Upload
dr-rehab-yousef
View
336
Download
0
Embed Size (px)
Citation preview
OUTLINE
• Education in Ontario
• Special Education in Ontario
• Teaching Ontario students with Autism
• Teaching Ontario students with giftedness
• Inclusion or segregation?
Please feel free to ask questions at any time.
EDUCATION IN ONTARIO
• Education falls under provincial governance
• Number of schools in Ontario • 3,974 elementary and 919 secondary schools
• School boards (72) and School Authorities (11) • Ontario:
• Public - 31 English; 4 French
• Catholic – 29 English; 8 French
• 10 School Authorities (4 geographically isolated boards and 6 hospital-based schools authorities)
• 1 Provincial Schools Authority
• Average Class size • Kindergarten: 26
• Grades 1 – 3: 23
• Grades 4-8: 23 to 26
• Grades 9-12: 22 (on average)
SPECIAL EDUCATION IN ONTARIO
• Special education is still relatively new – 36 years
• 1980 – Bill 82 – requires school boards to establish special education programs and services for students with
exceptionalities
• 1990 – Establishment of Identification, Placement and
Review Committees
• 1998– regulation 181: Least restrictive placement
FUNDING FOR SPECIAL EDUCATION
• Special Education Per Pupil Amount (SEPPA) - $1.41 billion
• The Special Equipment Amount (SEA) - $91.8 million
• The High Needs Amount (HNA) - $1.05 billion
• The Special Incidence Portion (SIP) - $60.3 million
• The Facilities Amount (FA) - $96 million
• Behaviour Expertise Amount (BEA) - $11.6 million
REFERRAL PROCESS: FEW SITUATIONS (IPRC)
Teacher and/or parent aware of special need
Principal invokes formal referral process
Formal committee (IPRC) is convened
Student attends and recommended placement program is established
Situation modified and in hand
Full educational assessment usually completed at this point
If parent agrees
Resource support may be formally assigned – either board-managed or school-managed
If not, situation reviewed for further modification
AUTISM SPECTRUM DISORDER (ASD)
ASD is a new DSM-V name that reflects a scientific
consensus that four previously separate disorders are
actually a single condition with different levels of symptom
severity in two core domains. ASD now encompasses the
previous DSM-IV autistic disorder (autism), Asperger’s
disorder, childhood disintegrative disorder, and pervasive
developmental disorder not otherwise specified.
ASD is characterized by 1) deficits in social communication
and social interaction and 2) restricted repetitive behaviors,
interests, and activities (RRBs). Because both components
are required for diagnosis of ASD, social communication
disorder is diagnosed if no RRBs are present.
ASD CHARACTERISTICS
• Social Difficulties • Difficulty developing, maintaining, and
understanding relationships
• Difficulties adjusting behaviour to suit various social contexts
• Preference to being alone; aloof manner
• Difficulties in sharing imaginative play
• Difficulties making friends
• Not wanting to be touched
• Little or no eye contact
ASD CHARACTERISTICS
• Language problems • Difficulty in expressing needs, using gestures or
pointing instead of words
• Repeating words or phrases in place of normal, responsive language
• Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range.
• Difficulty using and understanding facial expressions
ASD CHARACTERISTICS
Restricted, repetitive patterns of behaviours,
interests or activities as demonstrated by at least
two of the following:
• Stereotyped or repetitive motor movements, use of
objects or speech (e.g., simple motor stereotypes, lining
up toys or flipping objects, echolalia, idiosyncratic phrases).
ASD CHARACTERISTICS CONTINUED. . .
• Insistence on sameness, inflexible adherence to routines, or
ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions,
rigid thinking patterns, greeting rituals, need to take same
route or eat same food every day).
ASD CHARACTERISTICS CONTINUED. . .
• Highly restricted, fixated interests that are abnormal in
intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively
circumscribed or perseverative interests).
ASD CHARACTERISTICS CONTINUED. . .
• Hyper- or hyporeactivity to sensory input or unusual interest
in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to
specific sounds or textures, excessive smelling or touching of
objects, visual fascination with lights or movement).
CAUSES OF ASD
• Abnormalities in brain structure or function • Abnormalities in the cerebellum (motor) and limbic
(thinking and feeling)
• Heredity, genetics • Siblings at a higher risk for autism
• More frequently than expected among individuals who have certain medical conditions, including Fragile X syndrome, tuberous sclerosis, congenital rubella syndrome, and untreated phenylketonuria (PKU).
