Our Purpose

We created this blog to host support materials on collaborative strategies for the inclusive classroom from our presentation, "Me and my Shadow", at the ACS Athens Learning Conference 2011.

A blog offers readers the chance to share their own experiences and reactions. Our vision is for this blog to become a learning community where we and our readers share expertise, problems and ideas.
Please contribute!
Penny and Angelik

Penny Kynigou is a 5th grade teacher at ACS Athens.
Angelik Grigoratos is a shadow teacher at ACS and psychologist in private practice in Athens.

Any Other Suggestions?

Share your ideas here! Let's learn from each other! Your suggestion might help make life that little bit easier for one of next year's students, or their teachers! :)

Workstation

The above model is a strategy derived from the TEACCH (www.teacch.com) method where structured teaching is provided for each individual student. This can be for independent work at the student’s desk or when student needs to do a chore. Diagram allows student to know what to do, purpose of the activity/chore, for how long they will do it for, what will happen next once they have finished the activity/chore and of course how to do the activity. This is discussed for each lesson that the student struggles to work independently for long periods of time.

I learned this model through a seminar given by Ms. Catherine Faherty and I found it to be very helpful and meaningful for not only the student with a learning difficulty but for many other students. It gives the students focus and purpose and alleviates the anxiety of the unknown. Angelik

Sources cited

nHere are the sources we cited in our presentation.

Have you discovered something useful? Please share in a comment below!

Websites:

McIntyre, T. (n.d.). Task Analysis. BehaviorAdvisor.com. Retrieved May 3, 2011 from http://www.behavioradvisor.com/TaskAnalysis.html

www.wholebrainteaching.com

nwww.educationworld.com

What are learning differences? FamilyEducation. (2011). Retrieved December, 18, 2010 from http://familyeducation.com

www.teachervision.com

http://teacch.com

nhttp://reading.ecb.org/

nhttp://www.additudemag.com/
Watson, S (n.d.). Behavior Contracts-Printables. About.Com-Special Education. (2011). Retrieved January 13, 2011 from http://specialed.about.com/cs/behaviordisorders/a/samples.htm
http://www.thegraycenter.org
http://www.autismspeaks.org
http://www.mothering.com/education/autism-sample-task-analysis-aba

Books:

Udvari-Solner, A. & Kluth, P. (2008). Joyful Learning. CA: Corwin Press

nMaryola M. A. & Dizon, E. I. (2009). Shadow Teaching Scheme for Children with Autism and Attention Deficit-Hyperactivity Disorder in Regular Schools. Education Quarterly 66 (1), 34-49

nMittler, P. (2000). Working towards inclusive education. Social contexts. London: David Fulton Publishers

nTate, M. (2007). Shouting Won’t Grow Dendrites. CA: Corwin Press

nSmith, T.E.; Polloway, E.A. ; Patton, J.R. & Dowdy, C.A. (2007).Teaching Students with Special Needs in Inclusive Settings (5th Edition). London:Allyn & Bacon

Behavior Modifications

Behavior modification strategies such as behavior contracts and worksheets are beneficial in reinforcing and promoting positive behavior. Similarly inappropriate behaviors are looked at more closely and background information is given as to why the student may be acting the way they do. Behavior modification worksheets and/or contracts can be made to fit each individual student accordingly. Below I adapted 2 behavior modification tools that I found online (Watson, n.d.) and used it with one of my students with great success.

“I can do this!” is a good strategy to use for students who don’t really participate by raising their hand, as well as for students who keep shouting out. With this system you monitor how many times the student either shouts out/raises their hand. By the end of the day tally up and see how the student did. Your goal is for the student to be more aware of their behaviors and to become self reliant. You can offer a reward if they have reached a specified goal.

“Behavior Assessment” is a worksheet that is completed by relevant teachers and the student so as to point out inappropriate behaviors and target how to modify these negative behaviors through successful intervention strategies. This should be done with the student present, so that they know what they are working towards, and it will motivate them to try! Functional Behavior Assessments templates can be found online. The one below is adapted from www.sampletemplates.org/student-functional-behavior-assessment-template.html . Search the internet and you will find many templates that you can adapt to meet the needs of your student. What behavior modification strategies do you use that have proved helpful to those energetic/less motivated students? Angelik.

