General chartof students with special needs integrated in the ESL classroom

Behavioural Difficulties
Affective / Pervasive Developmental Disorders
Social / ADD/ADHD
Cognitive / LANGUAGE DISORDERS (comm) / MIH
DYSPHASIA / Cognitive
CHARACTERISTICS / Under-reactive behaviour
(int. behaviours)
Withdrawn student:I am extremely shy; I am often teased; I avoid social situations.
Fearful student:I hold back and don’t take initiatives; I avoid social contact and am inclined to cling to an adult; I have fears and phobias.
Depressed student:I lack energy and motivation; every challenge seems insurmountable; I tend to withdraw; I am sad.
Over-reactive behaviour
(ext. behaviours)
Hostile student:I have aggressive and impulsive behaviours (physically or verbally) that often result in rejection. I can destroy or damage things that belong to others. I don’t always respect the rights of others or social norms.
Oppositional defiant student:I do not necessarily display violent behaviour. However, I frequently, persistently and stubbornly refuse to follow instructions and rules; I challenge authority. / I m a student with PDD. I resist change. I become anxious in the absence of structure. I display inflexibility in the learning process.
I have limited interests. I have difficulty establishing relationships with my peers as I don’t grasp the concept of “others”. I have problems with non-verbal communication and social skills. I am unable to share and express feelings. / ADHD = inattentiveness, over-activity, impulsivity
I can squirm and move around incessantly. I often speak too much, don’t wait for my turn to speak or interrupt others. I have difficulty processing information. I am easily distracted by everything around me, even by my own thoughts.
ADD = inattentiveness, apathy or lack or energy.
I may seem day dreamy or spacey, but ideas are constantly moving around in my head which cause me to become distracted. I am sluggish and slow to respond and process information because I’ve already moved on to thinking of something else. / Dys = disordered
Phasis=speech
Difficulty communicating.
I am intelligent but my potential is diminished because of my weakness in language.
It is an impediment to my learning. I have difficulties in the areas of language development, verbal expression, and cognitive verbal functions as well as in the area of verbal comprehension. / Mild Intellectual Handicap
As a result of delayed or arrested development, I have less efficient processes for treating information (attention, selective perception, encoding, short-term memorising, and recovery from long-term memory.)
I have problems understanding abstract dimensions. I have difficulty establishing links between information, prior knowledge and the targeted learning objective.
MANIFESTATIONS / Communication:
I can express myself easily, but I may use an inappropriate tone of voice (too loud or too low depending on the profile).
Cognitive:
I have problems getting organised.
I may refuse to do a task: refuse to start it, to pursue it or to end it (ext.).
I lack commitment and perseverance whendoing assignments(ext. and int.).
My comprehension may be concrete and literal.
Motor skills:
I have good motor skills.
I may act in an unpredictable manner (slam doors, push) orbe disruptive (intentionally or not).
Social:
I have problems relating to others. I may defy, argue, oreven provoke. I may be disruptive and distract the attention of the teacher and the rest of the class. (ext.).
Alternatively, I may be withdrawn, shy or introverted. I sometimes need an adult to protect me (int.). / Communication:
I have trouble initiating or sustaining conversations. Communicating with others seems pointless to me. My understanding is concrete and literal. I don’t get jokes, sarcasm or play on words.
I may use stereotypic language.I often have difficulty establishing and maintaining visual contact.
Cognitive:
I have problems processing, filtering and summarizing information. I have problems planning and getting organized.
I have trouble starting and sticking to a task.
I have enhanced perceptual discrimination.
I have a photographic memory.
I focus more on details than on the whole.
I cannot listen and look at the same time.
Motor skills:
I am hypersensitiveor hyposensitiveto certain environmental stimuli (loud or sudden noise, touch, etc.).
Ilack certain fine or gross motor skills.
Social:
I have limited interests. Recognizing emotions in others is a challenge.I like routines. I have few facial expressions. I process information from my point of view only. I am often stressed because I am constantly trying to understand. / Communication:
I have an idea; I have to share it right away (impulsive).
I will delay answering because I am distracted.
Cognitive:
I have good ideas and a lot of imagination.
I make careless mistakes and I forget, even if I apply myself.
I have a poor sense of time and space: I’m all over the place with ideas racing through my mind.
I don’t finish assignments, but it’s not because of defiance or incomprehension.
I am easily distracted by everything around me (noise from the fan, pencil sharpener, another student standing up, etc.).
I cannot listen and take notes at the same time.
Motor skills:
I move. I talk. I need to burn energy.
Social:
I may have difficulties managing my emotions. I become unusually upset when I don’t get my way. I spontaneously say what I think and that doesn’t make others very happy.
I have difficulty integrating social activities because people see me as impulsive, agitated, and distracted with no self-control. I am sometimes rejected by my peers because I am impulsive and I lack self-control. / Dysphasia
Communication:
I want to communicate.
I have problems understanding the meaning of words and sentences, so I need a bit more time.
I have difficulty expressing myself clearly: sounds, words, sentences, discourse.
Cognitive:
I have trouble structuring space and time. I have difficulty planning and organizing.
I am very observant and have a photographic memory.
I am aware of my problem. I am usually perseverant and motivated to learn.
Motor skills:
I have a certain lack of fine and gross motor skills.
I tire easily because I am constantly trying to understand or communicate a message.
Social:
When I don’t understand, I have trouble controlling my emotions (frustration, sadness, etc.)
I want to socialize but relationships are difficult because I have trouble understanding and being understood. Decoding, understanding and resolving certain social issues are difficult for me. / Communication:
I love to communicate.
I have a weak vocabulary that I use in many situations. I have trouble initiating and maintaining a conversation. I interpret language literally and have problems with sentences that are too long.
Cognitive:
I have delays in cognitive development.
I have difficulty focusing my attention on relevant information. I lack strategies and therefore process information inefficiently.
I have less efficient processes for treating information. I have problems with transfer and generalisation.
Motor skills:
I may have problems with balance, dexterity or coordination.
Social:
I want to make friends but don’t know how to go about it.
I do not deal well with delays which causes problems with others.

