parent teacher resource teacher parent psychologist o.t. e.a. slp principal
Post on 26-Dec-2015
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ROLE OF THE EDUCATOR
Who is the educator?
Parent Teacher Resource teacher Parent Psychologist O.T. E.A. SLP Principal
Given that all students need:
Knowledge Self esteem Friends Skills Independence A sense of belonging
And given that students with LD need:
Direct instruction Group learning Social skills Organization Emotional support Growing independence
What is our role?
To teach, in groups or one-on-one To mentor To counsel To liaise with home To create an environment of safety and
acceptance To model social skills
What is the best way to provide this?
Options Specific programming In class support Co-teaching Teachers consulting with specialists Early and ongoing assessment
What do we need to develop to do this?
Collaboration Resources Variety of approaches Research
What does this require?
Time Commitment Shared vision Cooperation with home Support from leaders and co-workers Flexible school systems $? Courses?
Some models
Landmark Cape Breton Finland Reggio RTI French school
Specific areas to address for LD
Academic: reading, math, language, comprehension
Organization Study skills Executive function Social skills Self esteem, self-advocacy Belonging Home Future
Specifically...Reading
Phonological awareness Access to literacy Connection to language Comprehension Multisensory approaches Is reading recovery enough? Small grp vs. Whole class
Math
Declarative, procedural, conceptual Number sense Students need practice and facts, but
don’t omit the higher order thinking skills Technology is necessary for many with LD
Organization
Note-taking: Teacher: slow down; cue- emphasis and organizational
Student: teach note-taking skills, strategic and guided.
Time management, space, materials, managing work
Structure, written, visual schedule, fewer problems per page, assignment folders, visual timer and calendar
Digital master filing system
Memory
Sort Review Physical games
Writing
Technology Specific spelling instruction in context Organizers Distinguish creativity from formal writing Not the only way to assess knowledge
Behavior
Connection to ability, motivation What comes first, LD or behavior? ADD, nonverbal Provide verbal mediation Avoid difficult situations Self-monitor Learn non-verbal cues
Social skills
Collaborate with parents Teach in context Be sensitive to cultural differences Limit reinforcement and let student’s own
rewards be internalized Teach problem solving, eg. Autopsy Listen, don’t judge
Emotional needs
Acting out not the only reaction; also withdrawn, depressed, anxious
Self esteem- school to global LD can affect emotional, and vice versa,
positively and negatively Avoidance- lazy Escaping school, trouble at home,
teacher’s impatience
Twice exceptional: Gifted and LD/ADHD
Learned helplessness and underachievement Annoying behavior masks LD and giftedness Assessment must include creativity Develop talent Do not necessarily shorten or simplify tasks Differentiated-integrated curriculum,
counseling, remedial instruction Enrichment Mentoring, including peer and community choice
Relationship with home
Initial word: the grieving process: compassion, hope and appropriate discussion
Mutual respect and appreciation Share information: past, present and
future Admit when you don’t know and find out Connect to outside agencies Include parents from the beginning in
program planning Behavior, medication, homework
Building for the future
Ongoing assessment Transition planning Independence and technology University and community college Work experience Personal strengths and aptitudes Positive attitude Self advocacy
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