BEHAVIOR ASSESSMENT

Student:

Grade:

Date:

People Present:

Describe any inappropriate/negative behaviors observed (Physical, Verbal, Other)

____________________________________________________________

____________________________________________________________

Describe what precedes (triggers) the inappropriate/negative behaviors:

____________________________________________________________

____________________________________________________________

Select 1 or 2 behaviors to be modified
_____________________________________________________________
_____________________________________________________________

Describe any unsuccessful intervention approaches:

_____________________________________________________________
_____________________________________________________________

List possible potential successful approaches:

_____________________________________________________________
_____________________________________________________________

Describe the new behavior goals – Include consequences and reinforces

_____________________________________________________________
_____________________________________________________________

Date for Review:___________________________________________

Buddy System/Mentor Program

Lunch and recess can be difficult periods for some students with learning differences as well as new students arriving at a school. Their anxiety/stress levels may increase due to:

• the unknown of what they may expect on the playground
  
• not knowing their way around the new school
  
• not been fluent in that language spoken at the school (ESL students)
• high energy levels which they don't know how to harness effectively
• lack of communication skills to make contact with others
• lack of social skills thus not able to approach other children.

This can lead to either negative behavior, social isolation or complete shut down. In such instances applying the buddy system/mentor program may be very helpful. This involves the teacher choosing a student/s in the class to look out for and be friends with the student who is isolated/alone/new.

It's vital that the teacher address the entire class about everyone's strengths and weaknesses, the feeling of being new at a school and how some students are shy and unable to initiate play on their own. Emphasis should also be placed on the importance of helping one another out and providing support to all students. When choosing students for the buddy system/mentor program keep in mind:

• the student you choose to be a mentor should be willing to take on that role
• the mentor is able to motivate, reinforce and initiate play with the student in need
• that both mentor and student compromise and share what activities/games can be played during recess time
• that the mentor take the new student on a tour around the school to show them classes, playground area, lunch room etc
• to provide the buddy with a reward/certificate stating what a good role model they were
• that the mentor take into account the difficulties of the student and when needed give the student time to be on their own
• that the mentor can change so as to not burden the mentor to feel obligated to be with the student all the time

Do you have any other ideas of how to help students with social difficulties play at recess? Please share as I am sure this is a problem in most schools, thank you-Angelik!

Positive Reward Systems

When students reach expected goal/s, they may be rewarded with a 2 minute break to read their favorite book, relax, spend quiet time to re-charge their batteries etc. Positive statements can also make a big difference to motivate functional and effective behavior. Statements such as,
“Thank you Susan for packing your things away.”

“I appreciate the way Nicole lined up quietly.”

“I like the way you organized your desk Tim.” 

The way and how we say things goes a long way!

Please share any reward systems that you may have used to motivate students in the classroom.
Angelik

Collaborative groups:

Group brainstorming and webbing increases student discussion. After a homework assignment, students can discuss their answers as a group and try to justify why their answers are correct. In the process of reaching consensus a lot of peer teaching, review and higher level thinking take place. Shadow teachers are great group facilitators.Penny.

Shadow Teacher Perspective: when the student is assigned to work in a group make sure that you are specific of their role within the group-what will they need to do. Like a task analysis break the steps into smaller sub steps so as to increase independence, foster responsibility and decrease anxiety of not knowing what to do! How do you encourage participation of all group members? Please share some tips, thank you Angelik.

Calling cards:

Some students never raise their hands to reply to questions in class and feel picked on, if you ask them to respond when they haven't raised their hand. I make a pack of cards with the students’ names on them and use them for reading around the class, taking turns answering questions and play "pick a card any card” for chance based groupings. I find this is a great way to structure involvement for all in a game-like context.What strategy do you use? Please leave a comment.Penny

Shadow Perspective: Sometimes to avoid the stress of calling cards, you can prepare your student from beforehand with some questions/answers. If you pre-teach the lesson a day in advance and the student knows the answer to a question, they may raise their hand voluntarily even before getting called by the teacher. This is a great way to enforce cooperation and increase self esteem. Angelik.

Seating

I like to change seating every six weeks, and I always ask students to give me input before I make a new plan. Each student writes on paper: My name is___. I think I can work well with_____and_____.

