Teacher as leader

Teacher as change agent

Reflective practitioner

Curricular Strategies for

Tackling Individual Differences

Professional learning communities

By: Dr. Sally Wan

Email: sallywywan@cuhk.edu.hk

Understanding your students (I): basic understanding of students at risk

Website: sallywywan.com

He?

She?

Task 1: Think-Pair-Share

Q1: Who are at risk? Q2: What characteristics?

Same

Different

Types of students at risk

CWLD SEN Ethnic Minorities

Dropping out Academic failure

CWLD

Learning difficulty can be defined as a mismatch between the curriculum available and the experience, the interests and the abilities of the student (Crawford, 1995:228)
Reference: Crawford, N. (1995). Children with learning difficulties. In J. Biggs & D. Watkins. Classroom Learning. Hong Kong: Prentice Hall.

Children with Learning Difficulties (CWLD)

Special Education Needs (SEN) (Legislative Council, HKSAR, 2008)
Major types:
Hearing impairment Visual impairment Physical disability Intellectual disability Attention deficit and hyperactivity disorder Autistic spectrum disorder Specific learning difficulties (SpLD) Speech and language impairment
15/9/2007 9340 (primary) 3620 (secondary) 7448 (special)

Reference: Legislative Council, The Hong Kong Special Administrative Region. (2008). Subcommittee to Study Issues Relating to the Provision of Boarding Places, New Secondary Education and Employment Opportunities for Children with Special Educational Needs Report. Hong Kong: Education Bureau. Retrieved on 23rd January 2013 from: http://www.legco.gov.hk/yr07-08/english/hc/papers/hc0606cb2-2140-e.pdf .

SEN
SpLD: severe and persistent learning difficulties in the area of: reading and spelling (i.e. dyslexia) developmental coordination problem (i.e. dyspraxia) mathematics (i.e. dyscalculia)

Reference: Legislative Council, The Hong Kong Special Administrative Region. (2008). Subcommittee to Study Issues Relating to the Provision of Boarding Places, New Secondary Education and Employment Opportunities for Children with Special Educational Needs Report. Hong Kong: Education Bureau. Retrieved on 23 rd January 2013 from: http://www.legco.gov.hk/yr07-08/english/hc/papers/hc0606cb2-2140-e.pdf .

Remarks: VI= Visual impairment PD= Physical Disability SSD=Severe Speech Disability

HI= Hearing impairment SID= Severe Intellectual Disability MiID=Mild Intellectual Disability

HS=Hearing and speech MoID=Moderate Intellectual Disability

Hong Kong
Year 1995 Major Events White Paper on Rehabilitation Equal Opportunities and Full Participation

1997

2-yr pilot project on integrated education using Whole School Approach (WSA) Objective: to enhance the effectiveness of support for students with SEN

1999-2000 year Integrated education programme (IE programme) was extended to other onwards mainstream schools 2007-2008 500 public sector primary & 37 secondary schools have adopted WSA to implement integrated education* Students with severe, profound or multiple disabilities who cannot benefit from schooling in the mainstream sector are placed in special schools.

15/11/2007

7570 students in 60 aided special schools 1: a primary section 3: a secondary section 56: both primary and secondary sections Except for schools for intellectually disabled (ID) children which offer nonmainstream curriculum, the other special schools offer mainstream curriculum.

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Source: LegCo Report (2008: Appendix V) [ (pp.50-63)]

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

SEN teacher training in HK

Source: http://www.edb.gov.hk/index.aspx?nodeID=7349&langno=1

Further reference: http://www.edb.gov.hk/UtilityManager/circular/upload/EDBC/EDBC12008E.pdf

Sufficient teacher training???

Whole-school approach Integrated Education Guidelines (EDB, 2008, 2010) http://www.edb.gov.hk/attach ment/tc/edusystem/special/support/wsa/ie %20guide%20_ch.pdf

Updated news: http://std.stheadline.com/yesterday/edu/0115go02.html

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

Comparison amongst California, Ontario, England, Taiwan & HK

SEN students from OECD countries (Organization for Economic Co-operation and Development) (OECD) ()

Source: http://www.oecd.org/social/familiesandchildren/50325299.pdf

HK: 36.5% (as at 2007)

HK: 36.5% (as at 2007)

HK: 36.5% (as at 2007)

HK: 36.5% (as at 2007)

HK: 36.5% (as at 2007)

Part 2

ETHNIC MINORITIES IN HK

Ethnic minorities

Source: http://www.statistics.gov.hk/pub/B11200332001XXXXB0200.pdf

Ethnic minorities

Source: Census and Statistics Department, HKSAR (2011). Thematic Report: Ethnic Minorities. 2011 Population Census. Hong Kong: Census and Statistics Department, HKSAR. Retrieved on 23rd January 2012: http://www.statistics.gov.hk/pub/B11200622012XXXXB0100.pdf

