Special and Inclusive Education Pupils/students with SEN/D Special educational needs: - Health disability- - Health disadvantage- - Social disadvantage Schooling Act No. 516/2004, Sb. Par. 16 Intellectual disabilities Physical disabilities Hearing impairment Visual impairment Speech or language impaii Multiple disabilties Autism Learning disability Behaviour disturbance Long-term illness Mild learning disabilities requiring modification in education Family background with low socio-economic status At risk of harmful influence Imposed institutional or protective institutional care Asylum-seekers Person aplying for international protection in the Czech Republic Disability categories according to IDEA (1990) • Learning disability • Speech or language impairment • Mental retardation (cognitive/intellectual disability) ^ How do these two • Emotional disturbance V 1* approaches differ? • Autism • Hearing impairment • Visual impairment • Deaf-blindness • Orthopedic impairment • Traumatic rain injury • Other health impairment (cancer, diabetes...) • Multiple disabilities • Developmental delay (up to the age of 9) Influences on current special education practices FIGURE 1.1 Influences on Current Special Education Practices Civil rights laws Education laws \ A / Research Court cases Parent and professional advocacy Two track system of education in the Czech Republic Special Education Integrated Education Inclusive Education does not respond, cannot learn needs special teachers has special needs needs special environment poor quality training needs special equipment lack of teaching aids and equipment is different from other children cannot get to school parents not involved teacher's attitudes rigid methods rigid curriculum inaccessible environments teachers and schools not supported many drop-outs many repeaters Continuum of placement opt FIGURE 2.6 Continuum of educational services for students with disabilities Homebound or I Student receives speoal education and related servxes at home or in a hospital program Residential school Student receives special odccation and related services from specially trained Staff in a residential tacftty in which children receive care or services 24 hours a day Separate school Student receives special educaton and related services under the direction ot a specially trained staff in a specially designed lacsrty (day program). Separate classroom Student attends a speciat class tor most or aft of the school dBy receives special education and related services under the dwectton of a special educaton teacher Resource room Student is m the regular classroom lor the majority of the school day but goes to the special education resource room for specialized instruction lor part of each school day Regular classroom with supplementary instruction and services Student receives a prescribed program under the direction of the regular classroom teacher and also receives instruction and related services within the regular classroom from me special educator ancVor a paraeducator Regular classroom with consultation Sludent receives a prescribed program under the ovecbon of the regular classroom teacher, who is supported by ongcHng consultation from the special educators). Regular classroom Student receives a prescribed program under the direction of the regular classroom teacher AW Support for students with SEND/D • 5 levels of ^supportive measures": • 1st level - school alone, with school counsellor, psychologist, SEN teacher • 2nd - 5th - counselling centre (outreach centre) • Katalog podpůrných opatření Students with learning difficulties Students/pupils with learning difficulties • LD result in significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and/or mathematical skills • Think of an LD pupil. Write down ways the child acts in a class, its typical problems and behaviour. Characteristics • difficulty reading, writing,, spelling, and/or using mathematical concepts in contrast with average to superior skills in other areas. • poor handwriting • trouble listening to a lecture and taking notes • easily distracted by noise or visual stimulation - unable to pay attention • trouble understanding and following directions • confuses/reverses some letters ('b' and 'd', etc.) or words ('was' and 'saw', etc.) and numbers ('41' to '14) • omits or adds words when reading • repeatedly forgets things, loses things • appears clumsy and poorly coordinated • confuses left and right, gets lost • often late for class, cannot sense time • misinterprets subtleties in language - tone of voice - sarcasm Visual perception Oral expression Reading comprehension Processing problems Spatial orientation Oral expression • Dysnomia - word finding problems • Storage and retrieval of information i9 Two boys went to the beach on a sunny day.... Let's make up a story with nice long sentences. Oral expression • Dysnomia - word finding problems • Storage and retrieval of information Two boys went to the beach on a sunny day.... Cognitive vs. associative tasks * Let's make up a story with nice long sentences. Talking is a cognitive task for a child with LD Now use only words that do not contain N Note taking Guided notes ICT Visual perception • Visual-motor integration problem f Copying a shape on a piece of paper I Copying a text Concentration and comprehension Strenuous Reading comprehension • Is comprehension acquired through