Strategies & Materials to teach English in an inclusive classroom Angelina Cáceres Zúñiga MA in TEFL Universidad Mayor angelina.caceres@mayor.cl +569 82289351 Some questions 1. Do you have students with Special Educational Needs in your classes? 106 answered YES = 93% Some questions 2. What are the most frequent Special Educational Needs you have seen in your classes? 60,5% = 69 answered Attention Deficit Disorder 15,8% = 18 answered Attention and Hyperactivity Disorder 10,5% = 12 answered Autism Spectrum Disorder Some questions 2. To work with SEN students in your classes, you have: 46% = 52 answered: they looked for information/instruction on their own 34,5% = 39 answered: they have received information/instruction where they work Outline Objective of this module: To grasp the concept of inclusion and how to promote inclusion when teaching through different strategies. • • • • • • Inclusion v/s Integration Two of the most common SEN in the classroom What is ADHD What is Autism Promoting collaborative work Some strategies and materials • UDL • Cooperative strategies • Sensory and visual materials • Wrap up Activity What is Inclusion versus Integration? Integration models assume there is something wrong that must be fixed in order to fit into the present system. Inclusion is about building relationships… Inclusion is about helping everyone. What are Special Educational Needs? According to Portal Mineduc: “Se considera que un estudiante presenta Necesidades Educativas Especiales cuando muestra dificultades mayores que el resto de sus compañeros para acceder a los aprendizajes que le corresponden de acuerdo a su edad o curso y requiere para compensar dichas dificultades, apoyos extraordinarios especializados, que de no proporcionárseles limitan sus oportunidades de aprendizaje y desarrollo.” • What are Special Educational Needs? Cognition & Learning Behavioral, Emotional & Social Sensory, Physical or Medical Communication & Interaction SEN Building a sense of community • Inclusive learning environments are ones in which students feel that their contributions and perspectives are equally valued and respected. • How can you reduce anonymity and create a sense of community and promote inclusion? What to do? TPR(Total Physical Response) Group Work Constant Monitoring Simplify language UDL (Diseño Universal de Aprendizaje) * National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA. Most common SEN in the classroom ATTENTION DEFICIT HYPERACTIVITY DISORDER makes it difficult for people to inhibit their spontaneous responses which can involve from movement to speech to attentiveness. AUTISM is short for autism spectrum disorder (ASD). This condition includes a wide range of developmental disorders, ranging from moderate to severe. Some people with ASDs are non verbal, while others are socially impaired but intellectually gifted. ASD students express their emotions, BUT they have problems with the regulation of them. ADD & ADHD students ATTENTION DEFICIT HYPERACTIVITY DISORDER makes it difficult for people to inhibit their spontaneous responses which can involve from movement to speech to attentiveness. Common features of ADD & ADHD students LOW FRUSTRATION TOLERANCE TEMPER OUTBURST BOSSINESS STUBBORNNESS DYSPHORIA (depressed mood or sad feelings) REJECTION BY PEERS POOR SELF-ESTEEM Some Myths & Facts about ADD/ADHD MYTH FACT All ADHD kids are hyperactive. No. Children with ADHD who are inattentive, but not overly active, appear to be spacey and unmotivated. ADHD kids can never pay attention. ADHD children are often able to concentrate on activities they enjoy. They have troubles with boring or repetitive tasks. ADHD kids could behave better if they wanted to. They may appear to be disobedient, but that doesn’t mean they are acting out on purpose. Kids will eventually grow out of ADHD. ADHD often continues into adulthood, and treatment can help the child learn to manage and minimize the symptoms. Medication is the best treatment option for ADHD. Effective treatment also includes education, behavior therapy, support at home and school, exercise, and proper nutrition. Which one of these children may have ADHD? A. The hyperactive boy who talks nonstop and can’t sit still. B. The quiet dreamer who sits at her desk and stares off into space. C. Both A and B. The correct answer is “C.” ADD & ADHD students ADD & ADHD students Spinner Objective: (warm up/wrap up) To teach or work with vocabulary orally or written. Instructions: Stand up and get in groups of 3; one will be Player A, another person will be Player B, and the third person will be the Judge. First, Player A will mimic as many animals of the farm as you can and the judge has to guess. Stop once the spinner stops. The Judge counts the number of correct words. Then, Player B will mimic as many irregular verbs as you can and the judge has to guess. Stop once the spinner stops. The Judge counts the number of correct words. End End Autism “Autism Spectrum Condition is not like a piece of fruit but more like a fruit salad. The combinations in those fruit salads might differ from person to person” (Donna Williams). Some Myths & Facts about ASD MYTH FACT Autism is a Disease No. Autism Spectrum Disorder is a Condition Autism has a cure Autism requires a set of various strategies Autism is a disability Autism is a challenge Autism is a different world Autism shows a new way to see the world What is Autism? Triad of Impairments of ASD students Social Interaction Imagination & Flexibility Social Communication Energetic Visual skills Creativity Determination Strengths of ASD students Strong memory Enthusiasm Honesty Autism and Emotions As a result of this lack of regulation, the ASD person is constantly releasing Cortisol Difficulties • Emotional