• Vaccines • Scientific research rejections relationship between MMR
vaccines and autistic spectrum disorders
DESIGNING EFFECTIVE PROGRAMING
• Communication with parents
• Parents provides:
• Developmental history
• Health issues
• Student’s likes, dislikes, special interests; sensory sensitivities
• Positive reinforcers and motivators
• Behaviour and communication strategies
• School provides:
• Daily communication log: activities, new skills, new themes and
areas of learning, up-coming events, social interactions
• Behaviour log
• Student provides:
• Pictures, symbols, writing, stamping communication log.
INDIVIDUAL EDUCATION PLAN
• Identify student strengths and areas of need
• For each subject/course determine if modifications
and/or accommodations are required
• Identify annual goal for each modified or
alternative program
• Identify strategies for obtaining those goals
• Implementation of plan will be carried out by the
classroom teacher, and/or special education
teacher
AUTISM – APPLIED BEHAVIOUR ANALYSIS (ABA)
• School boards must offer students with ASD special
education programs and services, including, where
appropriate, special education programs using ABA
methods.
APPLIED BEHAVIOUR ANALYSIS (ABA)
• The earlier it is started the better
• very intensive (40 hours a week)
• High success rate
• Structure environment
• breaks down any task into subtasks and places a
very high emphasis on rewarding the child for
working well
• No physical punishment
TRANSITION PLANS
• School board staff must plan for the transition
between various activities and settings involving
students with ASD.
APPS TO HELP WITH TRANSITIONS
App Transition Support Website
Pictello - Social stories, visual schedules.
- Upload own pictures, chose voices,
record own voice
http://www.assistiveware.
com/product/pictello
iPrompts - Visual schedules, social stories, choice
promts, first/then boards, countdown
timers
- Upload own pcitures, stock pictures,
download pictures, passage of time
counter
http://www.handholdad
aptive.com
My Video
Schedule
- Combines video modeling within a
structured schedules; provides positive
reinforcement
- Can upload your own videos/photos
https://itunes.apple.com/
app/my-video-
schedule/id463787252?m
t=8
Vis Timer - Timer, see passage of time, choose
colour, 1-minute warning, sound
options
https://itunes.apple.com/
us/app/vistimer/id434108
079?mt=8
COMMUNICATION SKILLS WH A T A R E S O M E S T R A T E G I E S T H A T WE C A N U S E T O
D E V E L O P T H E I R C O M M U N I CA T I O N S K I L L S ?
COMMUNICATION: RECEPTIVE LANGUAGE (SMITH, ET AL. 2006, P. 228)
• Slow down the pace
• State positively what to do (e.g., Let’s walk vs. Stop running)
• Avoid analogies
• Provide more information in visual format
COMMUNICATION: EXPRESSIVE LANGUAGE (SMITH, ET AL. 2006, P. 228)
• Pause, listen, and wait
• Encourage input and choice when possible
• Provide alternative means, such as written words or
pictures to aid communication
• Encourage and respond to words and appropriate
attempts rather than to behaviour
COMMUNICATION: TECHNOLOGY RESOURCES
• Computers – Carly Fleischmann
• Proloquo2Go - $249.99
• It is designed to promote growth of communication skills
and foster language development through research-based
vocabularies.
• Proloquo2Go in action
SOCIAL SUPPORTS (SMITH, ET AL. 2006, P. 228)
• Build in time to watch, encourage watching and proximity
• Practise on specific skills through natural activities with one peer
• Structure activities with set interaction patterns and roles
• Provide cooperative learning activities with facilitation
• Facilitate recruitment of sociable peers to be buddies and advocates
• Provide opportunity for shared experiences using interests and strengths.
MANAGING BEHAVIOUR
• Violent outbursts
• Management process for risk of injury
• Safety plan
• Evacuations
• Isolation
• Intensive Support Amount
• Personal Protective Equipment (rarely used). It use must be
documented on safety plan.
MANAGING BEHAVIOUR
• Data Collection
• Autism Tracker Pro: Track, analyze and share ASD daily
• Tracks: mood, behaviour, food, health
• Generates reports
• AutismTrack
• Tracks behaviours, therapies, diets, medicines
• View trends
• Share reports
• Electronic Monitoring System • Dr. Ken McIsacc and Dr. Cathy Chovaz, King’s University College
at Western University
GIFTEDNESS
An unusually advanced degree of general
intellectual ability that requires differentiated learning
experiences of a depth and breadth beyond those
normally provided in the regular school program to
satisfy the level of educational potential indicated.