I take this information and make a web showing who selected who.
This helps me identify students who are perceived as popular/strong students and which students are marginalized. I then block in students who need preferential seating or will need to be separated on my plan and support each group with a strong student, respecting far as possible, student preferences.

Shadow Teacher Perspective: students get to choose who they would like to sit with and where. This also enforces decision making skills and also allows for the opportunity for students who are shy to get to know and work with different groups. Remember students who are easily distracted should be away from windows, doors and teacher’s desk as this is where the most action happens. Also nearer to the board is ideal as they will be more prone to pay attention. What strategies do you employ in the classroom to avoid distractions? Please share-Angelik!

Rules and procedures:

Since your students are new to your class, it really helps to spend time discussing with them why we have rules as a class, and bringing them to an agreement that we need these rules.

Rules need to be few, simple and frequently reinforced.

Whole Brain Teaching is a great resource for many classroom management strategies, and well worth a look. I love their rule number five, the catchall, "Keep your dear teacher happy!"

This site is a goldmine, and it's free!

Penny
www.wholebrainteaching.com

Shadow Teacher Perspective: rules, schedules, classroom management Strategies applied within the classroom setting should be visually presented to the student. Visuals such as schedules, classroom activities and other visual cues are fundamental basics used within the TEACCH method. If students can visually see what is expected of them and how one needs to behave; they will more likely respond accordingly and avoid anxious or negative behavior. The TEACCH method provides many useful tools that can be practically applied within the classroom setting. Visit www.teacch,com to learn more-Angelik.

Energy rocks

Give a positive role to the child who can't sit still and use him as the classroom messenger, to pass out papers or return books to the library. He's going to get the energy out anyway, so it might as well be in helping you out!

When students point things out, such as, "The calendar is wrong", praise them and asked them if they would take charge of it for you. They love to help and the more details you delegate the more time you have to focus on creative teaching! Any other ideas on how to harness energy in positive ways?
Penny.

Shadow Teacher Perspective: the energy rock can also be used for those students who prefer to go unnoticed, are anxious about social interactions, or are shy. A rock is placed on the student’s desk with a task to accomplish. This enables the shy student to engage and become part of the classroom community. Similarly they are been placed in social situations where interactions are encouraged in a non intrusive way-Angelik.

Give wait time

It can be difficult to answer when you’re suddenly put on the spot. Think how you feel when working in a foreign language! When asking questions of a reluctant student, ask and wait. If the student is really dumbfounded, brush it off with a polite, "I'll come back to you later." The point is to insist firmly, but fairly on participation.

Shadow Teacher Perspective: Some students find difficulty in understanding the purpose of teacher’s actions. They may think that the teacher calling upon them is a way to punish them. In such instances Social Stories™ may help to depict a social situation that may help the student understand what exactly is happening and why. Read it over with them have them keep it in a file so that they can have access to it whenever possible. Remember social stories can be used to make understanding a social situation much easier and less anxiety provoking! Angelik.

Graphic organizers

Many students are visual learners thus, a visual approach to brainstorming or organizing information is important (www.teacch.com). Graphic Organizers are visual representations that may help students organize and highlight essential information.

This is a valued approach in teaching and learning as it makes the learning more active and meaningful . Above is an example of a graphic organizer that we used for when assigning book reports. It highlighted pertinent aspects of the book they chose to read. We found this graphic organizer to be most useful for many students as it made the process of comprehending the book in a more orderly fashion. Are there any graphic organizers you may have used in the classroom that you found beneficial? Please share below-Penny and Angelik!

Support Approaches for Students with Learning Differences

Over the years as a shadow teacher I have gathered some tips that may help students. I have used most of these approaches in collaboration with teachers with effective results. I added just a few as each student is different and has different needs.

For my students to reach their full potential and be productive members in the inclusive classroom could not have been achieved without the constant support of the teachers. Their efforts have not gone unnoticed. Having shared my tips with them not only did they try implement them for my student but saw the use for many other students. Please share any tips to working with students with learning differences. We all can learn from one another, thank you-Angelik!!!

