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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 1
Understanding and Supporting Students with
Special Educational Needs (SEN)
Ryan Cheung
Educational Psychologist
Po Leung Kuk
15.12.2015
Objectives
1. Types of SENs
– Characteristics
– Difficulties
– Support measures
2. Accommodations
3. Design for learning
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3 Ryan Cheung
Overall
Adjustment
Learning
Social Emotional-
Behavioural
Channels of communication
• Visual
• Auditory
• Kinaesthetic-Tactile
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Feelings & Experiences (Gelbar, Smith & Reichow, 2014)
• Lonely
• Isolated
• Anxiety
• Depressed
• Marginalized & bullied
• Discriminated
• Sensory-overwhelmed
• Academic difficulties Ryan Cheung – PLK SSD EP 5
Interview with Ms. Linda Yeung, Senior CP, HKU Cedars
HKU - Types of SENs
1. Physical & Sensory
2. Learning & Developmental
3. Mental illnesses
4. Multiple medical conditions
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 2
Types of support at HKU
• Learning accommodations
• Mentoring
• Counseling
• Equipment
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General recommendations
1. Accommodations & uniqueness
2. Privacy
3. Ask (about their experiences)
4. Relate to the person (VS disability)
5. Advance study guides
6. Sensitivity to anxiety & frustration
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1.1 Visual Impairment
1. Distance
2. Lines & boundaries
3. Shapes & background
4. Parts & whole
5. Speed perception
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Learning & Presentation Mode
• Listen
• Audiotape
• Reader
• Braille
• Verbal
• Experiential
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Learning & Presentation Mode
• Reader
• Optical aids
• Large print books
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Peer assistance
• Assistance & reminders from peers
– Route & places
– Lessons
– Assignments
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 3
Lecture Hall & Classroom
• Light
• Sound
• Seats
• Corridor
• Doors & Exits
• Other obstacles
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1.2 Hearing Impairment
• Various degree of difficulties
– Inability to hear
– Ability to hear (sound), but difficulty understanding speech (meaning)
– Poor speech/ language
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Hearing Impairment
• Sign language (manual communication)
• Finger spelling
• Lip (speech) reading
• Written messages
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Hearing Impairment
Instructions
• Facing the student
• Natural pace and volumes
• Repeat important points
• Rephrase or substitute words if needed
• Repeat the questions and comments of others
• Visual reminders for importance notices
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Hearing Impairment
Environment
•Preferential seating
– Low background noise levels
– Favourable light level
•Written instructions and teaching
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1.3 Physical Disabilities
• Accommodations & living: Mobility
– Wheelchair accessibility
– Special desk
• 27.5 inches high, 32 inches wide
– Early entry
– Relocation
• Note-taking, tape recording, photo-copying
– Assistive technology
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 4
Type 2
Learning & Developmental Difficulties
• Dyslexia (Specific Learning Difficulties)
• Attention Deficit/ Hyperactivity Disorders
• Autism Spectrum Disorders
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Prevalence
• Dyslexia: ~10%
• ADHD: ~ 9.5%
• ASD: ~ 1.47%
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2.1 Dyslexia
Greek:
“dys” = difficult
“lexis” = words
Difficulty in words
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Dyslexia
• Neurological in origin
• Persist across lifespan
• Cognitive difficulties in word processing
• Undermine the acquisition of literacy and numeracy skills
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Dyslexia
1. Significant differences Intelligence & Reading/ Spelling performance
2. Cognitive deficit (HK Definition)
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Learning process & Dyslexia
Output
Integration
Input
Memory Memory
Perceptual (Visual/ Auditory)
Sequencing
Organizing
Language
Organization
Information Processing
Information Processing
Motor coordination
2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 5
Academic difficulties
1. Reading
2. Writing
3. Mathematics/ Statistics
4. Time management/ Study skills
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Reading
• Reading rate
• Comprehension
• Integration & synthesis
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Writing
• Legibility
• Command of grammar
• Spelling
• Variety of vocabulary
• Synthesis
• Organization of ideas
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Mathematics & Statistics
• Legibility & perceptions
• Computation skills
• Sequence
• Quantitative concepts
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Time management/ Study skills
• Estimation
• Organization
• Note-taking & outlining
• Research for materials
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Strategies
• Review and relate information
• Chucks of information
• Written presentations & notes
– Visual: Points, Charts, Graphic organizers
• Breaks
• Extra time for expressions
• Alternative form of assignments/ evaluations
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 6
2.2 Attention Deficit/ Hyperactivity Disorders (AD/HD)
Attention
Weaknesses in:
•Paying close attention to details
•Sustaining task attention
•Following instructions
•Organizing tasks and activities
•Filtering out extraneous stimuli
•Memorizing activities or tasks
Activity Level
• Energetic
• Continuous fidgety
• Over-speaking
• Impulsive
• Difficulty in waiting
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Structure
Brevity Variety
Involvement Interest
Attention deficit
• Preferential seating
• Extra time allowance
• Visual/ Written
• Organization
Structure
Brevity Variety
Involvement Interest
Hyperactivity
• Organization
– Time management
• Alternative mode of assignments
Structure
Brevity Variety
Involvement Interest
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2.3 Autism Spectrum Disorder
(ASD)
social communication & interaction impairments
Restricted, repetitive patterns of behaviours, interests, or activities
• Difficult to appreciate social norms and game rules
• Emotional expressions inappropriate to context
• Difficult to cooperate with others
• Fails to develop friendship
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 7
• Restricted repertoire of idiosyncratic interests
• Repetitive topics
• Insists on routines or ritualistic behaviours
• Extremely anxious about changes
• Repetitive, meaningless behaviours
• Over-emphasis on peculiar characteristics
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• Hyper-sensitive/ Hypo-sensitive
• To sound, light, touch, food, etc.
