SEN Flashcards
TYPOLOGY
- communication and interaction: speech difficulties or ASD (Autism Spectrum Disorder)
- cognition and learning: dyslexia (reading and spelling), dyspraxia (coordination) or dysgraphia (writing).
- social, mental and emotional health: attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or autism.
- sensory and/or physical needs: visual impairment, hearing impairment or physical disability.
UDL PRINCIPLES
Meyer, Anne; Rose, David; & Gordon, David (2014).
UDL:Theory and Practice.CAST Professional Publishing
UDL application examples
Principle 1 “Provide multiple forms of represent the information.
o Use audiovisual texts and not only written ones.
o Enlarge the font size and/or sounds, images.
o Promote the manipulation of objects.
o Adapt texts to easy reading.
o Use color or underlining as a means of emphasis.
o Provide visual diagrams and graphic organizers.
o Complement information with subtitles or translations.
o Present the same information with different formats.
Principle 2 “Provide multiple means of actions & expression”
o Compose through different media (text, voice, illustration, music, video, movement and body expression, drawing and other plastic arts.)
o Provide spell checkers, grammar checkers.
o Provide alternatives for the user’s physical interaction (adapted keyboards, joysticks, touch screens).
o Enable the use of interactive web tools.
o Use concept maps and project planning templates.
o Use peer support.
o Use scaffolding, gradually withdrawing supports as autonomy increases.
o Ask questions to guide self-monitoring.
o Include different self-assessment strategies: checklists, rubrics, assessment targets, learning journals,
o Offer different moments of response to validate what has been learned.
o Facilitate learning with both digital and analogue activities.
Principle 3 “Provide multiple forms of motivation:
o Organize C.L. environments & also for indiv. learning.
o Offer activities appropriate to each age and/or ability, contextualized to real life.
o Design multilevel activities.
o Use time management tools.
o Launch creative proposals that imply not controlling a single answer.
o Create a climate of support and acceptance in the classroom.
o Design learning routines, anticipating changes in these routines with alerts.
o Include activities for metacognition.
o Offer reinforcement that emphasizes effort and encourages perseverance.
o Use different prizes and rewards.
o Propose different challenges, for example through gamification.
o Use role-playing to manage emotions.
COMODINES SENTENCES
“Let students know that their classmates may be doing different things, and that just means we have different interests.”
Article 13. Detection and identification of student needs
1. The identification and assessment of the educational needs of the students will be carried out as early as possible, in order to determine the most appropriate measures and support and initiate the educational response as soon as possible.
MIX-ABILITIES
Our classroom is made up of mixed abilities: slow learners, standards and fast-finishers, therefore, we provide them graded activities to meet the different learning pace in accordance with
This is a mixed ability class there are 4 students who are above the level and three below.
We are going to multilevel this activity to attend to diversity in the classroom
Whole group to work on the same topic but in this case, adapting the content. EG. wild animals. Sergio will work on the same topic but in a simpler way, adapted to his level. Some may be seeing Shark and another may be seeing Giraffe.
CURRICULAR ADAPTATIONS:
D104/18: NIVEL DE RESPUESTA/ O 20/19: MEDIDAS ORGANIZATIVAS Y METODOLÓGICAS.
• Non-significant curricular adaptations of level 3 response which measures to cater for their individual needs do not entail changes in the curricular elements .
These actions take place within the ordinary classroom.
Therefore, Mario will be given non-significant curricular adaptations of level 3 response according to Decree 104/2018.
• Significant curricular adaptations of level 4 response which the basic curricular elements are altered to some extent.
A socio-psycho-pedagogical evaluation has previously been carried out in order to study the child’s particular needs and carry out adaptations and the report is included in his PAP (Personalized Action Plan):
Then, the teacher has made the decisions to modify different elements that make up the official curriculum with the coordination and supervision of the SEN teacher in order for Andres achieves his maximum potential in the teaching-learning process. This measure is aimed at students that requires a personalized response from the fourth level stated in O 20/19
This Program involves additional specialized personal support (Auditory and Language T & Special Education T.) and individualized response measures of an extraordinary nature.
The student is integrated into the ordinary classroom, although, at specific moments, she is attended by the Hearing and Language specialist Teacher or by SEN teacher.
(Material singular: brailler, hearing aids to amplifly sounds)(specific attention by language specialist/ SEN teacher) are provided as a measure aimed at SEN students that requires a personalized support from the fourth level as is cited in Decree 104/2018.
