LE4-8 -- Research Article

 Task One

Research a LD journal article of interest to you. Create a two-page presentation of your choice or create a two-page brochure for guardians / parents.

Include the reference source.

Fernández-Alcántara, M., Correa-Delgado, C., Muñoz, Á., Salvatierra, M. T., Fuentes-Hélices, T., & Laynez-Rubio, C. (2017). Parenting a Child with a Learning Disability: A Qualitative Approach. International Journal of Disability, Development, and Education, 64(5), 526–543. https://doi.org/10.1080/1034912X.2017.1296938

A brief summary.

This is a qualitative study that describes experiences associated with parenting children who have been diagnosed with learning disabilities. The study looks at parents of children who have diagnoses that include learning disabilities, ADHD, and Asperger syndrome that cause the children to have difficulty at school. The themes that came about as a result of this study are: emotions of parents, diagnosis and cause, daily experiences, social relationships, and worries about the future. The adults studied were from a varied demographic in terms of gender, highest academic level, living arrangements, and employment. The children in question were approximately 7-14 years of age.

Implications.

According to the article, the diagnosis of a learning disability can impact the family, creating emotional responses that can impact the relationship between the parents and the child.

Important to know: 

-Parents of children with ADHD have been found to worry about medication because of it's usefulness but also because of the side effects. 

-Mothers of children with dyslexia (reading disability) tend to have anxiety. Parents of children with LDs worry about school performance, their child's behaviour, and what the future holds for their child.

-Children with Asperger syndrome are looped in with children with non-verbal LDs in this study (and in the DSM-V). Parents of these children worry about their child's future/adulthood as well as their social-emotional development.

Findings:

emotions of parents 

-reports of sadness and frustration
-many perceived themselves as bad parents because of the frustration they've felt in trying to help their child
-guilt, helplessness for not knowing how to cope or help the child
-blame themselves for not knowing how to manage child's behaviour
-trouble establishing emotional bond with the child

diagnosis and cause

-some parents feel less stressed out if they realize that the disability is a neuro-cognitive impairment that has nothing to do with parenting
-some parents have trouble accepting that the LD can't be overcome with hard work and willpower

daily experiences

1. at home
-ADHD is a constant battle (e.g., when doing homework or experiencing changes in routine)
-desperation when trying to get the child to do daily things, such as take a shower or get to school on time
-medication helps, but parents feel guilt about side effects

2. relations with teachers
-parents perceive teachers to be an obstacle if the teacher does not understand and adapt to the LD
-parents worry about the treatment their children are receiving at school -- some do not want their child to get special treatment

3. positive aspects of the child
-parents are proud of the efforts of their children to overcome their LD
-parents highlight the positive aspects of their children's character
-parents are appreciative of their child's talents

social relationships

-worry that their children are loners at school
-worry about conflicts with other children
-worry about trouble understanding other kids' point of view or feelings 
-worry about emotions of shame and low self-esteem
-worry about bullying

worries about the future

-worry about academic performance and transition to high school
-worry about what happens when the child goes off their medications
-worries about dependence on the medication, addiction
-worries about issues of social isolation

Translation to the classroom.

As an educator working in a self-contained LD classroom, it is important to me to be able to understand the home life side of the child, which includes how their parents approach life with an LD. Especially in cases where the LD diagnosis is new, I want to understand what the concerns might be so I can try to foster a partnership with the parents that is founded on understanding and trust. The complexity that comes with multiple diagnoses, such as LD and ADHD, could be even more of a struggle for parents, and I want to be able to help by discussing strategies that we can use at school and at home. 
 

Seek feedback from your presentation, ie., Exit Card, Three Wishes, etc.

LE4-6 - Advocacy and Student Voice

 

Barrier	Strategies / Supports
Goal Setting	Provide sample goals. Set small goals with student input. Have the student monitor each small goal. Student conferences to review goals.
Self-awareness	Conference with the student about strengths and struggles. Recognize successes.
Approaching teachers to discuss needs	Provide direct instruction on how to self-advocate. Model/Role play/practice scenarios. Regular checks for understanding. Post steps on how to ask for help in the classroom (for all students to use).
Fear of being different	Develop a signal for student to quietly ask for help. Preferential seating close to those the student is comfortable asking for help.
Student voice	Regular conferences for direct instruction on how to self-advocate. Practice assertive body language. Practice assertive language to use when advocating for self.

