Categories of Special Education

Categories and Exceptionalities:

Categories	Exceptionalities
Behaviour	Behaviour disability
Communication	Autism, Deaf and Hard of Hearing, Speech Impairment, Language Impairment, Learning Disabilities
Intellectual	Gifted, Mild Intellectual Disability, Developmental Disability
Physical	Physical Disability, Blind and Low Vision
Multiple	Multiple Exceptionalities (2 or more prominent)

Reflection of Personal Growth

This has been a very interesting course.  After moving from the UK, it has provided an introduction to working with children with exceptionalities. I think it was much more beneficial being a classroom teacher in the Ontario system while taking the course because I was able to see examples of the different exceptionalities on a daily basis. Ironically, I found that being an occasional teacher served as an advantage because I would go into a different classroom nearly every day, thus I saw a wider variety of exceptionalities compared to being in one classroom all of the time.
During the course, I began going to one school in particular and again this was helpful with the course because I was able to get to know the Resource Teacher and see things at a deeper level.
So all in all, I couldn't have taken this course at a better time.  It was a great introduction.

I think many people go on to work more specifically in this area, however upon reflection, I still like the idea of how children are mainstreamed in the class and I think I am better suited to dealing with the children in this way, rather than in a more concentrated manner.

All in all, I think have grown as a teacher, by taking this course and so I would reccomend it to anyone teaching in the Ontario school system.

Plans to Develop Further Knowledge and Skills

My plans to develop further knowledge and skills are simple.  I think because of the sheer amount of exceptionalities and because of the complex nature of them (and the fact that there can be multiple within one child), my plan depends on the children in my class. I currently have a wide range of children with exceptionalities and so this will be my focus.  Because of the age group (grade 2) some of these children are undiagnosed officially.  I know this will be harder but at least I have a wide range of resources (in this portfolio) that I can turn to for advice and support.
Therefore, my answer to this question will be: when needed so that I can best support the children in my own class.

ASD - through OCSB

 

 

"In each one is seen the face of God" - Jean Vanier

An Autism Spectrum Disorder (ASD)  is a neurodevelopmental disability that can cause persistent deficits in social communication and social interaction and behavioural challenges.  

Diagnostic criteria of ASD have been more clearly defined and broadened in recent years.   A diagnosis now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called Autism Spectrum Disorder.  

ASD occurs in all racial, ethnic, and socioeconomic groups, but is almost five times more common among boys than among girls. The Centre for Disease Control (CDC, 2012) estimates that about 1 in 68 children has been identified with ASD.

The essential features of ASD are persistent impairment in reciprocal social communication and social interaction, and restricted patterns of behaviour, interests or activities. These symptoms are present from early childhood and limit or impair everyday functioning.  Symptoms of ASD fall on a continuum, with some individuals showing mild symptoms and others having much more severe symptoms.

ASD

Excellent Informational Clip on ASD:

IEP's

This is a great resource for correctly writing an IEP:
www.edugains.ca

Gifted Underachievers

Please watch the following POWTOON for my ideas about gifted underachievers.

Gifted Underachievers

Excellent Gifted Resource for Gifted Underachievers

This is a must have resource:
 https://www.education.act.gov.au/__data/assets/pdf_file/0009/587304/Gifted-Underachievers.pdf

 It explains the different reasons/type of gifted underachievers and gives ideas to help cater for each one.

Acronyms in Education

This is a quick reference list of some of the most commonly used acronyms in education . For full definitions of the terms, please refer to ABC's Glossary for Education.
Click here for the link:   Alphabet Soup

Educational Assistants - and defined roles

Educational Assistants – Invaluable!