SPECIFIC INTERVENTIONS

/ Time
Space
  • Place my desk near an adultso the adult can intervene discretely (ext.) or reassure me (int.).
  • Place my desk near peers that can serve as role models.
Task and material
  • Specify all the material required for the task.
  • Remind me to keep only the material required for the task on my dekstop.
  • Encourage me to check my agenda or planner, etc.
  • Establish clear expectations in regards to the work to be done: time, quantity, required material and help.
  • Plan activities for me to do when I’ve completed my work (not free time).
Teacher interventions
  • Systematically remind me of class rules and the consequences that have been pre-established.
  • Depersonalise the intervention (use a firm and neutral tone of voice when referring to established rules) personalise the relationship..
  • When dealing with me, be discreet in your interventions.
  • Give me responsibilities to channel my energy.
  • Accept for a certain amount of time that I need to consult you often.
  • Use humour, it makes me feel better.
  • Show me how to resolve conflicts.
/ Time
  • Structure my schedule in time (the day’s schedule
provided in writing or as a pictogram).
  • Use anaudio cue or visual reference so I can knowthe timeframe of the work that needs to be done.
  • Give me a reasonable delay(≥ 10 sec.) to react to a request.
  • Allow me to take brief pauses during the task to maintain my availability.
  • Give me precise moments and a predetermined amount of minutes where I can talk about my favourite subjects or do my favourite activity or work on my own.
Space
  • Give me a permanent assigned seat, not in the centre of the group, nor near a window, where there are too many stimuli. I prefer to be near a wall or a shelf.
Task and material
  • Break down instructions of all that is expected to do the task (visual aids, step-by-step, etc.).
  • Give me a check list and encourage me to tick off tasks as soon as they are completed.
  • Always place my material in the same spot.
Teacher interventions
  • Speak to me slowly. Use a calm, firm and uniform tone of voice.
  • Use short precise and familiar sentences. Give me one instruction at a time.
  • When working whole class, ask me yes/no questions or questions with a multiple choice.
/ Time
  • Let me know when there is 5 minutes to go.
  • Teach me how to use an agenda to help me plan my week.
Space
  • Place my desk away from things that can distract me or excite me (away from doors, windows, pencil sharpeners, high traffic areas).
  • Allow me to vary my work positions (stand)
  • Give me responsibilities that will allow me to move: erase the blackboard, hand out sheets, open windows and doors, deliver messages, etc.
  • Let me use a Walkman, MP3 player, iPod, etc. when doing individual tasks.
  • Limit the amount of objects hanging from the ceiling.
Task and material
  • Break down instructions of all that is expected to do the task (visual aids, step-by-step, etc.) and give me a timeframe to complete each step. Let me show you each completed step; this will allow me to move a bit.
  • Specify the material I need for a task and only allow that material on my desk.
Teacher interventions
  • Make sure you get my attention before giving a short and simple instruction.
  • Ask me to reformulate the instruction.
  • Use the following visual aids: I stop; I look; I ask myself questions; I decide.
  • Place me in a team with students that can serve as role models.
/ Time
  • Plan breaks to help me accomplish tasks.
