EPSE 317: Developmental and Exceptionality in the Regular Classroom

1. EPSE 317: Developmental and Exceptionality in the Regular Classroom Learning Disabilities School Based Team Case Study Emily Kung & Russ Heggie September 18, 2007

2. Presentation Agenda • Ice breaker?? Reading a text? • SBT meeting (held by Hans’ Grade 5 teachers Emily & Russ) • Handout Review

3. Student Biography • Hans Christian Andersen was born in Odense Denmark, 1805. • Danish author/poet of short stories and famous fairy tales. • Reading disabilities for much of his early childhood. • Hans will be a Grade 5 student with a Grade 2 reading level for this Case study.

4. Student Identification • Hans is a new student in our school. In speaking with his previous teacher, the student was on waiting list for Psycho-Educational Assessment. • In previous report cards it was noted that Hans disliked reading and due to his disruptive behaviour during this activity frequently missed class time.

5. Teacher’s Observations • Slow, hesitant and monotonous when reading out loud one on one with the teacher. • Loses orientation on a page. • Shortening of words (ex.:  “potion” vs. “proportion”). • Remembers little of what is read or reads with poor comprehension. • Can recognize words he’s seen repeatedly in the readings or text. (ex. The, when, there).

6. Classroom strategies & assessments • We have completed a number of informal assessments including running records. • As classroom teachers we have also used a number of strategies to best meet the needs of the student. -Providing visual & auditory supports. -Text read aloud by teacher initially.

7. Identification & Assessment • Running Record- Short Story read aloud one on one with teacher followed by questions on details of the story. • Grade 3 level chosen initially-unsuccessful. • Omitted, submitted & repeated words during Assessment. • Percentages: 35% • Grade 2 level Reading Record –successful. However slow & hesitant.

8. Identification and Assessment • During this phase of the assessment we set up a meeting with the parent(s) and student to discuss information on student’s progress. • Medical screening was conducted to investigate whether there was a health basis for the learning difficulty. Results were negative. • Following medical screening, collaboration with school-based personnel was done to develop additional assessment and intervention strategies.

9. School Based Team Referral • Following the SBTR we will seek assistance in implementing strategies or coordination of support services. • Following the SBTR it may be necessary for an extended assessment (psycho-educational assessment). • This will be used to determine the presence, nature, severity and educational implications of a learning disability and provide additional information for planning.

10. Results of the Assessment • Information will be required from the family about health, social-emotional adjustment, and developmental history. • Results from Achievement (Output) & Intelligence(Understanding) tests will be documented. • Learning strengths and weaknesses, and their implications are to be documented. • Assessment information should contribute to the process of planning and evaluating the student's education program.

11. Referrals: School Based Services • Pairing the student up with another student in the class who does well with reading and who may be able to tutor the student or assist the student with certain activities. • Simplified/abridged or condensed versions of classroom materials that are given to the student ahead of time so that he/she can prepare for the class.  (Certain passages can be assigned to the student for reading in class as a form of assessment).

12. Referrals:District Based • One-to-One Learning (http://www.one-to-one.ca/01program/index.html):  ONE TO ONE Literacy Society Room 204 Seymour Elementary School 1130 Keefer Street Vancouver BC V6A 1Z3 Ph. 604.255.5559 Fax. 604.255.5515 • Referral to a teacher consultant for learning disabilities (Depends on availability and LD severity)

13. Referrals:Community Based Services • Learning Disabilities Association of Vancouver:  3292 E. Broadway, Vancouver, BC, V5M 1Z8  (Phone 604-873-8139) • Sylvan Learning Centre:  Vancouver Champlain Mall 7116 Kerr Street Vancouver, British Columbia V5S 4W2 CANADA Tel. (604) 434-7323

14. Appropriate Classroom Interventions/adaptations/modifications • Outline for class on important concepts of text prepared by a student. • More time spent in learning equals more time needed for learning in Hans’ case. • Preparing the student by providing the oral questions for class a few days before, try to keep the student ahead of the class. • Audio or video recordings of the lessons in class to review at home.

15. Appropriate Classroom Interventions/adaptations/modifications • Fostering an inclusive classroom where students with disabilities actively participate by following directions through their classroom jobs (e.g., collecting homework), meeting with others or partaking in group learning activities • Employ strategies such as the Cover, Copy, Compare method to bring their spelling and writing skills up to grade-level (Nies) • Use of “Assistive technology”:  computer based programs that teach reading (Twyman), math, spelling.

16. Handout Review • Handout

17. Conclusion • Thank you! • The End