CHARACTERISTICS
His main difficulties are …..so educational actions will be carried out to meet their needs.
ORGANATIONAL MEASURES
In Classroom Accommodation: In the class, pupils with X will sit (1.). / Tania will be seated in
(3.) Lesson Organization: write on the board the steps to follow in the activities and the order of various activities planned. This brief giveS visual support to him and the others peers during the lesson as UDL recommends.
(4.)Pictograms to define spaces. Labels spaces so he can identify where he is and what he can do there. This structured Methodology is called TEACHH which facilitates their daily work.
• the classroom will be decorated with visual vocabulary posters of the current unit to promote her acquisition in the foreign language .
(6.) we have assigned him a buddy who will guide him throughout each lesson in order to lower Carlos’s affective filter, reducing his anxiety as Stephen Krashen explains in one of his hypotheses about language acquisition. This buddy ST will change each month so the rest of ST also learn how to help others.
METHODOLOGICAL MEASURES
(1.) We will make him participate in class, give him positive support and praise since it is very necessary for children with (SEN) to pay attention to them. Thus, he may feel relaxed and self-confidence
(2.) The teacher will try to alleviate the communication barriers for Tania. Our speech will be clear and simple language and oral explanations will be supported by visual cues.
• Also, we will maintain visual contact in order that Tania could read our lips and
• Moreover, Teacher periodically will question him to check his understanding/ check if she has understood correctly as a level 3 response measure as stated in the order 20/2019
(3.) We will use cooperative learning strategies developed by Spencer Kagan in order to promote social skills. Teams of 5 heterogeneous and mixed students, thus favoring the integration of Mario. One cooperative strategy suitable for him is Mix-Pair-Share
High-Abilities: Circle the Sage.
Shy-STs: 1-2-4
Talkative and timid: Talking chips
(4.) TPR
- To arouse his interest: a perfect theme is Superheroes.
Will foster the sense of empathy and put ourselves in the shoes of our (SEN) partner.
ACTIVITIES
All the activities are printed in a (1.)
• Stickers colour code. Eg worksheet with a blue sticker means he is going to work in a group.
(5.) activities and tasks are supported with pictograms created by ARASAAC so that Tania can follow the sequence of them .
• Also he has a planning template with clear and direct orders about what he has to do using pictograms to help his comprehension.
• Videos or images will be used to support storytellings.
(6.) Adapted tasks: Circle/match/complete/multiple choice better than writing minimum contents if needed.
o Spelling issues: difficulties with writing, especially in terms of spelling. The most common issues are reversing or omitting letters, words, or phrases. Solution: Encourage spell checkers, dictionaries, tools available to check spelling and grammar checker (reverso.com)
o show students how to revise it. Assign students the task of revising each other so that when they revise their own final draft, they’ll know what to pay attention to and what common mistakes to look for.
(2.) We will remind him to keep working and to focus on their assigned task, we will divide tasks into smaller chunks and set time limits using a visual clock. (stopwatch)
• times to complete the task will be established, for example, 10’ to read the text, 5 ‘ to select the vocabulary you do not know, 10 ‘ to use the online dictionary and 15’ to complete the reading with your group.
( 4. )When asked to take part in a role-play or performance, he will be assisted by a buddy ST so that he feels safer when walking around the classroom.
(5. ) ICT: Based on the practical need of Tom, we have created a platform with visual resources such as videos, images and visually attractive websites. Moreover, the steps to follow are accompanied by (pictograms/ audios) as (Association) has recommended us to benefit his learning environment.
(6. ) To make Tania feel relaxed and safe in class, we have assigned her a partner as buddy student in order to lower her affective filter.
(7. ) Brain Break: Here is one of my favorite ways to help kids when they’re feeling anxious or overwhelmed is called Count Down to Calm.
- Start with a deep breath in and out. Look around you and notice five things you can see/touch, four things you can feel, three things you can hear/touch, two things you can smell, one thing you can taste, or want to.
(8.) Regarding the ASSESSMENT, we will give priority to (skills )and we will give her extra time if necessary.
Regarding evaluation, it will be done through direct observation, ………. and ………….. Just in case our student has problems with some contents we will adapt them, changing the evaluation’s instruments when necessary.
COORDINATION
• At the beginning of the course, we met with the teaching team of the previous level to find out the measures that need to be taken so that I can adapt them to my lesson planning.