Support Approaches for students with Learning Differences

Tips for Learning and Teaching

Curriculum

• Cognisance of all students with LD to have access to an individualized learning program (ILP) where specified needs can be met and goals set forth. This should be done in collaboration with all involved in the student’s academic growth and development
• Provide opportunities for the student to pre-learn, re-learn and over-learn by providing summary of the lesson a few days prior, reflecting back on the previous lesson by asking other students to share what they did for homework. All this is a re-cap for the student and an extra opportunity to allow the information to sink in without them becoming bored
• Provide assistance with elements of the writing process, such as the using KWL charts, outline, using senses when writing and editing checklists
• Use a rehearsal-reading system. Sometimes instead of calling on students at random to read aloud, assign each student a specific passage a day in advance
• Construct list of essential words/often misspelled words that student may find difficulty in and have them write it 3 times over
• Acknowledge that extra time is needed by students in order to complete tasks/tests/assignments
• Change format, font or structure of worksheets/tests to make them understandable, easily readable so as to not invoke stress because of the quantity of information on 1 page

Classroom Management

• Classroom layout should reflect a consideration for all students (ex. Labeling of boxes where material can be found, orientation around the classroom and other classes, desk where papers can be put in, teachers desk etc…)
• Structured environment is best where one incorporates physical organization of the environment, visual schedules, work-systems and task organization

Routine

• Planning a routine may help to alleviate stress for many students. This can be done in areas where the student finds difficulty in (e.g. explain what the routine is, the purpose of the routine, the task analysis of the routine, how the routine will be at taught-visual and sketch a diagram that can help them follow the routine)
• Use visual cues to help the students to organize themselves (flash cards, schedule, work systems)
• Provide structures that assist students in understanding the duration of tasks and what will happen next. This is called task analysis and involves the student following a routine when needing to complete a task (e.g. breaking a large task into smaller sub skills, reinforcing the skill through repetition and then stating what will happen once the task is complete)

Modes of Teaching

• Use multimedia, various games/programs so as to tap into all areas of the curriculum (e.g. such as computers, star board, games, activities, group work as these methods of teaching distinctively appeal to all students)
• Provide extra support/strategies that may make learning easier (e.g. summaries of lessons/ vocabulary, appropriate literacy, charts, diagrams, mind maps, electronic dictionaries, models etc)
• Encourage the process of drafting, proofreading, editing their work so they can learn from their mistakes and avoid making them in the future
• Break tasks into small steps (task analysis) and allow adequate time for completion
• Always refer to the student by name as he/she may not realize that ‘everyone’ includes them

Social environment

• Where possible structure opportunities for students to use social skills in different situations (ex. Group activities relay the role of the student with LD and give them specified instruction. Make sure they understand what is required of them and how they need to interact with their group members to reach the required goal)
• Some students may find great difficulty in less structured situations such as recess, lunchtime, in the corridor and in transitions between lessons. When necessary develop a ‘Buddy system’ with mainstream peers to assist child with a learning difference by walking with them to different classes, sitting next to them at lunchtime, playing with them at recess
• Use stories to teach social communication/interaction as well as to depict difficult situations that may arise for a child by addressing the entire class so as to avoid ostracizing that one child with a learning difference (ex. Accepting compliments)
• Promote the development of clubs that students can join during recess time or after school so as to increase social interaction in structured setting

Emotional Support

• Students should be enabled to develop self-esteem This can be done by giving positive reinforcement, positive comments when they do something correctly (e.g. “Thank you Steve for packing your bag” “Mary I like the way you listened to directions and started on the morning assignment”)
• Recognize the confusion, anxiety and frustration of the student and avoid situations that increase pressure such as pressuring them to answer a question. Give them time to answer question by telling them that you will come back to them or writing down the question so that they can visually have it in front of them to see and process the information to answer the question
• Avoid invoking anxiety within the student so prepare the student beforehand when needing to do activities/presentations. Unstructured or unfamiliar situations without prior warning/explanation can increase stress levels
• Provide visual tool which explain relaxation techniques that the student can refer to when stressed or anxious
• Allow library time for some students as an escape when recess or class time becomes overwhelming and noisy