Regulation • Sensory Modulation • Executive Functions Autism and Emotions Emotion Dopamine Oxytocin LEARNING Serotonyn Nucleus Accumbens Since ASD students produce a lower amount of Oxytocin hormone, we have to help with Positive Emotional Support. How to work with SEN students 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Evaluate the child’s individual needs and strengths. Select appropriate instructional practices. Integrate appropriate practices within an IEP. A lot of repetition becomes necessary scaffolding for ADD and ADHD children (Serfontein). Be flexible. Use movement as an advantage. Use pictograms/visual support Stick to a routine Use modelling Pair with a sensitive student who is advanced or mature and can act more like a teacher. Give clear and prompt information about changes to timetable and routines using consistent methods of communication. Student may need additional clarification of assignment and tasks. What is UDL? It is an approach that promotes the use of different resources to teach and reach learning objectives. It allows everyone to develop knowledge, skills, and motivation to learn. ACCESS • Multiple means of representation ENGAGE EXPRESS • Multiple means of engagement • Multiple means of action and expression Strategies & Materials English language learners are a constant growing population and physical education is in a unique position to help as it has characteristics that are supportive of these students, with conditions similar to those in which children acquire their first language (Clancy, M. & Hruska, B., 2005). These characteristics include: • Physical involvement with language • The use of multiple mediums to present information • Opportunities to demonstrate language comprehension through physical expression • A large amount of interactions with other students Being Creative Creative teaching is an art. One cannot teach teachers didactically how to be creative; there is no fail-safe recipe or routine. Some strategies may help to promote creative thinking, but teachers need to develop a full repertoire of skills which they can adapt to different situations.” (Joubert, 2001, p21) According to Grainger et al., 2006: • Curiosity and a questioning stance • Connection making • Originality • Autonomy and ownership • A developing sense of themselves as creative people/educators Let’s create Are you creative? Let’s create Let’s create Objective: (For Vocabulary) To expand vocabulary; to analyze a story and change one part of the tale or create a new end or a new character. Let’s create Objective: (For Vocabulary) To expand vocabulary; to analyze a story and change one part of the tale or create a new end or a new character. DRILLING Advantages v/s Disadvantages The Advantages of Drilling It helps our learners memorize language. The teacher can correct any mistakes that students make. The Weaknesses of Drilling It is not very creative. Drills are fairly monotonous. Mini dialogue Drills GOOD NEWS: EXCELLENT! BAD NEWS: OMG! THAT’S REALLY BAD! Mini dialogue Drills GOOD NEWS: EXCELLENT! BAD NEWS: OMG! THAT’S REALLY BAD! Promoting Collaborative Work Playing with forms Objective: (For Vocabulary) To create different geometric forms of different colors, following a sequence of numbers. Playing with textures Objective: To identify forms and shapes and colors, and to develop strategies to solve problems and to create. Playing with a smell Objective: (For Speaking) To identify different types of smell and describe them through association. Kinesthetic strategies • It should never be forced. • It is not the same as the neuromyth of multiple intelligences. • We aren’t teaching to a preferred learning style. • We are making the learning experience novel, fun and engaging. We are increasing student focus and making the classroom more social, more memorable and more interactive. Wrap Up Activity Kinesthetic strategies Objective: “to cross the midline” along with your students https://www.youtube.com/watch?v=JU-oHSxhoCc References • • • • • • • • • • • • • • • • • • • • • • • • Harman, B. 2013. Inclusion/Integration Is there a difference? https://www.growinghandsonkids.com/crossing-midline-exercises-for-kids.html https://slowchathealth.com/2016/08/21/the-kinesthetic-movement/ http://www.supportrealteachers.org/strategies-for-english-language-learners.html https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodationsfor-sensory-processing-issues https://www.youtube.com/watch?v=ziLHZeKbMUo https://saalma2014.wordpress.com/including-all-learners/sen/ https://cl.pinterest.com/explore/ni%C3%B1os-con-necesidades-especiales/?lp=true http://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques/ http://www.brighthubeducation.com/special-ed-inclusion-strategies/76853-why-multi-sensory-teaching-is-important/ https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/ https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teachingreading https://www.teachspeced.ca/sensory-integration-skills https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teachingreading#slide-9 http://www.teachingideas.co.uk/subjects/special-needs http://www.readingrockets.org/webcasts/2007 https://www.middlesexcc.edu/disability-services/understanding-disabilities-and-teaching-strategies/ http://study.com/academy/lesson/educating-students-with-special-needs.html http://www.therapro.com/Browse-Category/The-Alert-Program/The-Alert-Program-with-Songs-for-Self-Regulation-CD.html http://www.goodfellowtherapy.com/occupational-therapy/alert-program http://portales.mineduc.cl/usuarios/edu.especial/doc/201305151334230.guia4.pdf https://msu.edu/course/cep/888/ADHD%20files/Characteristics.htm https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htm http://slideplayer.com/slide/3595781/
