n t i o n

•

c o n s i d e r e d l a z y a s t h e y a r e d i f f i c u l t t o

m o t i v a t e

a n d s e e m d i s i n t e r e s t e d .

•




•




s t u d e n t s i n o v e r c o m i n g c h a l l e n g e s a n d t o

o p t i m i z e l e a r n i n g


•





•

C r e a t e a p o s i t i v e a c c e p t i n g e n v i r o n m e n t t h a t

u n d e r s t a n d s t h e c h a l l e n g e s t h a t t h e s t u d e n t s

m a y e x p e r i e n c e .

•

A i m t o c i r c u m v e n

t c h a l l e n g e s a n d p r o v i d e f o r

s u c c e s s a n d a s e n

s e o f b e l o n g i n g .

•

E s t a b l i s h g o o d c o

m m u n i c a t i o n a n d r e l a t i o n s h i p s

b e t w e e n e d u c a t o

r s , p a r e n t s / c a r e g i v e r s , l e a r n e r s

a n d h e a l t h w o r k e

r s .

•

B e p r o a c t i v e i n k e

e p i n g i n c o n t a c t w i t h t h e

s t u d e n t s .

•

L o o k f o r w a y s t o e

n h a n c e a c c e s s a n d p a r t i c i p a t i o n

w h e n s t u d e n t s a r e a t h o m e o r i n h o s p i t a l .

•

C o n s i d e r p s y c h o s

o c i a l n e e d s b y l i s t e n i n g a n d

c o m m u n i c a t i n g e

f f e c t i v e l y .

•

B e k n o w l e d g e a b l e a b o u t c h r o n i c i l l n e s s .

•

D e v e l o p a c t i o n p l a n s t h a t t a k e a c c o u n t o f

m e d i c a l , s o c i a l a n

d a c a d e m i c n e e d s .

•

E n c o u r a g e r e s i l i e n c e b u t u n d e r s t a n d w h e n a

s t u d e n t h a s r e a c h

e d h i s o r h e r l i m i t .

•

D e a l w i t h e m o t i o n s , b u i l d s e l f - e s t e e m .

A k e y r e s o u r c e p e r s o n c a n :

•

l i a i s e w i t h o t h e r s t o f a c i l i t a t e c o m m

u n i c a t i o n

a n d c o n f i d e n t i a l i t y

•

c o l l e c t a n d d i s t r i b u t e i n f o r m a t i o n t o s u p p o r t t h e

s t u d e n t a n d i n f o r m s t a f f

•

a d a p t a n d m o d i f y l e a r n i n g m a t e r i a l s a n d a d a p t

c u r r i c u l u m c o n t e n t

•

k e e p c o l l e a g u e s i n f o r m e d a b o u t t h

e o n g o i n g

n a t u r e o f t h e c o n d i t i o n

•

m a k e s p e c i a l a r r a n g e m e n t s f o r i n t e

r n a l a n d

e x t e r n a l a s s e s s m e n t s .


f u l s u p p o r t


a t i o n a n d

c o n


y o f t h e s e

s i t e


a c c


r m a t i o n .

•

h t t p : / / w w w . u n i c e f . o r g / s o u t h a f r i c a /

S A F_

r e s o u r c e s_

l e a r n e r s i l l . p d f

•

h t t p : / / k i d s h e a l t h . o r g / t e e n / y o u r_ m i n d /

p r o b l e m s / d e a l_ c h r o n i c_

i l l n e s s . h t m

•

h t t p : / / w w w . l e h m a n . c u n y . e d u / f a c u l t y / j f l e i t a s /

b a n d a i d e s / h e a l t h e d . h t m l

•

h t t p : / / d s p . b e r k e l e y . e d u /

T e a c h S t u d e n t s W i t h D i s a b . h t m l # 6

•

h t t p : / / w w w . n h l b i . n i h . g o v / h e a l t h / p u b l i c / l u n g /

a s t h m a / g u i d f a m . p d f




Mental health issues

Mental health problems may affect up to one in ten students in schools, and teachers are often the first to

realize that a young person is in need of serious help. The emotional well-being of students and their good

mental health is essential if students are to learn, develop and eventually become adults who can cope with

life and its struggles. Mental health conditions include a wide range of conditions, including, but not limited

to, schizophrenia, bipolar disorder, depression, conduct disorder, self-harm, post-traumatic stress disorder,

eating disorders, and obsessive compulsive disorder (OCD).





