Kent - Learning Disabilities

Kent - Learning Disabilities

Team Too: Andrea S., Yvonne, Carla, Ryan, Jessica

Case Characteristics and Issues Kent is a grade three student who has been diagnosed as severely learning disabled. As indicated by his teacher, he is very passive, rarely responds to questions or participates, and attempts seat work but is often distractible and off-task. In addition to his passivity in the classroom, there are several other issues that Kent may encounter as a result of his learning disability. According to his school’s psychologist, as a passive student, Kent may often have feelings of self-defeat, a fear of learning, production deficiencies, self-helplessness syndrome, an outward locus of control, and ineffective coping skills.

How can Kent’s teacher build and maintain an inclusive learning community within the classroom? Options Classroom-Level Option: Developing and Practicing Self-Advocacy Skills This option may be used to transition Kent’s involvement from a passive learner to an active participant in the classroom community. Alberta Learning (2002, p.41) explains that students with learning disabilities need the skills to advocate for themselves. Furthermore, they explain that self-advocacy refers to taking actions on one’s own behalf resulting in the ability to set goals, make choices, and take responsibility for oneself. This option would involve the classroom teacher integrating the development and practice of these self-advocating skills in the classroom with all students. Together, teacher and students would (Alberta Learning, 2002, p.42) be involved in making decisions about their education, understand their learning strengths and needs, develop appropriate self-advocacy skills, and set realistic learning goals. Advantages • Kent practices skills to self-advocate which includes taking responsibility for his actions. • Students in the classroom learn skills they may not have otherwise had the opportunity to learn. • Lifelong skills are developed. • Students will know their own abilities and needs.

Disadvantages • Some students may already have these skills developed resulting in wasted time. • It takes time away from learning the curriculum. • It is not guaranteed that this will give Kent the necessary skills for participation and involvement.

Classroom-Level Option: Cooperative Learning Groups In cooperative learning, students work together on a task or problem as a small group. Groups can be as small as 2 students, or include roles for 4-5 students. According to Giuliani and Pierangelo, (2008, p. 104) in cooperative group learning, “students are teamed for activities or projects and must cooperate, share ideas and materials, and share in the development of project products.” Cooperative learning groups promote what Manitoba Education and Training, (1996, p.2.8) recommend for students with learning disabilities: “providing opportunities for a high degree of student involvement, and building a team atmosphere in the classroom.” Advantages • Promotes a sense of belonging and classroom inclusion. • Can be used in different contexts. • All students have a role. • Encourages equal participation.

Disadvantages • Student is unable to work in group. • Group may not be on-task. • Size of group. • Cannot use groups for all student work.

Classroom-Level Option: Establish “Expert” Students “Students with limited experience in success tend to believe that other students learn by a mysterious process to which they themselves do not have access” (Manitoba Education and Training, 1996. p.3.5). We believe that students who struggle academically do better overall when they have something they are confident in and know they are good at and therefore become an expert in that field. Advantages • Kent’s self-esteem will be boosted. • Kent will feel like he is contributing to the classroom community. • Kent will have something to call his own; something in which he can be “the expert”. • If he were the class expert, Kent may interact more socially as a result of students asking for his help.

Disadvantages • Other students in the class may feel like they are no longer valued when Kent is seen as the expert on a particular topic. • Other students who were interested in Kent’s area of expertise may feel like there is no reason for them to learn it. (Kent has all the information) • It singles out students.

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Classroom-Level Option: Modification According to the Families and Advocates Partnership for Education (2005) as described by McGrail (2005), modification is defined as an adjustment to an assignment and/or test that changes the standard measurement for the task; a modification can change the expected outcome. However, it is important to determine whether or not to modify the assignment and/or test for students with disabilities. Thus, it is important to consider these questions: (1) What grade level is this student at? and (2) What are the students’ barriers to successful participation in the classroom assignments and to the activity? When modifications are done in the classroom, lessons can be modified through accelerating the content. Assignments can be modified through reducing regular classroom work or providing alternative assignments. Any type of modification done in a regular classroom should still focus on curriculum outcomes. It is important to keep in mind that these modifications should benefit all students with or without a learning disability. Advantages • Gives Kent and other students more time to complete assignments and/or tests. • Can boost Kent’s self-esteem, self-confidence, and coping skills. • Students can work together, interact in groups and learn from each other. • Modification in lessons can allow more time for other lessons or activities. • Modifying assignments and/or tests can reduce the level of frustration students may be experiencing.

Disadvantages • Kent’s modified assignments can be viewed as favouritism by other students if they don’t get the same modified assignments or the extra time. • Can decrease Kent’s self-confidence if other students bother him. • Not all the students need extra time to complete their assignments and/or tests. • Modifications can change outcomes and may not meet all the learning objectives. • Teachers would have to create 2 assignments (1 regular and 1 modified).

School-Level Option: Working with Parents Advantages • In helping all students achieve success, the Government of Alberta suggests that “parents play an important role in the education of their children. Their involvement and encouragement can help a child excel” (Government of Alberta, 2009). • When setting goals for self-helpless students, “it is key to involve the parents as much as possible” (British Columbia Government, 2009). • Website suggests deciding on what the student’s individual goals will be “a two-stepped planning process with the student, parents and friends playing key roles” (British Columbia Government, 2009). • I have observed that most parents know and understand their children’s interests, capabilities and thought-process.

Disadvantages • I have observed several cases in which parents may be in denial that their child need cannot take initiative in their own learning. • In my experience, parents may see the teacher’s concern as a personal attack on their parenting skills. • In my last practicum school, I witnessed parents that were new to the country, and/or unaware of severity of the problems that their child encounters every day at school. • • • • • • •

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Kent - Learning Disabilities

Team Too: Andrea S., Yvonne, Carla, Ryan, Jessica

Recommendations We have carefully examined the advantages and disadvantages that Kent’s classroom teacher may encounter when building and maintaining an inclusive learning community within the classroom. We believe the classroom teacher should: • The teacher must first talk to Kent’s parents to collaborate on strategies that will benefit Kent. The teacher should share suggestions of strategies based on his/her own observations and experience and together, determine if this is the best course of action for Kent. • Talk to the school resource teacher to find out if there is an underlying problem as to why Kent is not learning (aside from a learning disability). • Begin to develop self-advocating skills with the entire class including identifying one’s own strengths and needs, setting goals, and learning how to make choices and decisions. • Initiate cooperative learning groups to build a positive learning community and teach Kent how to work with others. Resources Alberta Learning. (2002). Unlocking potential: Key components of programming for students with learning disabilities. Edmonton, Alberta: Author. British Columbia Government. Ministry of Education. (2009). Students with intellectual disabilities: A resource guide for teachers. Available at http://www.bced. gov.bc.ca/specialed/sid/ Government of Alberta. Education. (2009). Role of Parents. Available at http://education.alberta.ca/parents/role.aspx Giuliani, G. & Pierangelo, R. (2008). Teaching students with learning disabilities. Thousand Oaks, CA: Corwin Press. Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, MB: Author. McGrail, L. (2005). Modifying regular classroom curriculum for gifted and talented students. Available at http://www.prufrock.com/client/client_pages/ Modfying_Curriculum.cfm

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