Catering for NCS students: Support Services by EDB

http://www.edb.gov.hk/index.aspx?nodeID=4 211&langno=2 (Chi. Version) http://www.edb.gov.hk/index.aspx?nodeID=4 211&langno=1 (Eng. Version) An overview of support for NCS students
http://www.edb.gov.hk/index.aspx?nodeID=4725 &langno=2 (Chi. Version) http://www.edb.gov.hk/index.aspx?nodeID=4725 &langno=1 (Eng. Version)

Other support services for ethnic minorities in HK

Race Relations Unit, Home Affairs Department, HKSAR
http://www.had.gov.hk/rru/english/programmes/ programmes.html

15mins reading + 15mins sharing Groups 1, 4: Dyslexia Groups 2, 5: ADHD Groups 3, 6: Autism
Type Characteristics Assessment Teaching approaches & strategies

Dyslexia ()
Attention deficit hyperactivity disorder (ADHD) () Autism ()

Reference: Chung, K.K.H. (2010). Meeting students with special educational needs. In L.F. Zhang, J. Biggs, & D. Watkins (eds.). Learning and Development of Asian Students. Hong Kong: Pearson.

15mins reading + 15mins sharing Groups 1, 4: Dyslexia Groups 2, 5: ADHD Groups 3, 6: Autism
Type Characteristics Assessment

Group A: Groups 1+2+3 Group B: Groups 4+5+6

Teaching approaches & strategies

Dyslexia ()
Attention deficit hyperactivity disorder (ADHD) () Autism ()

Reference: Chung, K.K.H. (2010). Meeting students with special educational needs. In L.F. Zhang, J. Biggs, & D. Watkins (eds.). Learning and Development of Asian Students. Hong Kong: Pearson.

Dyslexia ()
Characteristics:
Reading/writing/spelling difficulties Difficult to acquire knowledge of shape (/letter) sound correspondences and skills in using this knowledge to decode unfamiliar words in text Math calculation, time and task management, prioritizing and organizing

Assessment:
Multiple sources (intelligence, phonological awareness, fluency, memory, concentration, word reading, spelling, reading comprehension, math, sequential/spatial skills, and social and behaviour adjustment

Dyslexia ()
Teaching approaches & strategies:
1. Multisensory strategies
Reading & Writing skills: Hearing/ vision / touch Imprint memory through sensory pathways: auditory, oral, visual, tactile, and kinesthetic (use of body & muscle actions) Look-say-trace-cover-write-check Check & re-teach Use memory aids: diaries, illustrations, charts, calendars, graphs, cue cards, concept maps, notes, flash cards, summaries, etc. Create a mental picture of the content Use visual aids, hands-on materials & concrete examples Encourage responses (i.e. point form, spider map, oral presentation/ tape) Allow students to report information using recorders, computers, interviews, and calculators Sufficient time

2.

Memory strategies

3.

Differential instructions and presentations

Attention deficit hyperactivity disorder (ADHD) ()

Characteristics:
Difficulties with maintaining focus, with regulating attention to task or to people, with organization or following through on instructions, school work, and classroom duties Easily distracted & forgetful Fail to give close attention to details Very verbal & impulsive Difficulty with coping with change, even with moving from one activity to the next

Attention deficit hyperactivity disorder (ADHD) ()

Assessment
Vision & hearing screenings IQ tests Academic screening & classroom observation Assessed in different settings, at different times of the day Look at all components of the condition (inattention and / or hyperactivity / impulsivity) Different types of assessment procedures (interviews, observations, behaviour rating scales, and standard educational, language, or psychological testing Direct observations of the students & a review of academic performance Detailed questionnaire for teachers and parents

Attention deficit hyperactivity disorder (ADHD) ()

Educational approaches and strategies
Stimulant medication
Prescribe psychstimulant mediations (Dexamphetamine and Ritalin) Improve concentration Reduce problematic hyperactive symptoms (60-70%) *may produce side effects (irritability, withdrawal, depression, hallucinations (illusions) and lack of spontaneity) *Help concentrate, not remedy poor reading/ math skills

Attention deficit hyperactivity disorder (ADHD) ()

Educational approaches and strategies
Applied behavioral approaches
Behaviour modification approach
Reward good behaviour Take away privileges for bad behaviour Learn appropriate behaviour Explain to that student, model good behaviour, constrantly reward positive behaviour with both verbal +non-verbal reinforcers E.g. stars on a special chart, stamps & awarding of privileges

Cognitive-behavioural approach
Reinforce the importance of learning Consistent in managing behaviour & allow cool off time when anger takes hold Discuss emotions within the curriculum, identify acceptable alternative ways of dealing with anger, frustration, happiness, and sadness Teach self-talk, self-instruction, self-monitoring, and self-reinforcement self-control

Attention deficit hyperactivity disorder (ADHD) ()