Relationships and Communication

• Establish a supportive relationship with the student. Trust is key as the student needs to feel that he/she can approach you when something is bothering them
• Communication between home and school is vital to ensure that curriculum access is appropriate, reflects the student’s interests and needs, and enables the student’s meaningful engagement
• Read and re-read questions aloud. Provide precise instructions for students to follow with simplified language and clarify meanings where necessary. Keep verbal instructions brief and simple. Ask students to repeat direction back to you so as to make sure they understand what is expected of them. This way the student will more likely communicate back the correct information

Behavior Management

• Provide rules of the classroom in clear big writing in a visible area and refer to them often so as to control behavior
• Catch the child exhibiting positive behavior and comment on it by making positive remarks. In some instances reward them
• Disapprove of inappropriate behavior and not of the student
• Provide behavior modification sheets/strategies to increase positive behavior and decrease disruptive behavior. There are many behavior sheets/techniques that can be used, apply 1 that is appropriate for the student and go through it with them
• All behavior is communication-look at what the student is not saying rather than what they are saying. Can use the ABC observation strategy (antecedent of behavior, actual behavior and the consequence) that may help identify triggers in the environment and better plan for them in the future

Task Analysis

Break down a difficult/confusing task into simple step by step instructions so that the student knows exactly what is expected from him/her. This can be written down on a piece of paper and/or given to the student. In Applied Behavior Analysis (ABA) task analysis are often used so that the student will eventually move from accomplishing simple tasks to accomplishing more complex tasks with time.

I adapted and used the task analysis strategy (McIntyre, n.d.) many times even for the simplest activity so as to avoid further anxiety by the student. It's amazing how something so simple can help so much for some students. For more ideas on how to create task analysis visit http://www.behavioradvisor.com/TaskAnalysis.html Do you think such a strategy would work? Why/Why not? Please share on comments below-Angelik!

E.x.

"Get ready for math class"

• Get math notebook, pencil case
• Line up
• Go to math class. When there place your math book, a pencil, and your calculator on your desk
• Wait quietly for the teacher to begin class.

"Get ready for Science labs"

• Clear desk of all unnecessary items
• Have only a piece of paper and pencil on your desk
• When teacher instructs get up and go to her desk to choose who you would like to partner with
• With partner go fetch science lab tray from the back of the class. Go sit at your desk or your partner’s desk
• Wait quietly for the teacher to start with the lesson

Social Stories

Social Stories™ are interventions to improve the social skills of children who find difficulty interpreting social cues. Individualized short stories are used to help the children interpret challenging or confusing social situations. The idea of social stories was created by Carol Gray in the early 1990's. The idea is to teach about the social world so that in the long run the child will eventually be able to apply and/or understand social situations.

Below are 2 social stories that my colleague Eleni Louvrou helped me put together. I used these with my student to explain social situations that triggered anxiety. A fantastic website that explains more on social stories and provides some models to help create them is http://www.thegraycenter.org/ . If you have developed any great social stories for your students, please share in a comment below-Angelik.

Time Out

In the classroom there is a time out chair. Sometimes teachers send children to time out.

Time does not mean you are in trouble. The teacher sends children to time out so that they can think about their behavior. Some children go to time out to think about what they did instead of what they were supposed to be doing. This is very important. If children don’t listen or don’t do what the teacher has asked, the child will go to time out to think. This is a good idea.

It is ok to go to time out. Time out gives you a chance to think about what you did. If I go to time out I will try to stay calm because I know that time out does not mean that I am in trouble. I will try to remember that time out is a place to think about my behavior.

Teachers’ ways to check what children have learned

There are different ways for teachers to see what children know. Some teachers ask children questions in class, some teachers have children do homework and some teachers call upon children to answer questions on the board. Many teachers use all 3 methods to check what children know. This is a good thing. This is to help children learn.

Sometimes when children are asked to answer questions, they may feel angry or embarrassed because they don’t know the answers. When in class, the teacher may ask me a question to answer or come up to the board and answer a question. This may make me feel angry or embarrassed. Feeling angry or embarrassed is ok. When I get called to answer questions I will try my best to answer or tell the teacher “I don’t know” and that I need help. I will try not to become angry or embarrassed because I know answering a question is to help me. This is a smart thing.

When the teacher calls me to answer a question I will try very hard or tell her “I don’t know” and that I need help. I will try to control my anger and not be embarrassed. This is very important to remember.