vocabulary? Are Between Consists Draws Va ration Graph If Isolated known Making Only Often Continuously W\th Corresponding Qne Curve Points Relatin Set Table Values variables • If the known relation between the variables consists of a table of corresponsind values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation. (Basic College Math, M. Michel Michaelson, 1945) Last Serny, Flingledobe and Pribin were in the Nerd-link treppering gloopy caples and cleaming burly greps. Suddenly a ditty strezzle boofed into Flingledobe's tresk. Pribin glaped and glaped. „Oh, Flingedobe." he chifed, „that ditty strezzle is tunning in your grep!" • Comprehension has to do with background knowledge! Direct instruction - Systematic and explicit presentation of knowledge 1. Review and check the previous day's work (and reteach if neccessary). 2. Present new content or skills. 3. Provide guided student practice (and check for understanding) 4. Provide feedback and correction (and reteach when neccessary). 5. Provide independent student practice 6. Review frequently. (Friend, M. & Bursuck, W. D. (2014) Including Students with Special Needs) Problems with processing information • Difficulty processing information • Fast pace in class ^ Who was the first president of the US? Students without LD process the answer. Students with LD proces question... Dyslexia • difficulties with accurate and/or fluent word recognition • poor spelling and decoding abilities (orthographic representation and specific sound) • difficulty with spatial orientation (b,d, etc.) • inability to accurately and fluently decode single words • difficulty rapidly retrieving and stating names of letters, eventhough they know their names Dyslexia h w w "W lk Onegay, Jo n anp Bop n froa a k. hatwo ou i e e t 1 ulpy t o a n'tk r op op y?, Boq ske John. "I do ow, J ed ed, t a p n onh li k I o c hatwo lpyo li e ot go?" It in mi ten yw at g a w u u h k gh j hin sd c 1 y c o i nTV, e e ia 1 fiw e av es me do ron. "Wow," m v eo anh o dc q n 1 g eke saip Jonh, "Po c hat eati Let's c t or W a r pea! ch h uq r t e o c qoa o s e fim y m the gh s he stalt im e wetn d o rpou t met esh s in u n hodb g." "Look," hey e ep, "af 1 pit's r il e 11 lpoxa 0 v 1 e yf a r u t'sc k R pqenqocker1 M o tel" eat!" Bopsho eq, "Le o t. v i "Gr t o i r wa udi c o nqs e woh ti truns nt hem vea e tou." Trying to read this passage, you will experience the kind of difficulty a dyslexic reader faces when deciphering normal typeface (Almeida). from p. 98, in: Capossela, T.L. (1998). The Harcourt Brace Guide to Peer Tutoring. Orlando, FL: Harcourt Brace 4 Company. Dysgraphia A loge tine ago they atene a cosnen they head to gatthere on fesee o A loge tine ago they atene a A long time a go there were cosnen they head to gatthere on ancient cave men. They had to fesee o get their own food. * - - A Jiw.ju.0. M>»f& of fay Dyslexia 7*» Symptoms • Generally ilegible writing • Random punctuation • Spelling errors • Syllable omissions • Mixture of print and cursive • Unfinished letters, omitted words • Cramped, unusual grip Writing a paper • P - plan your paper • O - organize thoughts and ideas • W - write your draft • E - edit your work • R - revise your work, producing a final draft Dyspraxia • Impairment of the organisation of movement • immaturity in the way brain processes information A S with dyspraxia has difficulties with: • planning their movement • perception • co-ordination of body parts • laterality • manual + practical work, handwriting • concentration, short-time memory • response to external stimulation • How can we help a child with dyspraxia in its daily life? • Clothes, eating • Daily routine Daily Life • avoid tight neck holes • trousers with elastical waist • don't fill cups too full, use straw • damp towels under plates (stop moving), sit down to eat • keys and purses on a chain tight to clothing • keep to daily rutine LD at school • difficulties organizing information • limited store of background knowledge to academic activities • ineffective ways of learning Educational Approaches • education should include: • opportunity for Ss to express themselves • learn problem-solving skills • meaningful way of learning • effective, explicit instruction • learning strategies Explicit Instruction • carefully designed materials and activities • sufficient range of examples • step-by-step strategies • broad Qs, guidelines to focus attention at deep processing • frequent, positive feedback • practice opportunities Graphic organizer Graphic organizer 2 ijjlire 9.5 Story Map Name Characters Setting Dora A city on the dt ay of a parade Dora's mom and dad Dora's brother Ramon and her sister Rosa V Problems Dora's brother and sister got lost at tne parage. Dora's family laughed at her farola. Attempts Dora got on her father's shoulders to see if she could find her brother and sister. Resolution Dora found hsr brother and sister because tney were holding her funny farola and she was av\s to see it. Theme Just because other people think something Is not any qood doesn't mean that they're right. I? What are the most important skills of students from teachers point of view? Student Skill/Behaviour • follow directions in the class • comes to class perpared with materials • uses class time wisely • makes up assignments and tests • treats Ts and Ss with courtesy • completes homeworks in time • works cooperatively in student groups