Adaptive Learning: Issue 12

King Edward VI School Southampton

Adaptive

Learning

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Dyslexia By: Voice of America

This article describes the basic facts about dyslexia, a learning disability that most commonly affects reading, spelling, and writing.

The most common learning disability is dyslexia. A person with dyslexia has difficulty with language skills, especially reading. The International Dyslexia Association says studies in different countries generally show that four to seven percent of people are dyslexic.

Dyslexia most commonly affects reading, spelling and writing. Some people have problems with only one of these.

Others have trouble with spoken language. They find it difficult to express themselves clearly or understand what other people say.

Dyslexia can also affect a person emotionally. Dyslexic children often think they are unable to learn. They think they are stupid, or that is what they are told. Specialists say children who feel this way are in danger of failure and depression.

What causes dyslexia is not clear. But studies have found differences in brain activity and development in dyslexic people compared to the general population.Early signs include a delay in learning to speak, and difficulty pronouncing words. While learning to read, children with

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dyslexia may not recognize letters or connect them with their sounds. They may also have difficulty learning or remembering numbers, colors, shapes or days of the week.

Older children may have difficulty learning a foreign language.

They may read slowly or have trouble remembering what they read. And they may fail to see or hear similarities and differences in letters and words.

There is no cure, but people with dyslexia can still be successful learners. Experts say the most important thing is to find the condition at an early age. And they say only a trained professional can tell if a person is dyslexic.

Specially trained educators can teach people with dyslexia different ways to learn. Computer-assisted learning might help, or using recorded books instead of printed ones.

Schools can provide more time to finish tasks, and resources like help in taking notes.

More information can be found through organizations like the International Dyslexia Association.

How Autism Affects the Inclusive Classroom Published On: November 23, 2020

Autism spectrum disorder, recognized by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), is a developmental condition affecting communication, behavior, sensory processing, and social interaction. The disorder falls on a spectrum because affected individuals display a wide range of symptoms ranging from mild to severe, which can present symptoms as early as within the first two years of life.

The Individuals with Disabilities Education Act (IDEA) requires that, to the extent possible, children with disabilities, including those with ASD, receive education alongside their peers. With this mandate, inclusive classrooms are becoming the norm.

What Are Inclusive Classrooms?

Because ASD influences the way children behave and interact with others, it can present classroom challenges for students and teachers. In the past, schools addressed this by separating students with disabilities from the larger student body into their own classrooms.

However, after IDEA went into effect in 1975, schools began to include students with disabilities into mainstream or general education classes. These “inclusive classrooms” are thought to benefit both students with disabilities and those without. Students with disabilities receive more instructional time, have fewer school absences, and achieve better postsecondary outcomes. Neurotypical students benefit as well by having opportunities to form and build relationships with their peers, regardless of disability status. Today, more than 60% of students with disabilities spend 80% or more of their school time in regular classrooms, according to an Education Next article on the inclusion model in special education.

Teachers of Inclusive Classrooms But all students need to feel safe in order to learn. And teachers in these classrooms must be keenly aware of the academic, social and emotional needs of students on the autism spectrum. For example, students on the spectrum usually process information differently, requiring teachers of inclusive classes to tailor instruction and procedures to make sure all students can benefit from them.

One of the first steps toward creating a healthy learning environment is to get to know the needs of each student.

Family members, former and special education teachers and school administrators are members of each student’s educational team. Vital information about effective strategies

for the social, emotional, and intellectual growth of each student with autism comes from all members of the team.

Physical modifications to classrooms may include: • Changing the lighting by adding more natural light, lowering light levels or giving students permission to wear sunglasses.

• Reducing ambient and loud noises with soft goods, like throw rugs and pillows, providing ear plugs or noisereducing headphones, placing tennis balls on the legs of chairs to reduce scraping sounds, and playing soothing music either in the classroom or privately with a personal listening device.

• Providing different types of seating, like rocking chairs, bean bags or seat cushions.

Socially, teachers often need to adjust aspects of classroom management.

• Students on the spectrum work well with predictable classroom routines.

• Some students need time to distance themselves from the larger group to “reset” before rejoining an activity.

• They may engage in coping behaviors that are soothing to them, such as scribbling or flapping their hands. Teachers who recognize and allow such behaviors create a safe space for students to express themselves.

• In some cases, behavioral modifications may include the whole class: If the sound of applause is overwhelming for certain students, a teacher might direct the class to express its appreciation in a quieter way, like wiggling their fingers.