Mental health issues


•

d i f f i c u l t h o m e c i r c u m s t a n c e s

•

h o u s e / c o u n t r y m o v e

•

c h a n g e s i n s c h o o l i n g o r f a m i l y l i f e

•

b e r e a v e m e n t

•

u s i n g d r u g s o r a l c o h o l

•

c a r i n g f o r r e l a t i v e s t h a t i n v o l v e s t a k i n g o n a d u l t

r e s p o n s i b i l i t i e s

•

l i v i n g i n p o v e r t y

•

h o m e l e s s n e s s

•

b e i n g b u l l i e d

•

b e i n g a b u s e d , p h y s i c a l l y a n d / o r m e n t a l l y

•

e x p e r i e n c i n g d i s c r i m i n a t i o n

•

d i f f i c u l t i e s w i t h s e x u a l i t y

•

b r e a k - u p w i t h g i r l f r i e n d o r b o y f r i e n d

•

p a r e n t s w h o a r e d i v o r c i n g

•

l o n g - t e r m p h y s i c a l i l l n e s s

•

h a v i n g p a r e n t s w h o a r e e x p e r i e n c i n g

m e n t a l

h e a l t h i s s u e s , p o o r h e a l t h , a l c o h o l o r d r u g

d e p e n d e n c y , t r o u b l e w i t h t h e l a w .

•

L i s t e n a n d t a k e f e

e l i n g s / c o n c e r n s s e r i o u s l y .

•

S h o w e m p a t h y .

•

R e a s s u r e t h e s t u d

e n t s .

•

K e e p t h e d i a l o g u e o p e n a n d o n g o i n g .

•

T r y t o p e r s u a d e t h e s t u d e n t s t o i n v o l v e o t h e r

p e o p l e .

•

I n f o r m t h e s t u d e n

t s w h e r e t h e y c a n g e t h e l p .

•

U n d e r s t a n d t h a t l e a r n i n g i s n o t g o i n g t o b e

o p t i m a l .

•

U n d e r s t a n d t h a t s c h o o l w o r k i s n o t h i g h o n t h e

s t u d e n t s ’ a g e n d a .

•

E n c o u r a g e a t - r i s k

s t u d e n t s t o r e p o r t t h e i r

s i t u a t i o n t o a n a p p r o p r i a t e a u t h o r i t y .

•

I f d i s c l o s u r e m a y p u t t h e s t u d e n t s a t g r e a t e r

r i s k t h e n c o n s u l t w i t h t h e c o l l e a g u e w h o i s

r e s p o n s i b l e f o r c h

i l d p r o t e c t i o n .

S u i c i d

a l f e e l i n g s a r e d i f f i c u l t t o i d e n t i f y b u t

s o m e

c l u e s

i n c l u d e :

•

s e l f - i n f l i c t e d i n j u r y

•

f e e l i n g s o f h o p e l e s s n e s s

•

f e e l i n g s o f s e l f - h a t r e d

•

g i v i n g a w a y p o s s e s s i o n s

•

t a l k i n g o r w r i t i n g a b o u t d y i n g .

I n t h e s e c a s e s , i t i s i m p o r t a n t t o s e e k s u p p o r t

f r o m a d v i s o r y s e r v i c e s w h o o f f e r s p e c i a l i z e d a n d

p r o

f e s s i o n a l a d v i c e a n d / o r c h i l d p r o t e c t i o n a g e n c i e s .




Physical disabilities

The learning needs of students with physical disabilit ies will not necessarily correlate with the degree of

their physical disability. Some students with severe physical disability will need minimal learning support

and vice versa. Learning barriers may have more to do with students’ concerns and worries about physical

access, fatigue and belonging to their peer group. Be attuned to social and emotional states, especially

if the condition is degenerative, and continue to foster social and emotional independence as physical

dependence increases. Physical conditions that may cause learning disabilities include, but are not limited

to, brittle bone disease, cerebral palsy, muscular dystrophy, spina bifida, cystic fibrosis and accidental injury.