 

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LE4-5 - Transition Plans

 

Specific Goal: Successful transition from Grade 8 to Grade 9
Actions Required:	Name of Person(s) Responsible for Actions:	Timelines:
ie., Review IPRC for Sandy and pathway discussion for Grade 9.	High school student services, principal, school team, and parents.	November
Organize an observation for staff at the receiving school to observe Sandy in school and become familiar with her programming.	High school student services (SERT), elementary classroom teacher.	May-June
Organize a visit for Sandy to see her new school environment and meet some staff.	High school student services (SERT, guidance), receiving principal. elementary school team (SERT), parents.	Late August-September
Organize a transition meeting with the team at the receiving school to share strategies that have worked for Sandy regarding her anxiety and her struggles with reading as well as how she is using her assistive technology.	High school student services (SERT, guidance), receiving principal, elementary school team (SERT, principal), parents.	June

LE4-4 - Alternative Learning Expectations

Subject / Course / Alternative Program: When Sandy is asked to decode in a Guided reading group she begins to both distract and spread negative rumors about other students in her reading group.
Current Level of Achievement: (Describes starting point for plan development) Letter Grade / Mark: Curriculum Grade Level:	Current Level of Achievement for Alternative Program: Behaviours connected to her anxiety are leading to avoidance of reading and distraction strategies.
Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program. ie., Before reading and after reading a passage, Sandy will demonstrate one positive comment and or gesture about each peer. When working with a guided reading group, Sandy will be able to recognize what is triggering her anxious feelings and engage in growth mindset self-talk to work toward more positive participation.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level.)	Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program.)	Assessment Methods (For expectations for each reporting period.)
i.e., Demonstrate a positive comment and or action toward a peer.	Use a T-chart to illustrate positive comments and or actions. Role play actions-comments. Model. Explicit Teaching through think aloud. Reduce guided group membership initially (Sandy and one other student.) Provide positive and descriptive feedback.	Checklist, anecdotal notes.
Develop an awareness of how it feels in her body when she is anxious and notice what causes her to feel anxious.	Visual for understanding the difference between feeling calm and feeling anxious. Explore strategies for calming anxious feelings when they arise (e.g., breathing, etc.). Explicit teaching, modeling, and practice using related language. Positive feedback when proficiency is demonstrated.	Conference. Anecdotal notes/behaviour log.
Focus on growth mindset self-talk to help in developing self-esteem and confidence when asked to read.	Provide alternative language to "I can't read" such as "I'm going to give this a try." Avoid putting her on the spot -- give her a warning that she will be asked to read so she can prepare. Perhaps allow her to pre-read.  Start with small, simple readings to build confidence. Use growth mindset language to encourage and provide feedback.	Demonstration of reading skill. Notes describing progress over time.

LE4-3 - Modified Learning Expectations

 

Subject / Course / Alternative Program: Language (Reading)
Current Level of Achievement: (Describes starting point for plan development) Letter Grade / Mark: 70% Curriculum Grade Level: 5	Current Level of Achievement for Alternative Program:
Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program. ie., Sandy will receive a DRA Developmental Reading Assessment Score of at least 60 (Grade 6) by the end of June. Sandy will work toward completing expectations in the grade 6 Reading curriculum, which are modified in number and complexity. Her focus will be on using her assistive technology to read texts and to demonstrate her understanding of texts using a variety of comprehension strategies.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level.)	Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program.)	Assessment Methods (For expectations for each reporting period.)
i.e., Read a variety of text at the Grade 6-7 levels.	Guided reading. Repeated reading. Books on tape. Use e-text.	DRA. Running records.
Sandy will demonstrate an understanding of teacher selected texts by summarizing important ideas and explaining how the details support the main ideas.	Guided and shared reading with modeling of thought process. Graphic organizer, such as 5Ws. Assistive technology - text-to-speech. Repetition.	Conference with teacher. Guided reading anecdotal notes.
Sandy will make personal and text connections to other texts and events of the world.	Guided instruction. Sentence starters/prompts for making connections.	Check-ins and exit passes. Anecdotal notes.

LE4-2 - Accommodations

Student Profile: Sarah

Sarah is in Grade 7 and has struggled with both written expression and number sequencing. She was identified as an exceptional student in Grade 4 (Communication – Learning Disability / Withdrawal Support). A psycho-educational assessment indicated that her cognitive functioning was in the solidly average range. The following academic areas illustrated a discrepancy when compared to her cognitive ability.

-Written Expression

-Number Sense Numeration (Sequencing Numbers)

The discrepancy was associated with executive functioning and visual spatial processing difficulties.