FOUR MAIN CHARACTERISTICS (SMITH, POLLOWAY, PATTON, ET AL. 2006, P. 254)
• Cognitive Function
• Affective Function
• Physical/Sensing Function
• Intuitive Function
COGNITIVE FUNCTION
• Extraordinary quantity of information; unusual retentiveness
• Advanced comprehension
• Unusual varied interests and curiosity
• High level of language development
• High level of verbal ability
• Unusual capacity for processing information
• Accelerated pace of thought processes
• Comprehensive synthesis
COGNITIVE FUNCTION CONTINUED . . .
• Heightened capacity for seeing unusual and diverse relationships, integration of ideas and disciplines
• Ability to generate original ideas and solutions • Early differential patterns for thought
processing • Early ability to use and form conceptual
frameworks • An evaluative approach toward oneself and
others • Unusual intensity; persistent goal-directed
behaviour
AFFECTIVE FUNCTION
• Large accumulation of information about emotions that have not been brought to awareness
• Unusual sensitivity to the expectations and feelings of others
• Keen sense of humour – may be gentle or hostile
• Heightened self-awareness, accompanied by feelings of being different
• Idealism and a sense of justice, which appear at an early age
• Early development of an inner locus of control and satisfaction
• Unusual emotional depth and intensity
AFFECTIVE FUNCTION CONTINUED . . .
• High expectations of self and others, often leading to high levels of frustration with self, others, and situations; perfectionism
• Strong need for consistency between abstract values and personal actions
• Advanced levels of moral judgement
• Strongly motivated by self-actualization
• Advanced cognitive and affective capacity for conceptualizing and solving societal problems
• Leadership ability
• Solutions to social and environmental problems
• Involvement with the metaneeds of society
PHYSICAL/SENSING FUNCTION
• Unusual quantity of input from the environment through a heightened sensory awareness
• Unusual discrepancy between physical and intellectual development
• Low tolerance for the lag between their standards and their athletic skills
• Cartesian split – can include neglect of physical well-being and avoidance of physical activity
INTUITIVE FUNCTION
• Early involvement and concern for intuitive knowing and metaphysical ideas and phenomena
• Open to experiences in this area; will experiment with psychic and metaphysical phenomena
• Creative approach in all areas of endeavour
• Ability to predict; interest in future
COGNITIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Extraordinary quantity of
information, unusual
retentiveness
• To be exposed to new and
challenging information • To acquire early mastery of
foundational skills
• Boredom with the regular
curriculum • Impatience with waiting for
the rest of the class to
“catch-up”
Advanced Comprehension • To be given access to
challenging curriculum and
intellectual peers
• Poor interpersonal
relationships with students
of the same age • A strong dislike of repetition
of already understood
and/or mastered concepts
Unusually varied interests and
curiosity • To be exposed to varied
subjects and concerns • To be allowed to pursue
individual ideas as far as
their interest takes them
• Difficulty in conforming to
group tasks • Overextending energy
levels • Taking on too many projects
at one time
COGNITIVE FUNCTION
Characteristics Areas of Need Difficulties in the
Classroom
High level of language
development • To encounter uses for
increasingly difficult
vocabulary and concepts
• Perceived as a “show
off”
High level of verbal ability • To share ideas verbally
in depth • Domination of
discussions with
information and
questions deemed
negative by teachers and
fellow students • Use of verbalism to avoid
difficult thinking tasks
Unusual capacity for
processing information • To be exposed to ideas
at many levels and in
large variety
• Resentment of being
interrupted • Perceived as too serious • Dislike of routine and drill
COGNITIVE FUNCTION
Characteristics Areas of Need Difficulties in the
Classroom
Accelerated pace of thought
processes • To be exposed to ideas
at rates appropriate to
individual pace of
learning—often
accelerated
Flexible thought processes • To be allowed to solve
problems in diverse ways • Perceived by others as
disruptive and
disrespectful to authority
and tradition
Comprehensive synthesis • To be allowed a longer
incubation time for ideas • Frustration with demands
for deadlines and for
completion of each level
prior to starting new
inquiry
COGNITIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Early ability to delay closure • To be allowed to pursue
ideas and integrate new
ideas without forced closure
or products demanded
• If products are demanded
as proof of learning, will
refuse to pursue an
otherwise interesting subject
or line of inquiry
Heightened capacity for seeing
unusual and diverse
relationships, integration of
ideas and disciplines
• To mess around with a
