The Educational Support Committee Research Project
LD Support for Mainstream Teachers Worldwide
Contents
Project Explanation ...... 1
Final Project Paper ...... 3
Project Participants ...... 5
Project Sources ...... 7
Resources Suggested by Project Participants . . . 9
Cover Letter for Project Dissemination ...... 12
Project Explanation
During the annual conference of the Federation of American Women's Clubs Overseas (FAWCO) in Stockholm, Sweden, March 27 - April 1, 2003, the Educational Support Committee (ESC) presented the results of its two-year research project to support mainstream classroom teachers worldwide. By researching simple strategies that pre-school through university professors can employ to help LD (learning differently/learning disabled) students in their classes, the ESC hopes to make learning more rewarding for teachers and students alike. It has been estimated that 15% of the students in every class learn via techniques not usually employed in most mainstream classrooms.
The ESC has previously produced a report aimed at providing help to internationally-mobile LD students, their families and their educational professionals. This study, Students Who Learn Differently, can be found at studentswholearn.fawco.org. It is available for free in the public sector of the FAWCO site, and it has been speech-enabled for those with reading difficulties.
The Project
Because most mainstream teachers throughout the world receive little or no practical guidance on how to help LD students in their classrooms, and because most mainstream teachers are very busy people who work many uncompensated hours, we have prepared a very simple one-page guide of strategies that they should find easy to implement in their classrooms with relatively small changes to their current teaching style. It is suggested that teachers keep this sheet together with their class register for easy reference.
This project does not give a detailed explanation of learning difficulties. Additional attachments to the project contain references for teachers who would like to pursue the topic. These suggestions have been collected and refined over a two-year period by special-needs specialists all over the world. FAWCO member clubs have been requested to translate the project paper into their host country languages. In addition to disseminating this information within their clubs, they are asked to make it available to persons involved in education in their host countries. A copy of the translations to date has been made available for free on the ESC section of the FAWCO website.
The Timetable
The project began in September 2001 with an invitation to the FAWCO clubs to participate, and continued by inviting support groups and other organizations concerned with educating LD students to submit suggestions for these guidelines. An initial evaluation form, which listed 203 strategies, was compiled, and participants were asked to rate each strategy according to its importance on a scale of 0-3. This first phase of the project was completed in August 2002.
The second phase took the top 102 suggestions that were selected from the first list. Participants were then asked to select those 20 strategies that they considered the most important. This phase was completed in January 2003.
Phase three took the responses to the phase two evaluation form, and after consultation with the participants, produced a single page of strategies for teachers.
It is this final, single page of suggestions that has, to date, been translated into 25 languages. The American Women's Club of Sweden completed the first translation, and it was presented to Her Majesty Queen Silvia of Sweden during the 2003 conference.
We are now in the final phase of this project where FAWCO member clubs are asked to disseminate this information within their communities, making it available to members, local schools (both international and host country), and to their ministries or departments of education. A copy has already been hand-delivered to Dr. Wendy Tada, Special Needs Section of the United States Department of Education.
Susan van Alsenoy, AWC Antwerp
March 2008
Final Project Paper
LD SUPPORT FOR TEACHERS WORLDWIDE
The following list of suggestions and strategies has been created to support all teachers in their efforts to teach students who learn differently better and more effectively. The ideas have been taken from the work of experts in the field of LD (learning differences/specific learning disabilities) the world over, and they are of benefit to all students, not just those with LD. Sources and participants who endorse the results of this project are acknowledged on the following pages.
General Considerations
- Teachers are urged to re-examine the notion of what is "fair." "Fair" does not mean that every student gets the same treatment, but that every student gets what he or she needs. LD is a neurological condition that is beyond the control of the individual. This student is more normal than different, and different does not mean defective. There are degrees of LD, mild, moderate and severe. It might go undiagnosed as late as secondary school, university, or even never at all.
- The younger the child is diagnosed, the more often remediation is possible. When a student is older, you should deal more with coping strategies and self-advocacy skills.
- There are different kinds of intelligence and different learning styles. It is usually the students who have good linguistic, logical and mathematical abilities who are the most successful in school. However other types of intelligence, such as musical, environmental, spiritual, bodily-kinesthetic, interpersonal, spatial, and intrapersonal are also valuable, and add much to the knowledge and enjoyment of life. These intelligences also need to be recognized and educated.
- Learning is best when brought through the modalities of hearing, sight, touch and movement - multi-sensory teaching. Most students retain 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of what they say and do. A cumulative, highly structured, sequential approach, which uses multi-sensory materials and software, is what is needed.
- It is important to remember that LD students may take up to ten times longer to learn and will tire quickly. They have to try harder, which can be exhausting. Be aware that the pace of the normal class is likely to be too fast because they often need more time to process language. Make a conscious effort not to speak too quickly.
- Make sure that the student feels safe and secure in your classroom and in your presence. Remember that all students, including LD students, have good days and bad days. Performance inconsistency is part of the problem, and it results in a great deal of the frustration felt by the LD student.
- Be prepared to learn from the parents. Interest, involve and work closely with them. You need each other's help. Frequent contact should occur, once a day, once a week, or once a month depending on need. Use whatever works - home/school agendas, face-to-face meetings, phone calls or emails.