Instructional Accommodations

-Assistive Technology (speech-to-text, word prediction)

-Graphic organizers

-Manipulatives

-Concrete hands-on materials


Environmental Accommodations

-Proximity to teacher

-Alternate work space

-Use of headphones

-Reduction of distractions

Assessment Accommodations

-Use of assistive technology

-Extra response time

-Oral responses

-Reduction in number of tasks to complete

LE4-1 - IEP Contents

IEP Contents	What I know so far…	What I might need to know…	What resonated after I viewed the presentation...
Assessment Data	Two types of assessment data used to inform the IEP:  1. Clinical: psych ed assessments, OT reports, speech language assessments, medical diagnoses (e.g., ADHD), audiologist report, etc. 2. Educational: current reading level, assessments done by SERT (WFAS, Key Math, etc.).	Did I miss any key assessments that are important for kids with LD?	These assessments document why there is a need for the IEP, which is a great way of looking at it. This is the first place I look when I first access an IEP because it helps me to situate myself within the strengths and needs of the student.
Strengths / Needs	Strengths and needs within academics,  learning skills, and social skills that inform the IEP. Strengths can be used with in modified programming, for example, to determine how the student will show what they know. Needs inform the accommodations and modification that are documented for the student.	Is there anything specific to kids with LDs that I missed?	I like how slide 9 of the PPT talks about the reasons why we create IEPs:  Knowing your students Knowing where they are at in their learning Knowing where they need to go in their learning Knowing how to get them to where they need to go in their learning
Accommodations	Three types of accommodations are put in place to ensure the student has what they need regarding:  1. Instruction: What teachers need to remember when teaching curriculum to the student from day to day.  2. Environment: What needs to be in place for the student within the learning environment. 3. Assessment: What needs to be available for the student during assessments, including standardized testing. Accommodations can be given to any student but they are essential for students who have them documented in their IEPs.	I can't think of anything.	These are key strategies, supports, and tech that are in use. It's so important to remember that these are accommodations that are different from what the rest of the class is receiving.
Modified Programming	Subject area programming can be modified for a student if they are unable to work at grade level, or if they would benefit from a reduction in expectations, in number and/or complexity. This section lists current achievement level, program goal for the school year, and targeted learning expectations.	I can't think of anything.	Modified learning expectations also include teaching strategies and assessment methods, which can be used to highlight the strengths of the student.
Alternative Expectations	Areas that are not included in the curriculum but still need attention can be documented as alternative expectations. These can include learning skills or social skills or even adaptive skills.	I'm expecting to have to write some of these for the first time this fall (there were none on my caseload this year) and so this will be some learning for me. It would be interesting to see a list of typical alternative expectations that are written for students with severe LDs.	These expectations are reported on via an alternative report card.
Transition Planning	Documented supports for helping students through transitions, such as: class to class, school year to school year, elementary school to high school. These plans outline what to consider and who needs to be involved, as well as timelines for completion.	I can't think of anything.	Include parents in the transition plan/process.

LE3 - Reflection - Instructional Strategies

 LE3 Reflection -- Kelly Stevenson 

The Instructional Strategies module of this course has likely provided me with the most learning and “food for thought” in preparation for teaching the self-contained LD class in the coming year. I have seen their transition meeting notes and their IEPs already, and I know that one of my next steps (just before the school year begins and into September) is to create their student profiles and get down to planning their individual programs. I have a set of mandated assessments to complete in September, prior to writing their Term 1 IEPs, so I know where to go with their literacy and math programming.

Because everyone in my class has an IPRC identification of a learning disability and placement in a self-contained LD class with partial integration, my team will be working at providing support at Tier 3. Tier 1 and Tier 2 approaches to their learning were not successful. So as I consider UDL and DI, I will be thinking specifically about how to set up a classroom and programming that is designed for their needs. 

I am excited to see the modifications that are currently being done to my classroom. There will be a huge wall-mounted workspace along one wall that will enable me to set up eight workstations for the students to work on their tech and charge their Chromebooks and CPens. I’m hoping that learning with tech will become so normalized that we don’t have to have conversations about how it makes them feel different. Because I have a tech background and a deep interest in teaching with tech, I’m hoping that our classroom becomes something of a hub for support within the school. 

There is also a set of fancy furniture on order (stand-up desks, group work desks, and chairs) that we will use for flexible seating. I have a board consultant coming to help me figure out how we will design the classroom layout to best suit the children’s needs, and I am looking forward to learning from her. There is a lot of anxiety reported in the transition meeting notes (for most of the kids), so I am hoping to have a minimally designed classroom ready for the beginning of the school year so I can lead the kids in making the space our own. Hopefully this sense of ownership will help them feel comfortable in the environment we create.

A significant part of my time will be spent on explicit instruction in phonemic awareness (PA) as most of my students are not phonemically aware. I have the resources available to me and we did the training on them (Kilpatrick and Wilson) back in the Spring. The part I need to get my head around is what everyone will be doing while I am working with individuals or small groups to teach PA. I’m envisioning lots of choice boards and project-based work that can keep them busy while I work with kids at the guided table. There is lots of content available for me to work with because I have three grades (4, 5, and 6) worth of curriculum to cover. I need to dig deeper into the profiles of the children before I can figure out exactly what I will do to differentiate for their needs. Given that most of them are not reading anywhere near grade level, I’m envisioning lots of videos and group discussions and projects that require building or creating tangible products.  