In this way, we will be able to adequately plan the transition process as established in D.104 / 18 in article 16
• At the beginning of the academic year, I met with the SEN teacher and the tutor. Also, I have regular meetings with the families to favour her full development established in art. 91 about the roles of teachers at LOMLOE.
TRAINING/ ASSOCIATION
• In the school annual training plan it was decided to invest in ………… training through CEFIRE or …………… which is an association in Alicante which helps people diagnosed as ………/ This specific training gives teachers the adequate tools to help the (SEN ) students in their learning process.
• We are attending a course organized by (ASSOCIATION) which offers us a lot of information about (SEN).
TOOL
• (APP) is also a support tool used in the school to help teachers to work in children diagnosed as X. From my experience, it is a useful resource.
• Also, it is quite important to mention the web page…….., which gives further support on how to help said student.
SHY STUDENTS
Silent period: Reason for that shyness. One problem we can find in Speaking actvs is that some STs DO NOT WANT TO PARTICIPATE due to lack of security in English. However, our TASK is to make all the STs participants of the T-L process as is stated in the D104/18
MEASURES
• Create a pleasant classroom atmosphere where ST feels confident.
• See errors as part of their learning process: we must transmit them that it is more important to communicate than being accurate.
• using words of encouragement like: nice job! great!
• Encourage them to talk and express in English and help them to do so.
• Don’t force him to talk in front of the classmates-everyone is looking at him.
• If the actv is performed in front of the class, do it in small groups so that this ST doesn’t feel under pressure.
• Gamification-Keep record of his speech in class.
• UDL: multiple means of action and expression.
ACTIVITIES
• Prepare Com. Actvs where the STs have to interact in pairs/group such as find s1 who, I have who has, describing picts, guess a word.
• As the kid feels more comfortable, start with short simulations, plays….progression.
• Use of ICT in order to motivate him/her.
• Allow to communicate using body lang.
NON-MOTIVATED
One of its main reasons is the motivation. But what is motivation? It is the incentives that move the person to perform certain actions.
When a child loses motivation towards the FL it might be for several reasons such as a learning difficulty, he/she gets bored in class, due to personal circumstances or because the level of content is too high or too low and it makes them feel that they do not improve.
The best way to teach X effectively is to use interesting activities for them.
The starting point of a teacher might be to pay attention in their pupils’ likes and desires in order to carry out student-centred activities.
Students feel really involved, when they feel participant and protagonist of their own learning and find reasons of the importance of a FL in their own lives.
DISRUPTIVE BEHAVIOUR
Order 62/14 which regulates the coexistence plan in the Community of Valencia.
- The successful implementation of any Year Plan depends on control & discipline in classroom. Teacher’s role and attitude are crucial.
Coexistence is an essential part of the teaching-learning process in the classroom. Teachers should not only base on the development of cognitive abilities but also on the promotion of socio-emotional capacities. This conception is clearly reflected in our educational law the LOMLOE where education in values is presented in order to encourage students to learn to live together as critical, fair and caring citizens.
However, coexistence in schools is not easy. At school conflicts appear between students and in the relationship of students with their teachers. The reasons may come from various factors such as the disadvantaged social environment of the student, family members where parental discipline models the behavior of their children, lack of empathy or even the media also influence the behavior of young people and lack of resolution of conflicts.
The most determining factor for the improvement of coexistence is the classroom climate explained more specifically in topic 22.
One of the best techniques is to establish classroom rules.
• The most effective rules are ones which are expressed using inclusive language and for which the children feel ownership.
• It also helps when rules can be expressed positively rather than negatively in order to highlight desired behaviour. (*we mustn’t shout in our classroom but We must talk quietly in our classroom.)
They will write the co-habitation rules in agreement. Later, it will be hung on the classroom walls
Another strategy to improve the classroom climate is the teacher’s attitude.
- Avoid having favourites.
- Listen to what children have to say.
- Build up children’s confidence and self-esteem and encourage them to believe they can succeed.
- Be patient if you need to explain more than once.
- Use praise appropriately to provide constructive feedback and encourage participation and effort.
Helping students to feel safe in their learning environment is essential to a productive and motivated classroom. One great example of UDL is creating classroom routines that help students feel secure.
• Earlier: we can perform an assembly at the star of sessions to talk about how they feel. (the weather, the calendar)
• Older: The learners or the teacher can bring a news item from a newspaper or children’s magazine like National Geographic Kids and we will share our points of views about it.