varity of materials, ideas,
opportunities for
multidisciplinary learning
and complexity
• Frustration at being
considered “off the subject”
or irrelevant in pursuing
inquiry in areas other than
subject being considered • Considered odd or weird by
others
Ability to generate original ideas
and solutions • To build skills in problem
solving and productive
thinking • To be given the opportunity
to contribute to solutions of
meaningful problems
• Difficulty with rigid
conformity • May be penalized for not
following directions • May deal with rejection by
becoming rebellious
COGNITIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Early differential patterns for thought
processing • To be exposed to alternatives,
abstractions, consequences of
choices, opportunities for drawing
generalizations and testing them • To solve problems by use of visual or
metaphoric strategies
• Rejection or omission of detail • Questions generalizations of others,
which may be perceived as
disrespectful behavior • Considers linear tasks incomplete and
boring Early ability to use and form conceptual
frameworks • To use and design conceptual
frameworks in information gathering
and problem solving • To seek order and consistency • To develop a tolerance for ambiguity
• Frustration with inability of others to
understand or appreciate original
organizations or insights • Personally devised systems or
structure may conflict with procedures
or systems later taught An evaluative approach toward self and
others • To be exposed to individuals of
varying ability and talent and to
varying ways of seeing and solving
problems • To set realistic, achievable short-term
goals • To develop skills in data evaluation
and decision making
• Perceived by others as elitist,
conceited, superior, too critical • May become discouraged from self-
criticism • Can inhibit attempting new areas if
fear of failure is too great • Seen as too demanding, compulsive • Can affect interpersonal relationships
as others fail to live up to standards
set by gifted individual • Intolerant of stupidity
Unusual intensity and persistent goal-
directed behavior • To pursue inquiries beyond allotted
time spans • To set and evaluate priorities
• Perceived by others as stubborn,
willful, uncooperative
AFFECTIVE FUNCTION
Characteristics Examples of Related Needs Possible Resulting
Difficulties in the Classroom Large accumulation of
information about emotions
that has not been brought
to awareness
• To process cognitively the emotional
meaning of experience • To name one’s own emotions • To identify one’s own and others’
perceptual filters and defense systems • To clarify awareness of the needs and
feelings of others
• Misinterpretation of information
that affects the student
negatively
Unusual sensitivity to the
expectations and feelings
of others
• To learn to clarify the feelings and
expectations of others • Unusual vulnerability to criticism
of others • A high level of need for success
and recognition from others Keen sense of humor that
may be gentle or hostile • To learn how behaviors affect the feelings
and behaviors of others • Use of humor for critical attacks
upon others, resulting in
damage to interpersonal
relationships Heightened self-
awareness, accompanied
by feelings of being
different
• To learn to assert own needs and
feelings in a non defensive way • To share self with others for self-
clarification
• Isolation of self, resulting in
being considered aloof, feeling
rejected • Perception of difference as a
negative attribute resulting in
low self- esteem and inhibited
growth emotionally and socially
AFFECTIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Idealism and sense of justice, which
appear at an early age • To transcend negative reactions
by finding values to which he or
she can be committed
• Attempts toward unrealistic
reforms and goals with resulting
intense frustration • NOTE: suicides result from
intense depression over
issues of this nature Unusual emotional depth and
intensity • To find purpose and direction
from personal value system • To translate commitment into
action in daily life
• Unusual vulnerability • Difficulty focusing on realistic
goals for life’s work
Perfectionism: High expectations of
self and others, often leading to
high levels of frustration with self,
others and situations
• To learn to set realistic goals
and to accept setbacks as part
of the learning process • To hear others express their
growth in acceptance of self
• Discouragement and frustration
from high levels of self-criticism • Difficulty maintaining good
interpersonal relations as
others fail to maintain high
standards imposed by the gifted
student • Immobilization of action due to
high levels of frustration
resulting from situations that do
not meet expectations of
excellence
AFFECTIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Strong need for consistency
between abstract values and
personal actions
• To find a vocation that provides
opportunity for actualization of