The good news is that the board consultant, who is considered to be the expert in our board, created a handbook that covers everything I need to know about setting up an LD classroom and starting the school year. I haven’t looked at it in too much depth as of yet because I am saving that for after the AQ. I think that with all the learning from this course and the information in the board-provided resources, not to mention the help being sent my way by the board, I’ll be well enough prepared to get started in September. It’ll be a huge learning journey for me, but I’m anxious to get the ball rolling.        

LE3-7 - Case Study - Tyson

 

Delivery Model	Program Strategies/Supports/Cross-Curricular Strategies	Assessment
Universal Design	Teach assistive technology to all students in the class and make it an option for all students to use if they choose to (for assignments and assessments). This will help Tyson engage with tech as a normal aspect of learning rather than making him feel centered out for having to use it. Adopt an inquiry-based learning environment with a teacher-designed inquiry process in which all students can make choices about their learning and can be monitored and guided at their own level of achievement. This creates space for the teacher to support students who are developing specific skill areas, such as Tyson’s new way of writing using a word processor.  Provide learning experiences that go beyond reading to learn, such as videos, guest speakers, drama, movement etc., so children receive information in many formats.  Target different guided reading levels by grouping students together based on their levels and the skills they are working on to ensure the proper amounts of modeling and guided practice are provided.	Flexibility in supporting goal setting, including providing a graduated system for challenging individual students’ skills (i.e., organizational skills, time management) with ongoing assessment that adjusts based on Tyson’s individual results.
Differentiated Instruction	Provide books at various levels so everyone can find their just right reading level, and include access to audiobooks for students who can comprehend well at grade level (such as Tyson) but struggle to read at that level. When including Tyson in collaborative groups, ensure the role he is given within that group is one that he can be successful at (e.g., spokesperson rather than note taker). Use choice boards with lots of variety when assigning activities and projects, which will allow Tyson to self-select activities and products that he feels he will do well with.	Because Tyson is very capable of learning and reading and writing get in his way, provide a variety of choices for Tyson to show what he knows with tasks that do not include heavy reading and writing (e.g., a 1:1 conference or an oral presentation rather than a written test). Where reading and writing are required, allow Tyson to use his assistive technology to access the assessment. Conference regularly with Tyson to monitor how the homework book strategy is working for him and collaboratively adjust as his strengths and needs change. Because he appears to struggle with some executive functioning skills, explicit teaching and practicing will likely be needed on an ongoing basis until he learns the necessary strategies to self-monitor his progress.
Tiered Model	At Tier 1, Tyson is quite capable of achieving within the mainstream activities of the class, which have been designed with UDL and DI in mind, given his strength and interest in learning the content subjects (Science and Social Studies). At Tier 2, adjustments should be in place to help Tyson with his trouble areas, including regular interventions to teach and monitor organization skills (homework book and binder) with the help of a “buddy” in the class.  At Tier 3, Tyson has an accommodated IEP to support reading and writing (including note taking) using assistive technology. Accommodations must be in place to enable him to find success using assistive technology, which includes explicit instruction and practice on word processing skills with the help of a special education teacher. Extra time to complete tasks using the tech will also be necessary, especially while Tyson is learning how to use it. With the increasing availability of technology for reading assistance, such as Google Read and Write, Tyson should also be practicing reading using this technology. Where copies of notes are being distributed to Tyson, a digital format would help him use his technology to read them over in class and when preparing for assessments.

LE3-6 - Well-being

 Accommodations to support self-esteem:

Instructional Accommodations	Environmental Accommodations	Assessment Accommodations
Provide extra processing time. Teach concepts in small, manageable chunks. Pre-teach vocabulary. Set up peer groupings to optimize success. Check for understanding regularly. Provide assignments that highlight strengths. Adjust the pace of learning activities where needed. Allow for extra time to complete assignments, if needed. Use a calendar to organize and prioritize assignments and deadlines. Provide time for rehearsal and practice of new skills.	Provide preferential seating close to peers who support success. Refer to posted classroom rules that highlight no put-downs. Frequent check-ins with the student. Minimize distractions.	Allow for extra time to complete assessments, if needed. Ensure assessments are chunked into manageable pieces and/or reduced in number of tasks. Provide choice of assessment format. Reduce distractions/provide alternative quiet setting for completing assessments. Check for understanding of assessment instructions/questions. Provide descriptive feedback for self-evaluation.