To improve group cohesion, we work through cooperative.
LATE ENTRIES INTO THE EDUCATIONAL SYSTEM
Refer to those students who incorporate late to schools and require specific programs to favour their integration.
This group comprises immigrant children with possible lack of knowledge of the Spanish or English language.
Lomloe Compensatoriy art 80-82 who temporarily joins a course lower than the one corresponding to his or her age,
art 12 O 20/19 In the planning and development of complementary and extracurricular activities, the centers must take into account that no student is excluded or discriminated against for economic reasons, due to disability, any other circumstance.
Article 10. Educational response measures for inclusion
to prevent school dropout,
Families and students receive continuous, individualized advice and information
INTERACTIVE GROUPS
Inclusive form of grouping with the help of the volunteers within the classroom, without any of them being segregated.
- Interactive Groups provide the best results in the field of learning and coexistence.
-allows incorporating the cultural intelligence
These consist of groups of 4 or 5 students, grouped heterogeneously, mediated by an adult volunteer, rotate every 20 minutes for each of the activities proposed by the teacher.
Groups in which all students learn, even those who have more easily, because explaining and helping the rest implies a metacognition exercise that allows them to deepen and consolidate their knowledge.
The volunteer of the Interactive Groups dynamizes and enhances the interaction between equals. He does not teach or explain; it only facilitates interaction, looking for students to help each other.
Once all the groups have gone through all the activities, the teacher publicly thanks the volunteers
When, for example, a muslim mother comes in to help the English class, since despite being illiterate in all languages and not speaking Spanish, she has very good spoken English as a result of her years of immigration in London, they realize Two immediate effects. On the one hand, greater instrumental learning for the students and, on the other, an important reflection in the community: different people are not a problem but rather a help to learn more.
CAES: centre of Singular educational centers for being located in socially, culturally and economically disadvantaged areas.
- O 29/19 y D 104/18
We are in a center with compensatory education students.
-CAES: means that they have many children in need of educational compensation. 30% Most of the students are in a situation of social disadvantage and belong, for the most part, to a minority culture such as the gypsy or Muslim ethnic group.
STs who present difficulties in school insertion, more vulnerable: poverty, socio-cultural disadvantages, violence, etc… Compensation of inequalities.
Benefits: Caes the ratios are reduced (20 students máx.), good economic and personal endowment
(dotacion)
- In accordance with this law, these centres will be provided with complementary human and material resources to meet the needs of these students and thus favour their social and educational integration and avoid dropping out of school due to socioeconomic disadvantage.
- we are currently immersed in a process of social and cultural transformation in a Learning Community based on the INCLUDE-ED project funded by the European Commission:
One of the issue of this project is the mentoring of the school library which consists on this space remains open outside school hours (during the afternoon, at noon, on weekends…). This extension of learning time is carried out with volunteers whose role is to promote mutual help and optimize interactions among students of different ages. - Within this project, there are different free workshops such as support of homework for students, digital literacy, reading workshops for students, among others.
INTERACTIVE GROUPS
Inclusive form of grouping with the help of the volunteers within the classroom, without any of them being segregated.
Interactive Groups provide the best results in the field of learning and coexistence.
These consist of groups of 4 or 5 students, grouped heterogeneously, mediated by an adult volunteer, rotate every 20 minutes for each of the activities proposed by the teacher.
The volunteer of the Interactive Groups dynamizes and enhances the interaction between equals. He does not teach or explain; it only facilitates interaction, looking for students to help each other.
Once all the groups have gone through all the activities, the teacher publicly thanks the volunteers
When, for example, a muslim mother comes in to help the English class, since despite being illiterate in all languages and not speaking Spanish, she has very good spoken English as a result of her years of immigration in London, they realize Two immediate effects. On the one hand, greater instrumental learning for the students and, on the other, an important reflection in the community: different people are not a problem but rather a help to learn more.
In the afternoon activities, the ‘Dasyc Foundation’ and ‘Universitas Foundation’ collaborate with us as volunteering.
These initiatives can work well to involve all families more (taking into account that in reality most have no interest in the teaching-learning process)
- Teachers’ training (conflict prevention and resolution, emotional intelligence, ICT, …)
- Scholarships (becas): los nenes están becados casi en su totalidad.