Speech, language and communication needs (SLCN)

Difficulties with speech, language and communication are pervasive across the student’s life and will impact

on all areas of school life, including, but not limited to, understanding and being able to take part in school

activities, reading and writing, thinking things through and managing feelings.

Students with SLCN may experience difficulties in any combination and at varying degrees of difficulty.

Co-morbidity, that is, experiencing more than one developmental difficulty at a time (dyslexia, learning

difficulties, ADHD, autistic spectrum, dyspraxia), appears to be the rule rather than the exception with SLCN.







P o s s i b l e c h a l l e n g e s f o r y o u n g e r s t u d e n t s ( S L C N )


R e s o u r c e s

U n d e r s t a n d i n g l a n g u a g e

S p e c i f i c s t r a t e g i e s t o h e l p s t u d e n t s i n c l u d e t h e

f o l l o w i n g .

•

A d a p t s p o k e n l a n

g u a g e t o m a t c h t h e l e v e l s o f

u n d e r s t a n d i n g o f

y o u r s t u d e n t s .

•

R e d u c e b a c k g r o u

n d n o i s e a n d d i s t r a c t i o n s i n t h e

s c h o o l / c l a s s r o o m

e n v i r o n m e n t .

•

E n c o u r a g e s t u d e n t s t o q u e s t i o n w h e n t h e y d o

n o t u n d e r s t a n d .

•

R e g u l a r l y c h e c k o

n s t u d e n t s ’ u n d e r s t a n d i n g .

F o c u s

i n g o n t h e i m p o r t a n t a s p e c t s o f t h e l e s s

o n / c o n c e p t

S p e c i f i c s t r a t e g i e s t o h e l p s t u d e n t s i n c l u d e t h e

f o l l o w i n g .

•

F a c e t h e s t u d e n t s

w h e n g i v i n g i n f o r m a t i o n .

•

U s e t h e s t u d e n t s ’

n a m e s t o m a k e s u r e t h e y a r e

f o c u s e d .

•

U s e p h r a s e s s u c h

a s “ e v e r y o n e n e e d s t o l i s t e n t o

t h i s ” .

•

G i v e a n o v e r v i e w

o f t h e w o r k t o b e c o v e r e d .

•

P o i n t o u t w h e n s t u d e n t s n e e d t o l i s t e n a c t i v e l y .

•

S u m m a r i z e i n f o r m

a t i o n b e f o r e g o i n g i n t o d e t a i l .

•

E m p h a s i z e k e y w o r d s .

E x t r a

t i m e n e e d e d t o l i s t e n a n d p r o c e s s l a n

g u a g e

•

P r o v i d e e x t r a t h i n

k i n g t i m e .









P o s s i

b l e c h a l l e n g e s f o r o l d e r s t u d e n t s ( S

L C N )


R e s o u r c e s

F l u e n c y

•

S t u d e n t s u s e c o n c i s e r e s p o n s e s w i t h l i m i t e d

d e t a i l t h a t m a y e x t e n d t o w r i t t e n e x p r e s s i o n

•

S t u d e n t s a v o i d o r a l p r e s e n t a t i o n s a n d

r e a d i n g

•

A l l o w f o r p r i v a t e p r e s e n t a t i o n t o t h e t e a c h e r .

•

U s e v i d e o a n d a u d i o t a p e d r e s p o n s e s .

•

V i d e o a n d a u d i o e q u i p m e n t .

A r t i c u

l a t i o n / o r a l d y s p r a x i a / a p r a x i a o f s p e e c

h

•

P h y s i c a l r e s p o n s e s

•

S p e l l i n g e r r o r s t h a t a r e p h o n e t i c w h e n w r i t i n g

•

D i f f i c u l t y s p e l l - c h e c k i n g w o r d s

•

P r o m o t e t h e u s e o f v i s u a l s p e l l i n g s t r a t e g i e s .