LE3-5 - Technology

 

Barrier	Ways to Overcome Barrier
Example: Feeling self-conscious	Have a learning center where all students can use voice to text. On-going student and teacher training. Peer tutoring. Allow voice to text as an assessment choice for specific tasks.
Lack of training	Work the use of technology into everyday lessons to gradually teach different technologies, such as Google Read and Write. Model how they help. This will also help students see that the teacher has a positive attitude toward the use of tech. Assign work that is to be done using tools that have been taught as a way of practicing and gaining proficiency as well as assessing how well the tech skills have been learned.  Show the student how it can help to improve their work by comparing previous work with work done using tech. If training is needed, consult with the experts within the board to find out what is available.
Too much work	Reduce the amount of work expected, for example, shorter writing assignments.  If writing is too much work, perhaps recording a video or audio clip would be a better way for kids to show what they know. Show them how they can be successful using tech.
Being different/ standing out	Ensure technology is readily available to all students in the class, and teach the use of assistive technologies to everyone so nobody stands out. Allow everyone to use tech to complete assignments.   Teach everyone in the class about learning disabilities and how tech can help those students with LD.  Educate parents so they are aware of how tech can be useful to their child with an LD, which will help them embrace the difference.

LE3-4 - Tiered Approach

Some examples to illustrate what tiers 1 - 3 might look like: 

Tier 3: Student has a Specialized Equipment Amount (SEA) Claim for a personal computer. 
This is tier 3 because it includes special education support that includes the in-school support team. If a child has SEA equipment, it must be documented in an IEP, which is part of tier 3.

Tier 2: Student is part of a Guided Reading program in the classroom.
Extra support for specific skills development, which takes place within the classroom environment, falls under tier 2.

Tier 3: Student is in a special class placement.
A child who has a special class placement is receiving support at tier 3. This placement would be supported by the in-school support team and comes as a result of an IPRC identification that is documented on an IEP. 

Tier 1: Student is provided with an assortment of materials/resources to demonstrate learning.
Varying methods of presenting materials and choices for demonstrate learning are related to UDL and DI, which are part of planning within the mainstream classroom at tier 1.

LE3-3 - Differentiated Instruction

 Differentiated Instruction

While   Universal   Design   for   Learning   provides   the   teacher   with   broad  principles   for   planning,  differentiated   instruction   allows   teachers   to   address  specific   skills   and   difficulties. (Adapted   from   Raynal   &   Rieunier,  1998) 

To   differentiate   instruction   is   to   recognize   students’   varying   levels   of  background   fknowledge,  readiness   to   learn,  language   ability,  learning  preferences,  and   interests,  and   to   react   responsively.  (Adapted   from   Hall,  Strangman,  &   Meyer,  2003,   pp.   2–3) 

Notes: 

Zone of Proximal Development is considered with DI.

Scaffolding, tailoring instruction for individual learning.

Multiple intelligences come into play.

Learning Area for Case Study (Social Skills or Numeracy)	Content (what students will learn, when they will learn it)	Process (types of tasks and activities for learning)	Product (outcomes to demonstrate learning)	Affect / Learning Environment (context for learning and demonstrating learning)
Social Skills	i.e., Reading facial cues of a peer, improving social relationships, social problem solving	-Identify 3 types of facial expressions from models. -Explicit teaching of facial expression recognition. -Model the appropriate identification of a facial expression/recognition through “think alouds.” -Cue student for transfer and generalization -What is expected in different social situations (e.g., with family, at school)	-Role play scenarios that elicit facial expressions and then identify the appropriate emotion -Social stories, drama activities -Art activities -Oral conferencing, discussion	-Small group explicit instruction -Peer partners  -Predictable schedule -Warnings before transitions -Use of safe place for student to retreat when feeling overwhelmed
Numeracy	i.e., reading charts and graphs, geometry, estimating, time	-Use of manipulatives -Teach using organizers, checklists -Repeated tasks   -Exposure to different strategies -Make it real so the student understands the why	-Oral demonstration using manipulatives -Provide choice in how they show what they know -Use assistive technology tools	-Small group explicit instruction and guided practice with oral explanations -Cooperative learning groups/centers with varied skills levels and talents

L3-2 - UDL

 Things to think about when setting up the flexible buffet: 

e.g., UDL Core Concept and/or Principle	Targeted Area	Strategies
e.g., Multiple Means of Representation	ADHD-Attention Focus	Present info in short segments. Vary content presentation (use multimedia.) Pre-teach concept. Arrange information sequentially and guide/cue student along the presentation. Repeat key ideas throughout presentation. Minimize distractions while presenting information.
e.g., Appropriately Designed Space	Reading	Establish a quiet reading area. Access to reading material is within reach. There is a work area established for using technology.
Multiple Means of Representation	Teaching Content Subjects (i.e., social studies, science)	Avoid just providing print resources (textbooks, worksheets). Include resources that provide visual and auditory learning opportunities. Provide information using multiple media, such as graphics, animations, videos, audio, etc. Highlight necessary background information. Teach needed vocabulary using visuals.
Multiple Means of Action and Expression	Ongoing Assessment For and As Learning	Give students a variety of options and choice for expressing what they know using their strengths (e.g., multiple choice test vs. conference with the teacher).  Provide models, feedback, supports for different levels of proficiency.  Include students in goal setting and allow for their input when planning next steps.
Multiple Means of Engagement	Assistive Technology	Provide choices to fuel interests, for example, offer choice board to allow students to decide how they will learn (e.g., videos, audiobooks, picture books) and present their learning (e.g., record a podcast, make a presentation, write a story). It doesn't matter if they produce a picture book or a podcast if they are using their strengths and interests to learn and show what they know. Let students take risks and learn from their mistakes as they navigate their learning.