- Book Bank ‘Xarxa Llibres’. It is an advantage because there is no investment.
A system, endorsed by Valencian Government, where textbooks for Primary Education are free for the families. The only requirement is to return the books in good condition. We consider this program as beneficial for our pupils. Not only for the acquisition of free material but also it aims to involve students in the proper use of materials with values such as solidarity and co-responsibility. (Art 10 RD) - some students unable to access online lessons due to a lack of devices or connectivity at home. • Few resources at home. (no blog ni flipped classroom)
- Curricular reinforcement: native assistant, work in small groups, visual aids, movement… TPR, grupos pequeños para controlarlos y atenderlos.
- PBL: xk ayuda y facilita adaptar los contenidos.
- Action related to multilingualism (make posters of the school in English)
- Proposals related to transversal aspects. (Coeducacion, convivencia (rules, routines) implication familiar (included)
- Create your own material.
- Coexistence Plan and Diversity Plan (PADIE)
- Reading promotion: storytelling y no reading.
• Improvement Plan (PAM) : It is the pedagogical part of the PGA (series of objectives that you want to improve during the course) for example to reinforce the importance of the FL, improvement of coexistence, active playgrounds (organize the spaces with different proposals) some of these proposals could be in English; family involvement.
How do I help? Interaction, transversal elements, giving opportunities to families, increasing motivation.
Types of assumptions: design to UD o sesión, qué criterios tendrian los materiales, que acciones llevarias a cabo a nivel de centro y de aula para mejorar la convivencia, como motivarias a los alumnado de un CAES hacia la motivacion a la FL, como dentro del aula y fuera de clase.( enseñar youtube channels that you can watch at home)
Conclusion: we try to mitigate their unfavourable socioeconomic situation. Despite the economic barrier, we fight to ensure that our pupils can have access to free materials providing them the best learning in an inclusive classroom.
CRA: RURAL SCHOOLS GROUPED.
Order of May 15, 1997 that regulates grouped rural centres
Centre made up of a small group of rural schools that decide to constitute themselves as CRA.
They can be two schools from the same locality plus others.
Not to be confused with unitary school. (those that were formed by children with different ages in the same class but do not have contact with other schools)
Benefits of becoming CRA:
- the children interact more;
- at the level of management it is simpler : They have the same administrative structure, the same management team for all schools and a coordinator in each rural school.
- They share resources and teachers.
FEATURES
• Approx. 5 to 20 STs.
• Itinerant specialists (we share projects between the different rural schools)
• Very family atmosphere.
• Many activities with the environment. Y para trabajar la cultura (cultural heritage) Mirar Acts
• Overcome isolation condition.
• Fluent relationship with families (workshops with the family)
• Inter-level work. (mix ages)
• Digital resources at home may be limited.
• The book ‘doesn’t work’.
• Innovation. (es un lugar perfecto para innovar) algo con tablets, algo de ODS, algo de medio ambiente.
• Digital resources of the center be limited (depending on classrooms and location).
PROPOSALS
• PBL
• COOP LEARNING
• Promote cultural transmission and values of the village (CLIL)
• Workshops, corners, work by proposals…ICT con unos y otros conmigo y luego viceversa.
• Flexible groupings
• Prioritize interaction with other children.
• Common contents for the whole group, Same activitiy-adapted. (we all learn about the food unit: After a reading, the little ones circle the vocabulary, the medium fill-the gaps and the older ones write sentences.)
• Flexible schedules and timings.
• Coordination with the other villages’ classrooms (enviarnos cartitas entre los aularios, un e-twinning, compartir material.)
• Shared activities with other CRA’s groups.
• ICT promotion.
• Proposals where STs can work on their own. (that is not directed by the teacher but you cannot attend to diversity)
ACTIVITIES
‘Cultural Heritage is important for you, for me, for us’ is an eTwinning project in which the 5th grade students of our center have worked together with the Year 6 students of (England). )
The aim is to make the students understand that cultural heritage goes beyond monuments, but rather includes traditions and values of the village.
Focus on Christmas traditions, the name of the streets, the monuments of the area, among others.
All this using the Twinspace platform for communication and sharing of final products.
Sponsoring a monument: in this task the students choose a monument in their city and carried out a research project on it, creating small tourist routes
The Christmas Diary: in which students wrote about Christmas traditions.
The students investigate the name of the different streets in their cities: why they are called that and to whom they are dedicated. Then they record videos in which they become the characters of those streets and are interviewed as if they have returned to the current time.