L a n g u

a g e i n f o r m a t i o n p r o c e s s i n g / s e m a n t i c

s

•

E r r o r s i n s y n t a x a n d m o r p h o l o g y

•

D i f f i c u l t i e s i n u n d e r s t a n d i n g s y n o n y m

s ,

a u t o n y m s , m u l t i p l e m e a n i n g s , h o m o n

y m s

•

D i f f i c u l t y w i t h i n f e r e n c e s a n d i d i o m s

O r g a n i z a t i o n a n d s t r u c t u r e

•

U s e t h i n k i n g m a p

s / g r a p h i c o r g a n i z e r s .

•

G i v e e x p l i c i t i n s t r u c t i o n f o r v o c a b u l a r y a n d

c o n c e p t s .

•

U s e F r a y e r M a p s a

n d s e m a n t i c w e b s t o t e a c h

a n d s t o r e v o c a b u l a r y .

•

C o n n e c t n e w l e a r n i n g t o p r i o r k n o w l e d g e .

•

U s e p i c t u r e s .

•

P r e v i e w v o c a b u l a r y .

•

U s e m u l t i - s e n s o r y

t e a c h i n g s t r a t e g i e s .

•

C o n c e p t m a p s a n d M i n d M a p s ® .

•

G r a p h i c o r g a n i z e r s .

•

V i s u a l c l u e s .

•

M u l t i - s e n s o r y t e a c h i n g s t r a t e g i e s .

M a t e r i a l s l i s t e d a r e s u g g e s t e d u s e f u l s u p p o r t


a t i o n a n d

c o n

v e n i e n c e . T h e I B d o e s n o t e n d o r s e a n y o f t h e s e

m a t e r i a l s i n a n y m a n n e r a n d h a s n o c o n t r o l o v e r t h e i r

a c c u r a c y , l e g a l i t y o r c o m p l e t e n e s s o f i n f o

r m a t i o n .

•

A l p h a t o O m e g a P a c k : T e a c h e r ’ s H a n d b o o k a n d

S t u d e n t ’ s B o o k b y H o r n s b y , S h e a r a n

d P o o l .

•

T h e B a n g o r D y s l e x i a T e a c h i n g S y s t e m b

y E l a i n e

M i l e s .

•

T h e H i c k e y M u l t i s e n s o r y L a n g u a g e C o u r s e b y

M a r g a r e t C o m b l e y .

•

h t t p : / / w w w . l o n g w o o d . e d u / s t a f f / j o n

e s c d /

p r o j e c t s / e d u c 5 3 0 / a b o x l e y / g r a p h i c o r g / f r a y m . h t m





P o s s i

b l e c h a l l e n g e s f o r o l d e r s t u d e n t s ( S

L C N )


R e s o u r c e s

P r a g m

a t i c s

•

S t u d e n t s s t r u g g l e w i t h s y n o n y m s / m u

l t i p l e

m e a n i n g s

•

S t u d e n t s d o n ’ t u n d e r s t a n d s a r c a s m

•

D i f f i c u l t i e s w i t h m a k i n g i n f e r e n c e s a n

d i d i o m s

•

H y p e r f o c u s o n f a v o u r e d t o p i c s

•

S t u d e n t s h a v e d i f f i c u l t i e s o b s e r v i n g p

e r s o n a l

s p a c e b o u n d a r i e s

S o c i a l s k i l l s g r o u p s

•

S o c i a l s t o r i e s a n d

c o m i c s t r i p c o n v e r s a t i o n s

( v i s u a l r e p r e s e n t a

t i o n s o f i n t e r p e r s o n a l

c o m m u n i c a t i o n ) a

b o u t r e l e v a n t p e r s o n a l





Visual impairment

Students with severe visual loss can be dependent upon what can be touched or heard (unless there are

hearing issues), and thus the world of experiences has to be brought to the students in a meaningful manner

if they are to understand the world around them. A team approach that includes the students, parents and

specialist support is likely to be the most effective way of meeting individual needs, especially with respect

to advice about the use of Braille and other appropriate media, equipment and technology. Frequent and/

or prolonged absence from school when attending specialist training or medical appointments may lead to

students feeling isolated and different; therefore, it is important to ensure that academic, social, emotional

and physical needs are met to optimize learning.