Taking into account the individual needs and sensitivities of students with autism ensures that all students are able to participate to the best of their abilities.

General Education Students in Inclusive classrooms The Individuals With Disabilities Education Act makes little mention of how the behavior of a student with autism could affect fellow classmates. Likewise, special education case law does not offer much clarity on whether that can or should be a consideration when placing a student with disabilities in an inclusive classroom or not.

Despite concerns that inclusive classrooms could interfere

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with learning for non-disabled students, the limited research that exists on the subject is not conclusive. Proponents of inclusive classrooms argue that non-disabled students benefit from interaction with their peers who have disabilities like autism. Studies have shown that neurotypical students gain social skills, friendships, and better acceptance and understanding of students with disabilities when they share classrooms. But it will require further research to determine if the benefits to students outweigh potential downsides.

How to spot the difference?...

The Deputy Head Teacher at Rossendale School in Lancashire, discusses Attention Deficit Hyperactivity Disorder (ADHD) and what to consider when placing a child with the condition in a school.

It’s in a child’s nature to push boundaries, especially with parents, relatives and even teachers. Misbehaving, being naughty, “playing up”, having a “mad half hour” are all part of growing up and learning... but when does it go beyond this? Some children may always seem “out of control” and for a proportion of these it may be down to the mental health condition ADHD. ADHD is the most common behavioural disorder in the UK, with approximately 2-5% of school-aged children and young people affected by the symptoms. According to the young people’s mental health charity YoungMinds, around 132,000 children and young people have severe ADHD.

How to spot the difference A lot of children may behave badly for a number of reasons, whether they’re “showing off” in front of friends in the classroom, feeling upset or overtired. The difference between misbehaving and ADHD is that children with ADHD show symptoms such as aggression and frustration over a longer period of time, and this may eventually lead to problems in a child’s ability to function at school, at home and with friends.

Parents can usually notice problems with their child’s behaviour around the ages of 3 or 4; both at home and in a social environment, such as a playgroup.

Symptoms to look out for include: •

Fidgeting

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Irritability

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Anger

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Lack of concentration

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Talking a lot

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Lack of fear

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Difficulty staying seated for a long period of time

It is important to note that ADHD is not linked to intelligence

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although developmental skills may be slower than the average child.

Is there a cure?

There is no short term fix for ADHD. It is a lifelong condition, although signs of hyperactivity may reduce over time. It is therefore important that all parents, teachers and the young person themselves, understand how the condition can affect the way they function and respond in the classroom, playground and in the community. The effective management of the condition is vital in enabling children and young people to cope with the demands of everyday life.

Avoiding school failure The influence a school placement has on a child’s life is very significant, as school experiences affect the way we learn, socialise and establish pathways for the future. Children with ADHD are at increased risk of failure at school, having mental health difficulties and problems accessing further education courses or employment.

The right school placement is crucial. Parents should consider the following when looking at schools: • Do the management team know about and how it affects young people in school? It is important that understanding and support comes from the very top.

• How much training do teachers in the school get on ADHD? • Does the SENCO (Special Educational Needs Coordinator) ensure that all staff understand the needs of children with ADHD and how to manage these in the learning environment?

• Is there strong pastoral support where young people can develop sound, trusting relationships with particular members of staff?

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Are social skills taught within the school?

• Does the curriculum to enable all children to develop control over responses, the awareness of individual needs and how to support those in difficulty?

• Do the school have ‘chill out’ spaces or the awareness to allow hyperactive pupils an exercise break, without reprisal?

• If children are on medication, do staff understand how this works?

• Does the school have strong and regular links with parents, providing positive feedback on progress? Does this feedback discuss all aspects of progress including academic, social, emotional and behavioural?

• Does the school provide parents with access to support groups outside the school environment?

Raising levels of achievement for young people with ADHD depends upon how the condition is managed. Effectively supporting the child so that they feel understood and motivated to engage fully in school is crucial. Focus on the positives to raise self esteem and self belief.

Where can I find more information?

The ADHD Foundation is a great source of information for professionals who work with young people with, as well as parents and young people themselves. Their website offers the latest neurological developments and methods used to help young people, parents and families live successful and happy lives.

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KES Curriculum Support Team For more information about anything covered in the magazine, or general information about learning support, please contact: King Edward VI School SENDCO Mrs Ramshaw znr@kes.hants.sch.uk

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