Evaluation of the project: at the end of the project, surveys are given to all the participants (students, teachers and families) and they all agree in their positive assessment of how much it contributes to the students academically and personally.
Assumptions: proposals to work with the family, workshops with CRA, proposals to interact between the different classrooms of a CRA, how to promote the value of the foreign language in a CRA., how to organize time and space in a unitary school.
UNITARY SCHOOLS
There are many local communities in Spain where school-age children are scarce. Due to this shortage, some schools group students of different ages in the same classroom. These schools are called Unitary Schools.
WORK WITH 2 GROUPS: while the Teacher is giving the explanations to one of them the other is carrying out pair-work or written exercices. I would prepare worksheets for each group.
• Common contents for the whole group, Same activitiy-adapted.(we all learn about the food unit: After a reading, the little ones circle the vocabulary, the medium fill-the gaps and the older ones write sentences.)
Krashen’s Affective Filter: good attitude towards the lesson by the T will ensure better attitude towards the language by STs.
- Remove age grouping: Groups are divided according to conceptual contents, we will group according to their level and capacities.
- Groups of 4/5: Sts learn more when interacting among them than with the Teacher.
- Make heterogeneous groups: Mix Sts with difficulties.
- Adapt the CV and contents to them, be creative so that they are motivated towards the Eng. lesson.
SIGHT PROBLEMS
DEFINITION: Unable to see, without useful sight. (NO CITAR DSM-V,)
adaptations of curriculum access, namely some modification in the material resources should be provided in order to overcome his sensorial disabilities.
CHARACTERISTICS
1. Low level of frustration.
ORGANIZATION
- Sit next to the teacher in the front row and beside the window where there is more natural light.
- Direct and clear ideas./ Check Understanding
- Buddy STs
- Classroom perfectly organised, avoiding changes.
METHODOLOGY
3. Positive Reinforce
ACTIVITIES
- A bigger font to ensure optimal comprehension.
- We are going to sing using TPR, the teacher will ring a bell indicating the side that has to move.
- Use of realia
- Buddy student (Role-Play)
- Audiovisual aids/ IWB/ ICT
- Oral evaluation. Extra time
TRAINING
Braille
ASSOCIATION
ONCE
AUTISM SPECTRUM DISORDER/ (ASPERGER) GRADE 1.
DEFINITION: DSM-V : A severe impairment in social interaction and difficulties in the use of V & NV COM. the development of repetitive patterns of behaviours.
CHARACTERISTICS
He presents difficulties when he has to interact with his classmates. Also, he does not keep eye contact. He is normally alone because his interests are different.
ASPERGER: He is excellent at digital activities.
ORGANIZATION
1. Near the teacher in order to monitor the child’s behaviour and as far as possible from areas of distraction such as windows or doors to avoid noise.
- Direct and clear ideas/ Check Understanding/ Write on the board the steps to follow in the acts/ Routines and predictable schedule
- Pictograms using ARASAAC
- Buddy STs
METHODOLOGY
- Positive Reinforce
- Cooperative activities to reinforce social behaviour.
ACTIVITIES
- Stickers with colour code / blue mean work in group.
- Use of clock.
- Social stories- Carol Gray ‘The new social story book’: we show STs images of daily situations where they see how to interact: ask for info, playing with classmate O.44/11 (Reading promotion)
- Role-plays: Buddy student
- Audiovisual aids/ IWB
- Adapted tasks: Spelling issues
- Try to do calm activities when he is in class.
- Oral evaluation: (Divide the exam by skills) Extra time when necessary
- Special folder to organize works.
TRAINING
TOOL: AutisMIND / DictaPicto: Automatically translates the voice to a pictogram.
ASSOCIATION
ASPALI (asociación Asperger y TEA de Alicante)
ADHD: ATTENTION DEFICIT HYPERACTIVITY DISORDER
DEFINITION: DSM -V, ADHD is defined as a mental disorder that causes difficulties of self-control and attention capacity
CHARACTERISTICS
He presents difficulties when he has to interact with his classmates.
This disorder makes it difficult for children to concentrate, sit still, follow directions and control impulsive behaviour. The consequences may include difficulties with academics (Level III)
ORGANIZATION
1. Near the teacher in order to monitor the child’s behaviour and as far as possible from areas of distraction such as windows or doors to avoid noise.