Defined Roles when thinking about working with students with exceptionalities:

Role of EA	Role of Teacher	Role of Special Education Teacher
assist students with lessons under direct supervision of classroom teacher assist special needs students with intellectual or physical disabilities, with mobility, communication, and personal hygiene assist with marking tests (true/false, multiple choice (assignments or tests not requiring the teacher’s judgment) and worksheets monitor and report to classroom teacher on student progress monitor students during a break or noon hour (depending on school schedule) preparing classroom displays and bulletins carry-out behaviour modification, personal development, and other therapeutic programs under supervision of professionals such as special education teachers, psychologists, speech and language pathologists, social workers, etc. administer prescribed medications and other medical procedures for which they have been trained document any concerns	·         Design, supervise  and assess educational program for student (IEP) – to do in collaboration with SERT ·         Provide EA with IEP and source materials for EA to use ·         Give suggestions for teaching points ·         Provide feedback to EA on implementation ·         Carry out instruction of pupils with special needs in addition to the EA (ie. So it is not only the EA teaching children) ·         Review and reinforce learning activities for concept and skill development ·         Evaluate and report on progress of students to parents ·         Seek assistance of principal or Special Education Teacher when required ·         Documents any concerns ·         Maintain up-to-date knowledge of special education practices	·         Understand and be familiar with IEPs ·         Provide adequate resources ·         Suggest suitable workspace to accommodate learning activities ·         Oversee the IEP’s, checking and supporting appropriate activities/strategies ·         Advise EA/Teacher of strategies, accommodations and new practices ·         Provide in-service training on instructional and behavioural techniques and strategies ·         Provide adequate release time for developing, implementing and monitoring IEP ·         Regularly meet with EA and Teacher to hear of progress and/or concerns ·         Review IEP’s regularly and ensure all aspects of the IEP have been completed ·         Provide and update achievement testing and assist with referral process ·         Arrange case conferences and meetings ·         Communicate regularly with the principal regarding Special Education concerns

Me and my Brilliant EA's.

5 strategies to help foster a positive and effective relationship between the educational assistant and the classroom teacher: 
Ensure your EA is well informed of your plans. I always give my EA a daily plan that has a section just for them. It includes what the class is doing and what I would like them do with specific children throughout the day. Every EA that I have worked with has really appreciated being informed. They feel part of the team, feel valued and they appreciate knowing not just what they are doing but what the class, as a whole, is doing as well.

    Take on the advice of your EA. Welcome their input.  They have so much to add.  Sometimes they see things that I don’t and so sometimes this isn’t just about a child with special needs but about other pupils in the class too. This is invaluable information that should be used and appreciated in the classroom.

    You are a team.  On the door to your classroom, should be your name AND the EA/EAs that are also assigned to work with you or with children in your class.  Showing the rest of the school, the parents (and anyone else that comes into your classroom) that you are team, sets you up to be a double-act! Two heads are better than one.  The importance that you place on the EA too will have a far-reaching effect that he or she will likely feel more invested to do his or her very best. If a letter goes out from me, I often sign it from myself and the EA. This shows again that the EA is a valued, important part of the class.

   In the past, I have used an EA to support various children. I have found this very successful because sometimes even adults need a break from particular children. Therefore, I may dedicate my time to a child or group who have special educational needs for a particular lesson, and ask that my EA instead support a different group (gifted or otherwise). I really feel this is important for the welfare of the EA.  They have a very difficult job and I can see that it can be very draining for them as individuals, particularly if the child is very difficult to manage. This is one concern that I have coming into the Ontario school systems. I have found, as I move from school to school as an occasional teacher, that EA’s are seen to be assigned to one particular child and that the only support that they give. For example, I went into a school and was asked to teach a gym class to a grade 2 class. I simply asked the EA if she could lead us to the gym (as I had never been there before) and she very abruptly pointed out that she was assigned to a certain child and that wasn’t her job. In that case, she could have led the line (with the child at the front) but instead, her inflexibility showed a not very positive attitude. I am hoping that if I am lucky enough to have an EA assigned to my class that I can be responsible as to how I arrange their time best. 
    Have a dedicated time to meet and discuss the children with whom the EA works. It is crucial that feedback is given regularly as to what is going well, what isn’t, what is being covered academically and if there are any concerns or suggestions. Talk. Talk. Talk. In the past, I have had such strong relationships with my EA’s that I would do this daily, after each lesson, in between the lesson, or whenever it was needed. Praise and appreciation (from me to them) was always a part of this communication. Constant communication was the key to having successful, positive relationships with each of the EA’s with whom I have worked.

EA’s, in my eyes, are invaluable. When they are away or unavailable, I definitely miss their presence and support.