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Understanding and helping students with special needs within the ESL classroom
Denise Pontbriand Gwenn Gauthier
Translation: Gwenn Gauthier, Julie Proteau and Cindy Stern
Factors that may affect student Factors that may affect student learninglearning
IndividualFactors
School-relatedFactors
Family and Social Factors
A
Pedagogical practices Perceptions and expectations of interveners Classroom management, school structure
or classroom environment Interpersonal relationships or positive
interactions Emulation
School-relatedFactors
verbal
visual
receptive expressive
attention
memory
planning
fine
gross
senses
DifferentiatedDifferentiated interventions…interventions…
Winning conditions.Winning conditions.
Student with behavioural difficulties
Under-reactive behaviour
withdrawn
fearful
depressed
Over-reactive behaviour
hostile
Oppositional defiant
thoughtless
• I can express myself easily but I may use an inappropriate tone of voice.
• I have problems getting organised.
• I may refuse to do a task: refuse to start it, to pursue it or to end it (ext.).
• I lack commitment and perseverance when doing assignments (ext. and int.).
• My comprehension is concrete and literal.
• I have good motor skills.
• I may act in an unpredictable manner.
• I have problems learning from my previous experiences.
• My reactions are linked to my emotions: complaining, crying, getting angry, being sensitive or touchy.
• I may be withdrawn; isolate myself; I need adults to protect me. (int. behaviours).
• I have difficulties relating to others.
• I may defy, argue, be demanding; create a disturbance (ext. behaviours).
• Make sure I am aware of the daily schedule and transitions.
• As a precaution, let me know about any changes to the schedule.
• Have a place in the classroom where I can calm down, decompress or be alone.
• Place my desk strategically in the classroom taking into account the group dynamics.
• Encourage me to check my agenda or work planner.
• Let me know all the material required to do the task at hand.
• Limit the use of certain objects on my desk.
• Establish clear expectations in regards to the work to be done: time, quantity, resources and help.
• Plan activities for me to do when I’ve completed my work.
• Clearly present your expectations: constance, coherence.
• Establish nonverbal cues to remind me to stop engaging in a negative behaviour.
• Intervene discretely.
• Regularly remind me of the clearly defined rules of conduct in the classroom or the school, and enforce the pre-established consequences.
• Teach me the rules to different games.
• Provide me with the means to relax (ex. reading corner, sress ball, listening to music whith headphones, walking).
Student with attention deficit disorder with or
without hyperactivity
• I have an idea, I must share it right away (impulsive)
• I will delay responding because I am distracted.
• I have good ideas, I’m funny and imaginitive.
• I make careless mistakes and I forget even when I apply myself.
• I have a poor sense of time and space: I’m all over the place, I have trouble finishing what I start.
• I am distracted by noise, and even by my own thoughts.
• I squirm, I talk, I need to burn energy.
• My emotions can get the better of me so I may become unusually upset or spontaneously say whatever is in my head.
• I have problems integrating different social activities.
• Use visual cues to setup a classroom routine.
• Tell me how much time I have to do my work.
• Separate a task into manageable chunks.
• Encourage me to show what I have done.• Warn me when there are 5 minutes left till the end of the class.
• Encourage the habit of using an agenda to plan the week (cycles 2 and 3)
• Place my desk far from busy or noisy places such as doors, windows, classroom sharpener.
• Allow for movement in between important tasks (time for moving, stretching)
• Assign tasks, such as erasing the board, distributing papers, opening windows, messenger
• Offer digital music player or CD player to do individual tasks.
• Limit the number of objects hanging from the ceiling which constantly move.
• Place all necessary material on my desk.
• Remove objects that are not relevant to the task.
• Make sure you have my attention before giving short and clear instructions.
• Ask me to rephrase the instructions in my own words in order to verify my comprehension.
• Display pictograms on the wall or on my desk to help me visualise instructions (stop, look, listen)
• Assign me teammates that can serve as models.
• Use non-verbal cues that we have agreed upon: standing near me, hand on my shoulder, point to photo of object on my desk
• Emphasise important elements
• Alternate periods of intense work and tasks that allow for movement and reenergising
• Allow me to:
drink from a bottle of water in between two tasks
chew gum
fiddle with an anti-stress ball
• Recognise that I may need time in order to participate in the process of conflict resolution
• Guide me towards a peer that could help me with an activity or task
• Play soft music during certain activities
Student withdysphasia
It’s a language disorder for which the following aspects:
Receptive understanding the “oral” message
Expressive production and organisation of the oral message
… are affected
• I often demonstrate a strong need to communicate.
• Understanding the meaning of words or sentences is difficult.
• I express myself with difficulty: sounds, words, sentences, ideas.
• Planning, organising, and orienting myself in space and time can be challenging.
• I have an acute sense of observation.
• Generally I am aware of my difficulties.
• I have a certain lack in fine and gross motor skills.
• I tire quickly during a task or during explanations.
• When I do not understand, I have a hard time controling my emotions.
• I want to socialise.
• I have a hard time perceiving, understanding and resolving certain social situations.
• Present the “Menu of the day”.
• Specify the time allotted for an activity (ex: Fun Tac on the clock).
• Inform ahead of time when there will be changes in the schedule.
• Plan for pauses during longer tasks.
• Allow for necessary time to express my message.
• Place yourself in front of me at my level when communicating with me.
• Diminish sources of noise (a corner with screens, individual pencil sharpeners)
• Provide me with visual aids to help my understanding.
• Place all necessary material on my desk.
• Remove objects that are not relevant to the task.
• Use gestures when giving explanations.
• Give short instructions at a slow pace.
• Repeat activities so that I may understand, memorise, use and integrate them.