2. Direct and clear ideas./ check understanding. /Write on the board the steps to follow in the acts
3. Pictograms using ARASAAC
4. Sequence his work
5. Buddy STs
METHODOLOGY
1. Positive Reinforce
2. Cooperative activities to reinforce social behaviour.
3. TPR
ACTIVITIES
1. Stickers with colour code /
2. Sequence his work / Use of clock.
3. Manipulative Works
4. Role-plays: Buddy student
5. Audiovisual aids/ IWB
6. Adapted Tasks: writing instruction for students with ADHD requires special efforts. Teach them mind-mapping to organize thoughts. Spelling issues
7. Try to do calm activities when he is in class.
8. Oral evaluation: (Divide the exam by skills) Extra time when necessary
9. Special folder to organize works.
TRAINING
TOOL: DictaPicto: Automatically translates the voice to a pictogram.
ASSOCIATION
AADAHD (ASOCIACIÓN DE ALICANTE PARA EL DÉFICIT DE ATENCIÓN, HIPERACTIVIDAD E INCLUSIÓN A LA DIVERSIDAD),
DYSLEXIA
DSM-V describes dyslexia as a “specific learning disorder.”
CHARACTERISTICS
This particular child has linguistic difficulties in reading and writing. Especially found writing a very stressful and frustrating activity. (level III)
ORGANIZATION
- Near the teacher in order to monitor the child’s behaviour and as far as possible from areas of distraction such as windows or doors to avoid noise.
- Direct and clear ideas./ check understanding. /
- Pictograms using ARASAAC to the steps to follow
- Breaking down content into these smaller chunks
- Buddy STs
METHODOLOGY
1. Positive Reinforce
2. Cooperative activities to reinforce social behaviour.
3. TPR
ACTIVITIES
1. use highlighters or color-coding to bring out the main ideas
2. Sequence his work / Use of clock.
3. Spelling: The most common issues are reversing or omitting letters, words, or phrases. Solution: Encourage spell checkers, dictionaries (reverso: spelling checker)
4. Role-plays: Buddy student
5. Audiovisual aids/ IWB
6. Adapted Tasks : writing instruction for students with dyslexia requires special efforts.
- Oral evaluation: (Divide the exam by skills) Extra time when necessary
- Special folder to organize works.
TRAINING
TOOL: AUDIBLE makes audio recording from text
ASSOCIATION
Asociación de Dislexia de Alicante: ADIXAL
HEARING IMPAIRMENT
DEFINITION: Lack of the sense of hearing. it means she has difficulties in discriminating and understanding sounds from both the environment and oral language.
In the report presented by the family of this student, reference is made to mild hearing loss.
This hearing loss implies problems in maintaining attention and in understanding the tasks to be carried out, so educational actions will be carried out to meet their needs.
CHARACTERISTICS
She is a very shy and insecure girl although she loves working in groups and make friends. However, she is sometimes easily frustrated when she is unable to continue a conversation with her peers due to communication barriers.
ORGANIZATION
1. in the 2nd row since she will not only have the teacher’s reference to capture information, but she will be able to visually support from her classmates.
2. Direct and clear ideas./ check understanding /Write on the board the steps to follow in the acts
3. Pictograms using ARASAAC
4. Sequence his work
5. Buddy STs
METHODOLOGY
1. Positive Reinforce.
2. Cooperative activities to reinforce social behaviour.
3. TPR
ACTIVITIES
1. Stickers with colour code /
2. Sequence his work / Use of clock.
3. Manipulative Works
4. Role-plays: Buddy student
5. Hearing aids/ IWB
6. Adapted Tasks/ Spelling Issues
7. Try to do calm activities when he is in class.
8. Evaluation: Priority to Reading and Writing. Extra time when necessary
TRAINING
TOOL: AUDIBLE makes text from audio recording
ASSOCIATION
SAFIS (Servei d’Atenció a Famílies I Infància Sorda)
HIGH ABILITY STs/ GIFTED STs/ HIGH INTELLECTUAL ABILITY/CAPACITY
DEFINITION: DSM-V : those who perform at an outstanding level of accomplishment when compared to other student of the same age.
Art 16. Curricular enrichment: Extraordinary level III curricular measure which consists of expanding the objectives and contents, the flexibility of the instruments and the evaluation criteria and the use of a specific methodology, taking into account the abilities, interests and learning style of the students.
