parent teacher resource teacher parent psychologist o.t. e.a. slp principal

ROLE OF THE EDUCATOR

Who is the educator?

Parent Teacher Resource teacher Parent Psychologist O.T. E.A. SLP Principal

Given that all students need:

Knowledge Self esteem Friends Skills Independence A sense of belonging

And given that students with LD need:

Direct instruction Group learning Social skills Organization Emotional support Growing independence

What is our role?

To teach, in groups or one-on-one To mentor To counsel To liaise with home To create an environment of safety and

acceptance To model social skills

What is the best way to provide this?

Options Specific programming In class support Co-teaching Teachers consulting with specialists Early and ongoing assessment

What do we need to develop to do this?

Collaboration Resources Variety of approaches Research

What does this require?

Time Commitment Shared vision Cooperation with home Support from leaders and co-workers Flexible school systems $? Courses?

Some models

Landmark Cape Breton Finland Reggio RTI French school

Specific areas to address for LD

Academic: reading, math, language, comprehension

Organization Study skills Executive function Social skills Self esteem, self-advocacy Belonging Home Future

Specifically...Reading

Phonological awareness Access to literacy Connection to language Comprehension Multisensory approaches Is reading recovery enough? Small grp vs. Whole class

Math

Declarative, procedural, conceptual Number sense Students need practice and facts, but

don’t omit the higher order thinking skills Technology is necessary for many with LD

Organization

Note-taking: Teacher: slow down; cue- emphasis and organizational

Student: teach note-taking skills, strategic and guided.

Time management, space, materials, managing work

Structure, written, visual schedule, fewer problems per page, assignment folders, visual timer and calendar

Digital master filing system

Memory

Sort Review Physical games

Writing

Technology Specific spelling instruction in context Organizers Distinguish creativity from formal writing Not the only way to assess knowledge

Behavior

Connection to ability, motivation What comes first, LD or behavior? ADD, nonverbal Provide verbal mediation Avoid difficult situations Self-monitor Learn non-verbal cues

Social skills

Collaborate with parents Teach in context Be sensitive to cultural differences Limit reinforcement and let student’s own

rewards be internalized Teach problem solving, eg. Autopsy Listen, don’t judge

Emotional needs

Acting out not the only reaction; also withdrawn, depressed, anxious

Self esteem- school to global LD can affect emotional, and vice versa,

positively and negatively Avoidance- lazy Escaping school, trouble at home,

teacher’s impatience

Twice exceptional: Gifted and LD/ADHD

Learned helplessness and underachievement Annoying behavior masks LD and giftedness Assessment must include creativity Develop talent Do not necessarily shorten or simplify tasks Differentiated-integrated curriculum,

counseling, remedial instruction Enrichment Mentoring, including peer and community choice

Relationship with home

Initial word: the grieving process: compassion, hope and appropriate discussion

Mutual respect and appreciation Share information: past, present and

future Admit when you don’t know and find out Connect to outside agencies Include parents from the beginning in

program planning Behavior, medication, homework

Building for the future

Ongoing assessment Transition planning Independence and technology University and community college Work experience Personal strengths and aptitudes Positive attitude Self advocacy