objectives - education university of hong kong · 2015/12/14 ryan cheung educational psychologist...

2015/12/14

Ryan Cheung

Educational Psychologist

Po Leung Kuk 1

Understanding and Supporting Students with

Special Educational Needs (SEN)

Ryan Cheung


Po Leung Kuk

15.12.2015

Objectives

1. Types of SENs

– Characteristics

– Difficulties

– Support measures

2. Accommodations

3. Design for learning

2

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


Po Leung Kuk 2

Types of support at HKU

• Learning accommodations

• Mentoring

• Counseling

• Equipment

Ryan Cheung – PLK SSD EP 7

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


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


Learning & Presentation Mode

• Reader

• Optical aids

• Large print books


Peer assistance

• Assistance & reminders from peers

– Route & places

– Lessons

– Assignments


2015/12/14

Ryan Cheung


Po Leung Kuk 3

Lecture Hall & Classroom

• Light

• Sound

• Seats

• Corridor

• Doors & Exits

• Other obstacles


1.2 Hearing Impairment

• Various degree of difficulties

– Inability to hear

– Ability to hear (sound), but difficulty understanding speech (meaning)

– Poor speech/ language


Hearing Impairment

• Sign language (manual communication)

• Finger spelling

• Lip (speech) reading

• Written messages


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


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


2015/12/14

Ryan Cheung


Po Leung Kuk 4

Type 2

Learning & Developmental Difficulties

• Dyslexia (Specific Learning Difficulties)

• Attention Deficit/ Hyperactivity Disorders

• Autism Spectrum Disorders


Prevalence

• Dyslexia: ~10%

• ADHD: ~ 9.5%

• ASD: ~ 1.47%


2.1 Dyslexia

Greek:

“dys” = difficult

“lexis” = words

Difficulty in words


Dyslexia

• Neurological in origin

• Persist across lifespan

• Cognitive difficulties in word processing

• Undermine the acquisition of literacy and numeracy skills


Dyslexia

1. Significant differences Intelligence & Reading/ Spelling performance

2. Cognitive deficit (HK Definition)


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


Po Leung Kuk 5

Academic difficulties

1. Reading

2. Writing

3. Mathematics/ Statistics

4. Time management/ Study skills

25

Reading

• Reading rate

• Comprehension

• Integration & synthesis


Writing

• Legibility

• Command of grammar

• Spelling

• Variety of vocabulary

• Synthesis

• Organization of ideas


Mathematics & Statistics

• Legibility & perceptions

• Computation skills

• Sequence

• Quantitative concepts


Time management/ Study skills

• Estimation

• Organization

• Note-taking & outlining

• Research for materials


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


2015/12/14

Ryan Cheung


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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32

Structure

Brevity Variety

Involvement Interest

Attention deficit

• Preferential seating

• Extra time allowance

• Visual/ Written

• Organization

Structure

Brevity Variety


Hyperactivity

• Organization

– Time management

• Alternative mode of assignments

Structure

Brevity Variety


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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


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).

39

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


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

48

2015/12/14

Ryan Cheung


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




Ryan Cheung – PLK SSD EP 53 Ryan Cheung – PLK SSD EP 54

2015/12/14

Ryan Cheung


Po Leung Kuk 10


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


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


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


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.


objectives - education university of hong kong · 2015/12/14 ryan cheung educational psychologist...

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