Art 37. Flexibility in the duration of the stage: It is a response measure of level IV which consists of their incorporation into a higher course than the one corresponding to the academic level they are studying,
It can be adopted in the following situations:
a) The anticipation of schooling in the 1ST year of P.E.
b) The reduction in one year of schooling in any of the courses of the Primary stage.
CHARACTERISTICS
He is a very introverted although he loves making friends and have great sense of humour. When he works in groups, he demonstrates leadership potential and he is interested in some things in depth. Moreover, he presents extensive knowledge in a particular area and he is creative and perfectionist.
Require special attention through curricular enrichment plans, so that they feel challenged and do not get bored in the FL
Acquiere the new lang at a faster than typical rate.
ORGANIZATION
- let gifted students work together, they can work on advanced content. Because students can be talented in different ways, you can use this strategy to help them learn from each other and expand their horizons.
METHODOLOGY
5.PBL: he works autonomously (group leader) works exceptionally well.
Coop L. Circle the sage.
ACTIVITIES
Provide more challenging reading materials (News in levels)
an activity that is open-ended can stimulate higher-order thinking.
Let STs who finish their work early enjoy free reading or work that feels like a reward:Digital Resources brains on/ Corner while we correct
Manipulative Works: Foster creativity
Evaluation: Priority to Reading and Writing. Extra time when necessary
TRAINING
News in Level. Brains On.
ASSOCIATION
ACYTAL: Altas Capacidades y Talentos Levante
NEWLY ARRIVED
Resolution of June 5, 2018 includes the reception protocol for displaced and newly arrived students.
ESTRUCTURA SUPUESTO
Before arrival: coordination between the agents (tutor, center) Welcome Plan of the center
During: dynamics of cohesion
After: A few months later, evaluation of their integration and linguistic competence and adapt educational response measures for inclusion if necessary
BEFORE ARRIVAL
SCHOOL
- Mark the spaces with pictograms.
-Develop a plan of the center with basic indications for the student and her family. Here you can include words in Ukrainian.
- Make an initial meeting to clarify doubts with the family and student with the help of interpreters that the town hall makes available to us. Slavutych.
DURING
During the first weeks it is convenient that we pay attention to these students and their families since they have just suffered a shock.
Some general ideas for their welcome would be:
- We will assign reference volunteer students to the newly arrived students. Cicerone Project
A group of voluntary students carries out various welcoming and accompaniment actions with students who have just arrived at the centres. For example, they teach him how the school works, what activities we do at school, the schedule, activities in the neighborhood, It is a project that promotes solidarity, respect, dialogue and accompaniment in a framework of coexistence between young people from various countries and cultures.
- A reference teacher will also be assigned to help families.
Lets us turn on explaining dynamics games of cohesion to integrate her.
- name cards for the students to wear, so Katrina is able to quickly identify the names, the level of frustration for Katrina is low due to the fact that she is able to remember all of them.
mix-pair share: introduce themselves.
- Another game extremely useful for the first day is How am I? The teacher says simple sentences like He is a boy, he has blue eyes, he is tall, he is wearing a red t-shirt… and the students have to guess who the student is and say his name loudly.
The methodological measures that we would carry out are the following:
We will facilitate communication as much as possible:
- We will simplify the vocabulary, speak at their pace, and check that they understand the messages.
- We can use the Conselleria conversation guide to introduce greetings and adapt the center’s posters to their language.
- We must not force him to speak. Respect the silent period.
- Overcorrecting errors is counterproductive (affective filter)
When we give information in writing, we will try to make it as accessible as possible:
- We will simplify the grammar. (use direct and positive sentences.)
- We will use visual supports (photos, pictograms, IWB)
- We will post reinforcement activities on the blog/ Aules
- We will take advantage of technology and online translators to clarify important messages.
We will prioritize socialization, integration and inclusion in the group over the academic ones:
- We try to know their likes and preferences.
- We will use presentation dynamics in the classroom to include the students.
If the number of students to host is very high, we will ask for support from an association of Ukrainian people to act as intercultural mediators like for instance “Slavútych association” in Alicante.
GROUP-CLASS
- Develop interpersonal intelligence (put yourself in another’s shoes) Eg. tell a story about a boy who goes to another country to live. New Home by Tania de Regil
- Solve the doubts that students have about the war.
- Perform assemblies and routines with presentation dynamics and through TPR that involves little verbal interaction.
- Promote non-verbal language.