  • Give me appropriate time (≥ 10 sec.) to process information and to prepare my message.
Space
  • Stand in front of me and at my level when communicating with me.
  • Reduce potential sources of noise (tennis balls under chairs, etc.).
Task and material
  • Make visual aids available to me to help me communicate.
  • Post only material I will need to do the task at hand.
  • Use visual supports especially when developing abstract concepts. Let me use ICTs: word processors, electronic dictionaries, technical learning aids (software), etc.
  • Provide concrete material.
  • Let me draw my answers to demonstrate understanding.
Teacher interventions
  • Give me short instructions and speak slowly. Give me one instruction at a time and use visual support.
  • Reformulate words I have mispronounced without asking me to repeat them.
  • Encourage me to express what I don’t understanding in a verbal or nonverbal manner.
  • Encourage my efforts with frequent and positive feedback.
  • Give me a model to follow.
/ Time
  • Give me a personalised schedule.
  • Let me know when to begin and end a task.
  • Give me one instruction at a time and appropriate time to respond (≥ 10 sec.).
  • Let me take breaks.
Space
  • Eliminate or control stimuli that can distract me.
  • Place my desk near an adult or a peer that can help me.
Task and material
  • Provide concrete materials to support the creation of awareness, to facilitate understanding, and to encourage the learning of new concepts.
  • Use ICTs and visual supports.
  • Adapt material to match my abilities.
  • Break down tasks.
Teacher interventions
  • Use signal words: attention, ready, look, etc.
  • Encourage my efforts.
  • Use concrete language.
  • Give me a model that describes the task step by step.

COMMON INTERVENTIONS

/
  • Time
Set up a routine with visual aids.
Let me know how much time I have for the task at hand. (ex. Blue fun-tak on a clock). At all times…,develop a trusting relationship!!! (create a rapport)
For preventative measures, let me know about any changes in the schedule.
  • Space
Have a place in the class where I can go to calm down, decompress or be alone.
Assign a strategic place for me according to my needs.
Give me enough space so I can move without any mishaps (such as touching others or knocking things over).
  • Task and material
Limit the use of certain objects related to a task on my desk. Break down the task into smaller parts.
  • Teacher interventions
Give me clear instructions and expectations. They should be brief, direct and limited. Explain them to me by indicating step by step what I have to do: First, read/do…
Have a hand signal or use gestures to remind me to stop inappropriate behaviour or to encourage me to continue a task. Give me reasonable time to respond.
Remind me of and enforce consequences that have been pre-established.
Give me verbal reinforcement or use a hand signal to let me know when I do well.
Provide me with the means to relax (reading corner, listen to music while working, etc.).
Help me make links to similar tasks that I have done (whether successfully or not) and ask me to explain how I did the task. Help me become aware that I have the necessary strategies to do the task.

Grille élaborée par Denise Pontbriand et Gwenn Gauthier, conseillères pédagogiques à la Commision scolaire de Sorel-Tracy, à partir des PPT de Caroline Germain, conseillère pédagogique, et Carole Darsigny, psychoéducatrice à la Commission scolaire de Saint-Hyacinthe. 2009-11-17