• Repeat words that I have incorrectly pronounced without asking me to repeat them.
• Ask me to say the steps and strategies “out loud” when carrying out a task.
• Help me settle conflicts in an appropriate way.
• Explain the social language of my age group, such as expressions and jokes.
dyslexiaDys : difficulty
Lexia : use of words
Trouble with reading and writing
No code
Normal intelligence
dysphasiaDys : difficulty
Phasia : speech, language
Language disorder
Code 34
Normal intelligence but reveal weakness: language is impediment
Student with pervasive
developmental disorders (PDD)
• I don’t understand the need to communicate.
• My understanding is concrete and literal.
• I use stereotypic language.
• I want to communicate to satisfy my needs.
• I have problems processins and filtering information.
• I have problems planning and getting organized.
• I have a photographic memory.
• I have enhanced perceptual discrimination.
• I am hypersensitive or hyposensitive to certain evironmental stimuli.
• I lack certain fine and gross motor skills.
• I have limited interests.
• I process information from my point of view only.
• I have few facial expressions.
• I am often stressed.
• I have no reciprocal skills.
• I am very predictable.
• I like routine.
• Set up a daily routine with visual support.
• Give me my own schedule with pictures, words or meaningful photographs.
• Announce changes to the schedule to help me deal with the unscheduled.
• Use an audio cue or visual reference so I can know the timeframe of the work that needs to be done.
• Give me a reasonable delay to react to a request.
• Allow me to take brief breaks during the task to maintain my availability.
Time-Timer
• Assign me a strategically placed permanent seat in the class-away from windows and traffic. I prefer to be near a wall or a bookshelf.
• Offer me a place where I can withdraw to when I become overstimulated (quiet corner).
• Give me enough space so I can move without any mishaps.
• Let me use the tools that work best for me.
• Help to minimize stimuli (ex. CD player, tennis balls on chairs, headphones)
• Give me tangible
reinforcement.
• Chunk the task into smaller parts intersperced with activites that interest me.
• Divide the task by illustrating or writing the different steps.
• Give me a checklist and encourage me to check off what has been completed as soon as it’s done.
• Closed questions or multiple choice work better for me.
• Use short, precise and familiar sentences that I can manage.
• Let’s agree on a non verbal cue to get my attention or to encourage me to get back to work.
• Look at what I am doing rater than trying to get my attention.
• Give me one instruction at a time.
• Stop between instructions to monitor my comprehension.
• Help me get into rank by asking me to leave an arm’s length distance between me and the other student.
• Provide me with means to relax (quiet corner, reading corner, anti-stress ball, listen to music with headphones, walk).
Student with mild handicap
• I want to communicate with others.
• I have a limited vocabulary that I use in many situations.
• I have trouble initiating and maintaining a conversation.
• I don’t understand play on words (puns) or sentences that are too long.
• I am a slow learner.
• I have cognitive delays or arrested development.
• I have trouble memorising, retaining and producing information.
• It’s difficult for me to use new knowledge in a different context from the one I learned it.
• I have little knowledge and they are poorly organized.
• My movements may lack finesse and precision.
• I may have problems with balance, dexterity or coordination.
• I may have sensory dysfunction.
• I have problems putting a name to and repeating what I feel.
• I am convinced I can’t do a task before I even begin it.
• I am aware that I am different and my self-esteem is affected by this.
• I can contemplate my future, but I need help in developing a realistic life scenario.
• I want to make friends and keep them but I don’t know how.
• I don’t deal well with delays which causes problems with others. I seek instant gratification.
• Give me one instruction at a time and wait a few seconds for my response.
• Let me know when the task starts and ends.
• Let me know in advance how much time I have to do the task.
• Chunk the task into multiple sequences.
• Give me short breaks during the task.
• Eliminate or control stimuli that can distract me.
• Personalize certain visual references and make them accessible to my space.
• Place my desk near an adult or a peer that can help me.
• Use ICTs and visual support.
• Adapt material to match my abilities
• Provide me with concrete material to facilitate understanding and to encourage the learning of new concepts.
• Chunk tasks.
• Favour an approach that lets me SEE, TOUCH, and DO.
• Give me a reasonable challenge. (modify the task).
• Adapt the requirements of written tasks so my fine motor skills can manage.
• Suggest tasks based on my interests, my prior knowledge, that are relevant to me.
• Monitor my understanding by asking precise questions or by restating differently.
• Use signal words: Attention! Ready! Look.
• Encourage my efforts as well as my successes.
• Use concrete language, short sentences and speak slowly.
• Clearly explain the requirements of the task and the different steps needed to do it.
1- First, you….
2- Then, you….
• Help me to become aware that I have strategies that can help me do the task..
• Help me make links to a similar task I have done-whether successfully or not- and ask me to explain how I did the task.
• Establish a link. Be interested in the other for what he is.
• Display ROUTINES and daily SCHEDULES.
Some basic ingredientsSome basic ingredients
• Set up CLEAR and SIMPLE RULES.
• Give regular REINFORCEMENT.
• Use VISUALS.
Photos Drawings Pictograms Words
Some sources
REFERENCE: At Risk Students and Students with Special Needs http://aenq.org/fileadmin/FSE/syndicats/z77/Stock/English/Documents/Various/ReferenceSp-Ed.pdf
http://www.success4teachers.com/index.html Gagné, P.-P.,Pour apprendre à mieux penser, La Chenelière,
Montréal, 1999, ISBN 2-89461-261-3 MELS: Learning difficulties, Reference framework for
intervention MELS: Organisation of Educational Services for At-Risk
Students and Students with Handicaps, social Maladjustments or Learning Difficulties