Integrating Ss with Learning and Emotional Difficulties into Zayed

University’s Learning Environment

Ursula Walsh June 2013

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• Overview of what is and what isn’t

• Arab perspective

• Differentiating Instruction for Ss with LD/ED

• Questions & Answers (maybe ?? )

Culture

• Families / Students

• Confidentiality

• Language barriers

• Sensitivity

Visible extra needs:

• Physical

• Wheel chair use

• Auditory

Hidden extra needs:

• Psychological

• Physical

Some Visual Signs of Learning Issues

• Distractibility

• Hyperactivity

• Impulsivity

• Inconsistency

• Left /Right Confusion

• Talkativeness

• Social Immaturity

What do Hidden Disabilities have in common?

• One is unable to “see” the disability.

• There are no “visible” supports

• It is a permanent disability

• The disability may be managed

• Physical or emotional pain.

What Are Some Common Hidden Disabilities?

• Psychiatric Traumatic Brain Injury

• Epilepsy

• Diabetes

• Chronic Fatigue Syndrome

• Cystic Fibrosis

• Attention Deficit-Disorder

Statistics United Arab Emirates:

• UAE is close to the worldwide average of 8-10 % of the population (Bradshaw, 2004, p.51).

• Male Ss face more behavioural problems than (Sartawi,AlMuhairy & Abdat, 2011)

More Research

More Ss with dyslexia are entering higher education• This affects both their reading/writing ability

in Arabic and English• Generic research in the UAE is limited

( Aboudan,Eapen,Bayshak, Al-Mansori&Al-Shamsi, 2011)

Testing:

• There are no adequate Arabic Language tests available

• Ss are tested by using English language English/ Culture tests

• How can we be sure they are accurate?

How can I tell if a student needs extra support?

• A loner

• Over Chatty or Inappropriate Talking

• Emotional Maturation

• Verbal skills far out perform Written/Reading skills

• Restlessness

Planning for instruction

• Our aim to improve academic engagement

• Students value teaching that recognises their individual academic and social identities

• Teachers need to take account of the diverse needs of students in each class;

Basic Principles

• Creating safe collaborative spaces

• Encouraging students to articulate their thinking ]

• students to learn by getting stuck, being uncertain, making mistakes and being different;

Inclusive Learning Activities:

• Developing strategies for sharing and generating knowledge.

• Connecting with students’ lives.

Key Words Concepts

• Being culturally aware.

• Sensitive to the social and cultural diversity of the group.

• Lessons that are student-centred, inclusive of individual differences.

• Extend opportunities for academic engagement to a wider range of students.

Reinforcement:• Viewing all students as potentially in need of

some study support

• Assessing the skills and needs of students as soon as possible

• Not under-estimating students who have a weakness

• Hockings et al. (2010a).

Peer Mentoring• Establishing mentor schemes

• Designing programmes that are student-centred

• Ensuring flexibility in modes of access and attendance, teaching and learning methods and assessment

• Exploiting students’ experiences and knowledge outside academia

• See Hockings et al. (2008b) for full project report.

Technology, inclusivity and curriculum design

• e-learning can act as a catalyst for educational diversity, freedom to learn and equality of opportunity.

• e-learning not only encourages diversity but also creates programmes that are more specifically tailored to individual Ss needs than traditionally validated programmes

• Hegarty et al. 2000, Taylor 2008, Newland et al. (2006) and Seale (2006).

Key People at Zayed University*

• Students• You • Student Life• Advising• Course Coordinators• PALS

Key People at ZU :

• Suhair Awadalla:Senior Student Counselor• Tel: 04 402 1477Email: Suhair.Awadalla@zu.ac.ae

• Khalaf Al Habtoor Assistive Technology Resource Center at Zayed University:

• Tel. 04 4021653

• Ms Fatma Al Qassimi: Senior Specialist at Zayed University Office

• Tel: 04 4021653

Key People

• Advising : Ground Floor F Wing:

• PALS

• If all else fails come and see me • F Wing 2nd Floor 014