Visual impairment




R e s o u r c e s

•

S t u d e n t s s h o u l d n o t b e l e f t i n a s p a c e w h e r e

t h e y h a v e n o p o i n

t o f c o n t a c t ; g u i d e t h e m t o t h e

w a l l o r a p i e c e o f f u r n i t u r e .

•

H e l p s t u d e n t s t o n e g o t i a t e a n d l e a r n t h e r o u t e s

t o b a t h r o o m s , c l a s s r o o m s , e t c ; u s e t r a i l s a l o n g

w a l l s a n d s c h o o l l a n d m a r k s .

•

W h i t e l i n e s m a y e

n h a n c e n a v i g a t i o n a n d

a c c e s s i b i l i t y .

•

C o n t r a s t i n g s t r i p s

a l o n g t h e e d g e o f s t e p s m a y

m a k e g o i n g u p a n

d d o w n s t a i r s e a s i e r .




Appendix

Questions for reflection when developing an

inclusion/SEN policyProgramme standards and practices (2010) provides a set of criteria that both the IB World Schools and the

IB can use to evaluate success in the implementation of IB programmes. As mentioned in the section on

“Meeting student learning diversity”, the following practices require schools to demonstrate their support

for a diversity of learning:

• A9 The school supports access for students to the IB programme(s) and philosophy.

• B1:5 The school develops and implements policies and procedures that support the programmes.

• B2:8 The school provides support for its students with learning and/or special educational needs and

support for their teachers.

• C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs

and styles.

• C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Schools should develop and implement an inclusion/special educational needs (SEN) policy that is

consistent with IB expectations, in accordance with local legislation and school policy, and is easily available

to the whole school community. It should link with the school’s mission and pertinent school policies such

as those of language, learning and assessment.

Just as IB World Schools differ in their size, facilities and available resources, so learning support provisions

will vary from school to school. Documenting these learning provisions is not only good practice but

imperative if all stakeholders, especially students and parents, are to be involved in learning partnerships.

The inclusion/SEN polic y will be an invaluable resource for all those involved with the students and will

ensure that procedures and provisions remain consistent. In some national situations, an inclusion/SEN

policy will be a legal requirement, and in some countries local educational districts or authorities will have

produced one for their district or region. However, it remains important that the school details its own

learning support approaches and procedures in an inclusion policy.

An inclusion/SEN policy celebrates the practices and procedures that support student learning in a school’s

particular context.

Questions to ask when developing and

implementing an inclusion/SEN policy The following questions can be used to assist a school in developing and implementing inclusion/SEN

policies and procedures.

School organization• What are the local, national and international legal obligations on inclusion/SEN that have to be met?

• What are the local, national and international legal requirements of teachers in meeting the needs of

students?





Appendix


Confidentiality• How does the school communicate its policies and procedures regarding confidential information?

• How is information held on students, is any of the information confidential, where should it be held

and who should manage it?

• Who has access to student files?

Learning• What is the extent of student learning needs at present?

• How are the needs of existing students being met?

• How many students in the school have learning support/SEN needs? Are there more students in

specific SEN categories?

Policy documentation• How is inclusive/SEN provision documented?

• How is the provision for inclusion/SEN structured, coordinated and monitored?

• How is the overall access to curriculum, examinations and school activities reflected in the policy?

• How are individual educational plans reflected in the policy?

Policy processes• What is the policy review process? How does it ensure that the inclusion policy remains a work in

progress, keeping up to date with the needs of the student population and in line with learning needs

legislation as well as roles and responsibilities?



IB resources for supporting student learning diversity

Candidates with special assessment needs (2011)—specific to the Diploma Programme

Language and learning in IB programmes (2011)

Learning diversity and the IB Programmes: Special educational needs within the lnternational Baccalaureate

programmes (2010)

Programme standards and practices (2010)

What is an IB education? (2012)

Further information can be found on the special educational needs page on the OCC.

Documents

Meeting Student Diversity in the Classroom