student’s personal value
system, as well as an avenue
for his or her talents and abilities
• Frustration with self and others
leading to inhibited actualization
of self and interpersonal
relationships
Advanced levels of moral judgement • To receive validation for above
average morality • Intolerance of and lack of
understanding from peer group,
leading to rejection and possible
isolation
Strongly motivated by self-
actualization needs • To be given opportunities to
follow divergent paths and
pursue strong interests • To receive help in understanding
the demands of self-
actualization
• Frustration of not feeling
challenged • Loss of unrealized talents
Advanced cognitive and affective
capacity for conceptualizing and
solving societal problems
• To encounter social problems • To become aware of the
complexity of problems facing
society and the conceptual
frameworks for problem- solving
procedures
• Tendency for ‘quick” solutions,
not taking into account the
complexity of the problem
AFFECTIVE FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Leadership ability • To understand various
leadership steps and
practice leadership skills
• Lack of opportunity to use
this ability constructively
may result in its
disappearance from
student’s repertoire or its
being turned into a negative
characteristic (e.g., gang
leadership)
Solutions to social
and environmental problems • To experience meaningful
involvement in real
problems
• Loss to society if these
traits are not allowed to
develop with guidance and
opportunity for meaningful
involvement
Involvement with the needs of
society such as justice, beauty,
and truth
• To explore the highest
levels of human thought • To apply this knowledge to
today’s problems
• Involvement in obscure
groups with narrow,
perfectionist-like beliefs
PHYSICAL FUNCTION
Characteristics Areas of Need Difficulties in the Classroom
Unusual quantity of input from
the environment through a
heightened sensory awareness
• To engage in activities that
will allow integration and
assimilation of sensory data
• Attention diffusing over
many areas of interest • Seemingly disconnected
Unusual discrepancy between
physical and intellectual
development
• To appreciate own physical
capacities • Resulting in an individual
who is only comfortable
expressing him or herself in
mental activity-limited
development
both physically and mentally Low tolerance for the lag
between standards and athletic
skills
• To discover physical
activities as a source of
pleasure • To find satisfaction in small
increments of improvement • To engage in non-
competitive physical
activities
• Refusal to take part in any
activities in which the
student does not excel at
“Cartesian split” which can
include neglect of physical well-
being and avoidance of
physical activities
• To develop a commitment to
own physical well-being • Detrimental to full mental
and physical health
INTUITIVE FUNCTION (FROM: “GROWING UP GIFTED”
7TH EDITION BY BARBARA CLARK
Characteristics Areas of Need Difficulties in the Classroom
Early involvement and concern for intuitive knowing and metaphysical ideas and phenomena
• Be given opportunities to
engage in meaningful
dialogue with
philosophers
• To be guided in
developing and using
intuition
• Ridiculed by peers
• Considered weird or
strange
Creative approach in all
endeavours
• To be guided in
evaluating appropriate
uses of creativity
• To be encouraged to
continue development of
creative abilities
• Perceived by others as
deviant
• Bored with mundane
tasks
• Perceived as a
“troublemaker”
Ability to predict outcomes
and interested in the future
• To be provided
opportunities to explore
“what if” questions
• Given activities of
probability and prediction
• Loss of highly valuable
human ability
• What is creativity?
• Can creativity be taught?
• Should creativity be limited to gifted students?
GIFTEDNESS IN ONTARIO SCHOOLS
• Acceleration
• Differentiated instruction
• Compacting
• Enrichment
• Tiered Assignments
• Open-ended Assignments
• Ability grouping
• Withdrawal programs and congregated classes
PROBLEMS IN ONTARIO SCHOOLS
• Emphasis on drill and review
• Extra work of the same type given to other students
• Mixed ability co-operative learning
• Tutoring other students during class time
• Working ahead in a textbook with teacher
involvement
• Immersion programs
RENZULLI’S ENRICHMENT TRIAD MODEL
From: http://www.creativitypost.com/education/the_three_es_of_successful_academic_achievement_and_enrichment_enjoyment_en
PROGRAMS
Schoolwide Enrichment Model (SEM)
• SEM Resources and Forms
• SEM A How To Guide
• CompassLearning
• Hybridge – K-8 enrichment
• Odyssey – K-8 math reading intervention
• GoQuest – student-centred investigation and inquiry-based
learning
• High School – credit recovery, full-course, and enrichment
TECHNOLOGY
• Using technology to connect with mentors
• Virtual Museum Tours
• Online Learning games
• Partnering with local universities
• Khan Academy – Math, science, economics, arts,
humanities