9/20/17 1 Mind the Gap: Identifying and Supporting Students with Additional Needs Madeline Armstrong Consultant Psychologist September 2017 1 Presentation Title Arial Bold 7 pt Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type) Pearson Clinical Assessment Madeline Armstrong Consultant Psychologist [email protected]M: 0478 307 132 Madeline Armstrong 2 Learning Difficulties What is a ‘Learning Difficulty’? • No clear definition or distinction between difficulties and disorders across Australia • ‘Learning Difficulties’ = umbrella term, referring to students that struggle to learn in mainstream schools • Includes (but not limited to): • Specific Learning Disorder (Dyslexia/Dyscalculia) • Slow Learners (low average) • Intellectual Disability • Language Disorder 4 Presentation Title Arial Bold 7 pt Image by Photographer's Name (Credit in black type) or Image by Photographer's Name (Credit in white type) Learning difficulties are highly prevalent – up to 30% of students estimated to be struggling with their school work and failing to achieve their full potential in mainstream schools (Skues & Cunningham, 2011) 5 Presentation Title Arial Bold 7 pt What Can We Do?! • How do we identify the students in our classrooms? • How do we know what interventions to use? 6
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9/20/17
1
Mind the Gap: Identifying and Supporting Students with Additional NeedsMadeline ArmstrongConsultant Psychologist
September 20171Presentation Title Arial Bold 7 pt
Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type)
• 80% of children achieve well through high quality classroom teaching
• Teaching the curriculum • Making reasonable adjustments for when
students struggle:• Visual timetable• Pencil grips• Fidget toys• Seating arrangements • Using a laptop instead of handwriting • Allowing extra time• Etc.
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Tier 2• Targeted instruction
• Small group
• Remediation and compensation strategies
• 15% of the class will require targeted
instruction in one or more areas
• Interventions at this level are designed to help
students “catch up”
• Evidence-based intervention
• Pre- and post-testing to monitor progress
• Phonological awareness group
• Literacy group
• Maths group
• Social skills group13
Tier 3• 5% of students don’t respond to high-quality
teaching and support, and don’t make
progress with targeted small group
interventions
• Tertiary level intervention – 1:1
• Individual Learning Plan or Individual
Behaviour Management Plan
• Assessment by an Allied Health Practitioner
(e.g. Psychologist, Speech Pathologist,
Occupational Therapist)
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Mind the Gap!
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Mind the Gap! TIER 3
TIER 1
RTI & Assessment
General Classroom ObservationsForming a hypothesis…
Difficulties with:• Paying attention• Staying on task/focusing• Remembering and following instructions• Organising themselves and their things• Writing in a sloppy or disorganised
manner• Makes the same mistakes over and over• Specific reading issues, like decoding• Confuses numbers and letters• Controlling emotions• Making and maintaining friends• Losing control• Hygiene
Are there difficulties in more than one area? Be specific!
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User Level (Pearson)
ULCULS ULM
ULB
ULT OR ULA
PsychologistsSpeech Pathologists
Allied Health – inc. Psych, SP, Occupational Therapists
Special Education Teachers – completed additional study in psychometrics