LE3-1 - Instructional Strategies Brainstorm

 A brainstorm of instructional strategies that might help children with learning disabilities: 

Adapt physical environment

Rearrange seating so LD kids are away from distractions, closer to adults or certain students.

Ensure workstations suit the individual needs of each students

Make access to and use of assistive technology a priority in the classroom

Adapt instructional materials

Replace literacy requirements with hands-on or partner activities 

Try colour coding

Chunking -- providing more "white space" on the page

Tracking tools for reading

Use alternate format texts for students who need them

Adapt instruction

Provide explicit instructions

Check in frequently

Allow the use of audio recordings for note taking, or provide notes or graphic organizers in advance to minimize writing

Differentiate based on students' strengths and needs (create a class profile/student profiles)

Teach students how to effectively use their assistive technology -- embed this into lessons

Adapt assessment

Portfolios instead of tests

Prompt students to show what they know by asking questions

Keep your finger on the pulse of the class using ongoing assessment and adapting it as needed

Include parents in this conversation

Conference with students for goal setting, feedback

LE2 Reflection - Assessment

 

  

This module helped me to better understand what is needed to properly assess the learning of children with learning disabilities (LD). I have always struggled with assessment because there is no one-size-fits-all method for all children. As a classroom teacher I found myself getting overwhelmed because it is so difficult to know so many kids deeply enough to be able to make assessment equitable for all. I never felt like I was doing it right and I certainly didn’t feel like I was doing enough. 

This is why I am so excited about my self-contained LD class. Starting in September, my class will have 8 kids. They all have significant LD profiles and will all need their own programming. But it’s 8 kids and I feel like this is manageable. I’m so excited that I will have the time to dig deep and really know them. I have a wonderful team of people around me (SERTs, administrators, instructional program leaders, coverage teachers, integration teachers, etc.) who will be wonderful supports. My goal is to find a way to document the profiles of each child in a way that is accessible to all of the educators who will be working in my classroom. The school board has a preferred method for doing this, but I haven’t explored that in great depth yet. (Saving that for after this course. One thing at a time!) I want people to be able to come into my classroom and have the information they need at their fingertips, which will include basic profile information as well as accommodations that are in place and goals that are currently on our radar.  

I have loved how a lot of the material we have worked with during this module has placed a lot of focus on including parents in the process of assessment. This year, in my role as a SERT, I have learned a great deal about the parent connection piece -- and just how important it is. This is another reason why I want to have easily accessible assessment data on my kids. I want to be prepared to compare notes with parents as needed, which I expect will be quite regularly.

Some significant learning for me was in the review of assessment for, as, and of learning. I was in teachers college when Growing Success was published, and I never fully understood the difference between for and as learning. I think that has to do with the fact that the people who were teaching me about assessment also didn’t fully understand it. Now that I have revisited the document and considered it in depth as it relates to working with special needs students, it makes more sense to me. I particularly love the focus within assessment as learning on teaching kids to think about their own learning and giving them ownership of their goal setting and progress. This will be so helpful as we work together in September on things like self-advocacy cards and setting attainable goals.  

There is so much for me to learn about assessment! I know I won’t have all the answers by September, but with every passing activity we complete in this course I am more and more grateful to have new knowledge and resources to draw on. In nine years of teaching I have never been so excited about what the new school year will bring.  

LE2-8 - Learning Style Inventory

Upon completion of the Learning Style Inventory, I determined that I am a visual learner (55%), followed closely by auditory (40%), with a very low score in the tactile learning department (5%). I think this is extremely important information for me to know about myself as an educator because my guess is that I would gravitate toward providing learning activities that are more geared toward my learning style, and place less focus on activities that are not as useful or effective or exciting for me. 

I am a visual learner with many preferences of an auditory learner as well, which is significant because I do relate to the preferences noted in the summary for auditory learners. It is also worth noting that I do not relate to any of the preferences of a tactile learner. With this in mind, I think it is important to consider the types of learning activities that I prefer for myself and contrast those with activities that a tactile learner would find helpful. I have seen the profiles of the students in my class this coming school year, and I know some of them prefer tactile activities. This will be a useful activity to help me gain a better understanding of how they learn best.