Educational approaches and strategies
Minimizing distractions and instructions
Design tasks that are rapid, intense, novel, or of short duration Can be seated away from potentially distracting areas (doors/windows/computers) or seated near another student who is working on a shared assignment Give directions for one assignment at a time rather than directions for multiple tasks all at once Provide additional directions both orally and in writing If long assignment, a sequential checklist should be provided and key words highlighted in the instructions Relevant & interesting materials Multi-sensory stimulations (sounds, colours, actions & pictures) Vary the pace and type of activity Use a variety of audiovisual materials during the lesson Co-operative learning strategies (e.g. Think-Pair-Share)

Autism ()
Characteristics:
Difficulties with communication, social interaction, learning and behaviour (but the extent and type of difficulty varies) Verbal & non-verbal communication (understanding and use of speech and non-verbal communication such as eye contact and gesture) Unable to pick up on non-verbal cues & have poor eye contact Do not communicate easily & often use language in an odd or repetitive manner Repeat / echo words / phrases Little desire to use language to interact socially with others/ have a conversation Difficulty in understanding and responding to other peoples thoughts and emotions Limited play skills Spend much of the time in repetitive activities

Autism ()
Assessment
Methods:
Interviews direct observations interactions information about the students social, emotional, cognitive and communication development Speech Language and literacy Information processing Problem solving skills Social interaction skills Fine motor skills Play skills

Common areas of assessment:

Autism ()
Educational approaches and strategies
Applied Behaviour Analysis (ABA)
Behaviour modification
Increase desired behaviour Teach new skills Maintain desired behaviour Generalize / transfer behaviour from one situation or response to another Restrict / narrow the conditions under which interfering behaviours occur Reduce interfering / potentially harmful behaviours Discrete Trial Teaching (http://www.autismcommunity.com/what-is-discrete-trial-teaching/) a highly structured method of teaching skills breaking into smaller, teachable components

The Discriminative Stimulus (Sd)

stimulus within the environment that signals a response is required (and that reinforcement is available) can be an instruction or some other environmental cue should be clear and concise especially during the initial stages of learning
Example
an instruction for receptively identifying colors might be touch yellow rather than a more wordy instruction like Anna, will you please point to the yellow square on the table? As the student learns the skill, more complex instructions can be introduced, but simplifying the instruction initially helps avoid confusion about what the expectation is. The student should be allowed a maximum of 5 seconds to respond in most cases.

The Response (R)

the specific skill or skill component youre teaching expected and acceptable response should be clearly defined
consistency across people implementing the intervention Example
if the response for touch yellow is not clearly defined, one teacher might be accepting when the student lightly touches the card and another might be accepting when the student slaps the card and yells yellow! If the expectations arent clear and consistent, learning will happen less rapidly and the student might be learning the incorrect behavior.

It is unlikely the student will know how to respond to the Sd when teaching begins. Prompting strategies are required.
Based on the student and the specific skill being taught. Possible prompting strategies:
Verbal Physical Visual Demonstration Proximity prompts

The Reinforcing Stimulus (Sr+)

All correct responses should be immediately reinforced. Students should be given something following correct responses (even when prompted) to signal that the correct response was given. By reinforcing correct responses, we are increasing the likelihood correct responses will be given again. If the correct response was not given, no reinforcement is delivered.
clearly shows the student the response given was not correct because it did not result in a positive outcome.

By not reinforcing we are effectively decreasing the likelihood of the student giving the incorrect response. Reinforcement is only effective if it is something the student values.
How?
Praise High-five Toys Food/drink A break A sticker A token

The key here though is that it has to be something the student actually wants. Many times reinforcers change due to satiation (the student has had their fill of the item or activity). It is important to vary reinforcers and constantly be assessing the value of reinforcers in the moment.

Autism ()
Educational approaches and strategies:
Social stories
To address a variety of social behaviours Short, individualized stories designed to teach certain skills, events, concepts, or social behaviours to students with autism Generally written in the first person to make it easier to identify with the situation described in the story Provide information about what is happening and why, who will participate, when an event / activity will take place, and the appropriate response expected from the students to a given social situation Example:
The bell rings and then the children go to class. (cues in the environment) My teacher is happy when the children listen (how the situation affects people) I can try to use a quiet voice in class (how to respond)

Autism ()
Educational approaches and strategies:
Communication strategies
Simplify language by using key words and simple phrases Talk more slowly Pause between words to allow time for processing the information Teach how to listen and use oral speech through using visual support Teach conversation skills through the explanation of events and activities Informal / formal communicative social exchanges for social interactions & community-based experiences

Autism ()
Educational approaches and strategies:
Self-management skills
Problem solving skills Decision making Safety awareness Anger management self-monitor & self-reinforce own behaviour Reinforcement for correct performance Using visual aids (cue cards) (e.g. I need help.) Example:
In stressful situations retrieve and use language appropriately

Further information: How to cater for SEN?

Recommended references from EDB http://www.edb.gov.hk/index.aspx?nodeID=2 378&langno=2
Curriculum adaptation
http://www.edb.gov.hk/index.aspx?nodeID=7241&lang no=2

Assessment adaptation
http://www.edb.gov.hk/index.aspx?nodeID=8443&lang no=2

Assessment Task 1 (Ongoing online discussion)