• Visual/ Auditory/ Tactile
• Extremely anxious & react
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Social Interaction
• Provide a place for down time and/or time to be alone each day.
• Provide a peer buddy for support.
• Educate other students about ASD.
• Conduct role playing to teach the use of pragmatic language and social cues (i.e., when is it ok to interrupt, taking turns speaking).
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Facilitative communications:
Simple and concise instructions
Avoid use of idioms or sarcasm
Extra time for understanding
Consistency across situations & persons
Prior notice to any changes in routines
Personal space for calming down
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Emotion & Behavior
• Unaware of emotion and power struggles
• Turning more rigid and resistant to changes
• Avoid power struggles & remain calm
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Sensory Processing
• Quietness
• Light & screen
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 8
Principles of support: EPS
Eye &
Environment
Positive & Practical
Small & Structured
Eyes • Use of visual strategies
– Student strength & preference
Environment • Conducive learning environment/ context
– Hypersensitive towards light, sound, etc.
Visual strategies
• Concrete
– Time
– Aids understanding & communication
• Examples:
• Real objects,
photos, pictures,
symbols, personal
timetable
• Communication
chart/ card
Positive & Practical
• Suggesting expected behaviours practically
• Develop positive communication skills
• Make use of student interest as a positive motivator (reward) for engaging learning
Small & Structured
• Breaking tasks into small steps
• Stepwise instructions
– VS multi-step instructions
• Structured learning pace and environment
– Schedules, advance notice
Comprehension/Memory
• Stepwise break down
• Visual presentations: Organizational support
– Graphic organizers
– Point forms
– Schedules and organizers, paper or electronic.
– Color coding
– Checklists
• Time for processing
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 9
Attention/Distractibility
• Brief periods of movement
• Allow to move around for brief periods
– refocus and/or to self-regulate.
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Accommodations
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2015/12/14
Ryan Cheung
Educational Psychologist
Po Leung Kuk 10
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The Three Principles
1. Multiple Means of Representation to increase recognition –
the “what” of learning (Recognition Network)
2. Multiple Means of Expression to expand strategic abilities - the “how” of learning and demonstrating knowledge
(Strategic Network) 3. Multiple Means of Engagement to enhance involvement - the
“why” of learning (Affective Network)
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Multiple means of presentation
• Provide text-to-speech, video, audio, and other multi-media options
• Highlight critical features & main ideas
• Provide vocabulary support and background knowledge
• Integrate assistive technologies into learning environments
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Multiple Means of Expression
• Offer graphic organizers and outlines offering multiple levels of support
• Provide vocabulary word banks to prompt writing ideas and provide spelling support
• Allow students to do voice recording, graphic displays & performance
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Multiple Means of Engagement
• Vary levels of challenge and support to prevent frustration or boredom
• Tie work to real-world examples
• Provide choices whenever possible
• Teach self-assessment and reflection
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References:
Burgstahler, C.E., & Cory, R.C. (2008). Universal Design in Higher Education: From Principles to Practice. Cambridge, MA: Harvard Education Press.
Freedman, S. (2010). Developing College Skills in Students with autism and Asperger’s Syndrome. London; Philadelphia: Jessica Kingsley Publishers.
Gelbar, N.W., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs. Journal of Autism & Developmental Disorders, 44, 2593-2601.
Lewandowski, L., Lambert, T.L., Lovett, B.J., Panahon, C.J., & Sytsma, M.R. (2014). College students’ preferences for test accommodations. Canadian Journal of School Psychology, 29, 116-126.
Oslund, C. (2014). Supporting College and University Students with Invisible Disabilities: A Guide for Faculty and Staff Working with Students with Autism, AD/HD, Language Processing Disorders, Anxiety, and Mental Illness. Londa: Jessica Kingsley Publishers.
Rose, D.H., Harbour, W.S., Johnston, C.S., Daley, S.G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19, 135-151.
Scott, S.S., McGuire, J.M., & Shaw, S.F. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 6, 369-379.
Weyandt, L.L., & DuPaul, G. (2006). ADHD in college students. Journal of Attention Disorders, 10, 9-16.
Wolf, L.E., Schreiber, H.E., & Wasserstein, J. (2008). Adult Learning Disorders: Contemporary Issues. New York: Psychology Press.
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