As a visual learner, the web site says that I learn best by reading and seeing pictures and that I’m good at visualizing what I’ve learned. I tend to be able to visualize images of anything I’ve seen before (in text or pictures) with great detail. I do learn well, as it says, by writing key points down and colour coding my work. The auditory learner in me likes to hear things as well. For example, I find it easier to stay focused on readings when I listen (using Google Read and Write) as I read along. I watch the screen and hear it at the same time, which keeps me focused for longer. 

I’m currently learning how to play the ukulele (so I can teach my kids this year!) and I’m using a series of Youtube videos to help me learn. I like that the music teacher explains in great detail what she is teaching and she shows close-up views of what she is teaching. She also includes visuals on the screen when she is teaching us a new chord. The icing on the cake is the PDF downloads she provides that have visual summaries of the information she is teaching, such as chord charts or bits of sheet music. I get the best of both worlds -- she demonstrates and provides visuals and she talks me through what I’m learning. 

There is a tactile element to learning and playing musical instruments, which resonates with me, but I do not seem to relate to most of the preferences listed for tactile learners. For example, I don’t usually need to take frequent breaks as I can sit and work for long stretches. I can sometimes learn by doing, but it’s much more helpful for me to give it a try after someone has provided instructions in writing or with images or if someone shows and tells me what to do. 

I wonder if not being overly tactile explains why I sometimes have a mental block when it comes to setting up math centres or science experiments for my students. That element of exploring and playing with manipulates doesn’t resonate with me like watching a video or looking at images might. This is a challenge I willingly accept, and having this information certainly helps me to understand that a well-rounded program includes activities that are geared for all learning styles, not just mine. 

I am reminded of the image we saw at the beginning of this course, in which a number of different animals are being assessed on their ability to climb a tree. In order to ensure that my assessment practice is equitable, I need to have a handle on how each of my students learns best and also how their strengths help them show what they can do and say. Being open to providing variety and catering to their needs is going to be key to setting them up for success.      

   

LE2-7 - Translating the Psych Ed Assessment

 

Element	Purpose	Implications for the Classroom Programming / Assessment
Cognitive Ability	To determine the child's capacity to perform skills, such as verbal comprehension, visual-motor coordination, and processing speed.	The child's cognitive ability outcomes will provide insight into strengths and weaknesses that can be met in the IEP with modifications, accommodations, and/or alternative programming. Assessments should be designed utilize a child's relative strengths as they work toward developing weaker areas.
Strengths	Areas within the child's profile that core relatively higher than others are considered to be strengths.	Educators can use their understanding how a child learns and the strengths they have to focus programming on the child's strengths as they work on the areas where the child struggles.
Psychological Processing	Psychological processes come into play when we are performing different activities, such as thinking, remembering, problem solving, and reasoning.	As with information about a child's cognitive abilities, strengths and weaknesses in psychological processes can determine how programming and assessment is designed for a student.
Academic Achievement	To determine the child's degree of knowledge and proficiency in specific academic areas, such as reading, writing, and mathematics.	Details of a child's academic achievement give educators a jumping off point in terms of where to begin baseline assessments and how to create individualized academic programming for the child. Cognitive abilities and psychological processing information (strengths and weaknesses) come into play as programming to meet the needs of the individual must include accommodations for areas of struggle.
Social Emotional Functioning (students with a LD profile may have challenges in this area either possibly related to their LD and or comorbid conditions)	Social-emotional struggles for children with LDs could be related to underdeveloped adaptive behaviours (life skills) or could be connected to related conditions, such as ADHD.	This information provides insight into the social-emotional adjustment of the child and how they might cope with social interactions in school. Setting the child up for success includes ensuring that they are able to handle the programming and assessments that are designed with their needs in mind.

LE2-6 - Student Profile

Using the tables below, complete the 5 Key Elements of a Learner Profile.

1.	Current level of achievement (e.g., from report cards, EQAO scores)
2.	Learning strengths, styles, preferences
3.	Learning needs, accommodations, extra support requirements
4.	Social-emotional strengths and needs
5.	Interests within and away from school (e.g., extracurricular activities, hobbies)

Now rank the elements in terms of importance.

First	Learning strengths, styles, preferences
Second	Learning needs, accommodations, extra support requirements
Third	Social-emotional strengths and needs
Fourth	Interests within and away from school (e.g., extracurricular activities, hobbies)
Fifth	Current level of achievement (e.g., from report cards, EQAO scores)

Note 5 Critical Elements to include in a Student Profile besides name, grade, etc. Rank your top 5 in terms of importance, starting with 1 being the most important and 5 being the least. 

LE2-5 - Knowing Your Students: Engagement, Equity/Inclusion and Achievement

 

As noted in Learning for All 2013, page 33, “knowing your students is a starting point for effective planning of assessment and instruction…..”

Use the websites noted in the chart to review key strategies, supports, ideas, and beliefs, etc. that allow us to know our students through the lenses of Engagement, Equity/Inclusion, and Achievement.

Strategies/Supports/Ideas/Beliefs etc.
Engagement Engaging Students - Principals Want to Know Equity and Inclusive Education in Ontario Schools	Three types of engagement that might need to be considered when trying to improve engagement:  1. Social 2. Academic 3. Intellectual Belief that all students are capable of learning and all staff members are capable of bringing about change. Engagement in the classroom requires intentional inquiry based learning that is meaningful and interesting to students. Assessment should require students to think deeply about their learning of new things and how they might go further. Relationships should be built on trust and respect. Teachers should work together to improve their practices. To figure out who the 25% of students are in a given school who have low engagement, look for low achievers, behaviour problems, signs of anxiety/depression. These students need advocacy and support at school. Regular check-ins, encouragement, celebrations of success, etc. are helpful when working with disengaged students. Extracurricular activities should be available to those students who are disengaged. Find activities that they are interested in and ensure they are able to find success. Consider ways to highlight unrecognized talents. Ask for feedback from the students about what they are interested in. Ask students what they need in order to feel more engaged in their life at school. Honouring student voice is empowering and students will begin to advocate for themselves.
Equity/Inclusion Ontario’s Equity and Inclusive Strategy - Quick Facts	Equitable and inclusive education are directly connected to student achievement. Because children with special education needs may be at risk of lower achievement, it's important to ensure that they are supported (i.e., feel safe, comfortable, and accepted at school). Feeling unsafe, unaccepted, or isolated at school can lead to behaviour problems, lack of engagement, lower achievement, and higher dropout rates. Parent engagement is key to improving student engagement.
Achievement Learning For All 2013, pages 11-26	Achievement gaps among groups of students are connected to various factors (or combinations of factors), including gender, ethnocultural background, socio-economic status, special education needs, and language proficiency.  Learning gap is the gap between a student's actual achievement and their potential for achievement. Improvement in achievement requires input from all parties involved: students, parents, educators, community partners. There must be a focus on student strengths and struggles, and appropriate instruction and assessment strategies must be in place.  Instructional approaches:  1. Universal Design for Learning (UDL) -- what's necessary for some is useful for all  (e.g., assistive technology) 2. Differentiated instruction -- adapt instruction to meet the differing needs of students (strengths, interests, learning styles, readiness) 3. Tiered approach -- using assessment and instructional interventions to address academic and learning needs (including behaviour needs)

LE2-4 - IEP and Assessment

A student with a LD profile that has an IEP will have various assessment accommodations and or assessment methods contained within their IEP.

Think about the following questions based on the sample IEPs posted below:

1. What type of assessment data may be included for a student with a LD profile?

In the Halton board, the Assessments section of our IEPs is divided into two sub-sections and is based on the information that was used to inform the creation of the IEP: clinical and academic. Clinical assessments for a child with an LD might include a psychoeducational assessment, medical diagnosis records from physicians (e.g., for ADHD, ASD, etc.), diagnosis records from other medical professionals (e.g., occupational therapist, audiologist, etc.). Academic assessments for a child with an LD might include a reading assessment (perhaps showing below grade level), other assessments completed by the SERT (Key Math, WFAS, etc.), standardized testing results (e.g., CCAT, EQAO).    

2. How does this assessment data relate to a student’s program?

All of the assessment data provided in an IEP is meant to inform the creation of the IEP as it highlights the strengths and struggles of the student. For example, the recommendations section of the psych ed assessment includes ideas for helping the student overcome their challenges. Those recommendations generally become accommodations or even performance tasks.  

3. What types of assessment accommodations might students have?

The assessment accommodations reflect the IEP team's understanding of how best to assess what the student can do and say based on their strengths and struggles. For example, if the student has trouble with fine motor skills, and needs to type answers or use speech-to-text to capture answers on a test, then this would be reflected in the assessment accommodations. If the student has ADHD and needs regular breaks, extra time, or frequent attention prompts in order to have the most success, then this is reflected in this section as well.   

4. What type of assessment methods are used for students’ learning expectations?

Assessment methods for IEP learning expectations also reflect the strengths of the student. For example, if the student has the most success with oral assessments, then they should not be give assessments that include heavy writing assignments. Beyond the "show what you know" type of expectation, the IEP could include methods that include assessment as learning to give the student an active role in the assessment process. For example, the assessment could include conferences for discussing checklists, self-assessments, anecdotal notes gathered by the teacher, which can be used in the ongoing monitoring of progress by the student and teacher.