- Ensure that information concerning the student is passed on when the student is in transition from one teacher to another, from one year to another, from one school to another, and from one country to another. Do not assume that this will be done automatically.
- Keep your education ongoing. Get support for yourself. Draw on colleagues' expertise. Do not be afraid to acknowledge what you don't know.
Suggested Strategies
- Encourage pupils to be aware of and to evaluate the strategies they used to study and to learn. Study skills, like note taking and time organization, need to be actively taught.
- LD students need a lot of structure. Lists of the day's routines and expected behavior can be of great help. Give plenty of warning when changes are made to the timetable, teacher or task.
- LD students might have difficulty with such organizational tasks as keeping their things tidy at school, getting dressed, remembering their PE kit, looking for something they have lost, packing their school bag, and organizing the equipment needed for homework. The teacher should work with the student and the parents to devise strategies to help with organization, such as lists, timetables, and color-coded books.
- LD students often need to be taught how to ask questions. All students, especially ones with LD, need to feel comfortable seeking assistance.
- Break down learning into small, sequential tasks. Give specific examples.
- Use lots of visual aids, such as overhead projectors, films, videos, slides, chalkboards, computer graphics, diagrams, charts, highlighting, underlining, arrows and pictures to illustrate all subjects, including the teaching of language.
- Repeat, repeat, repeat - both old and new materials, in different ways.
- Provide the amount of structure and support that the student needs, not the amount of support and structure traditional for that grade or that classroom or subject.
- Don't expect the student to listen and do simultaneously. For example, note taking can be extremely difficult for some.
- Mark positively - tick the good bits. Mark for content - not presentation.
- Allow the use of any learning tool necessary, such as tape recorders, spell checkers, misspellers dictionaries, laptops, voice-activated software, text readers and calculators. Teach keyboard and word-processing skills beginning in the primary school.
- At all times avoid the use of sarcasm, continual and negative criticism, or bringing attention to the students' different needs in front of their peers. Recognize that these students will respond significantly better when encouraged, and when positive achievements are noticed and mentioned.
- Playtime should not be used to complete work.
- Catch the student being good and reward this behavior.
- Most importantly, seek opportunities to praise and build self-esteem.
Project Participants
Ahrnell, Ewa. Special needs educator, Soderalje, Sweden.
Alm, Jan. Department of Psychology, Uppsala University, Director, Swedish Institiute of Psychological Assessment. Uppsala, Sweden.
Bleyberg, Peggy. Head of School, Berlin International School, Berlin, Germany.
Ilse Bielen, Pre-school teacher, Antwerp British School, Belgium.
Bodien, Philippa. Dyslexia Specialist, Head of the Dyslexia Unit, Jumeirah Primary School, United Arab Emirates.
Braden, Pamela Marchese. Third grade teacher, American Community School, U.K.
Cleary, Sue. Special needs teacher, Our Lady's Convent School, UK.
Cogan, Pauline. National Teaching Diploma, BA in Languages, Higher Diploma in Education, Diploma in Remedial Studies, BA in Psychology, M.Sc. in Neurolinguistics. Ireland.
Coward, Arline Burns. MA Education, Teachers' College Columbia University; 2001-03 FAWCO 3rd VP.
Cordery, Desmond. Teacher, Antwerp British School, Belgium.
Dixon, Gill. M.A., BHSc Hons, RGN, Independent Dyspraxia and Special Needs Advisor/Trainer. UK.
Dunhill, Allison. M.A. SEN (Special Educational Needs), senior special needs coordinator, The British School in The Netherlands, Voorschoten, The Netherlands.
Garvey, Sheelagh. Special needs teacher, Ireland.
Gibson, Harriet. M.A. Ed, British, secondary, ESL, teacher, Ecole Internationale Le Verseau, Bierges, Belgium. Executive board member of EC-OC (Europe's Children - Our Concern).
Hansteen, Judith. Teacher, AWC Oslo, Norway.
Hakiel, Nick. M.A. M. Counselling, Ed. S., educational psychologist, Seattle, WA, USA.
Henry, Marcia K. Ph.D. Professor Emerita, San Jose State University, Former President, International Dyslexia Association (1992-1996), USA.
Hensby, Caroline. Parent, UK.
Hickman, Kay. Teacher, B.S., University of Massachusetts; MEd from Lesley College, Cambridge, MA.
Hoffman, Carol. Learning disabilities specialist, Centre for Child Evaluation and Teaching, Kuwait.
Hopkins, Susan. Special needs teacher, Sylvania, OH, USA.
Johnson, Kari. M.Ed, school psychologist, coordinator of student referrals, International School of Luxembourg, Luxembourg
Kavkler, Marija. Ph.D. special needs specialist, Counciling Center for Children, Adolescents and Parents, Ljubljana, Slovenija.
Lafferty, Vivienne. Special Educational Needs Co-ordinator, Honilands Primary School, Enfield. UK.
Martin, Lynn. Secondary teacher, history/geography, Antwerp British School, Antwerp, Belgium.
McLean, Sue. Teacher. Luxembourg.
Midgley, Simon. Raising Achievement Co-ordinator, Rhyddings High School, Oswaldtwistle, UK.
Minder, Barbara. Parent, American Women's Club of Bern, Switzerland.
Moser, Irene. Special needs specialist, European Agency for Development in Special Needs, Salzburg, Austria.
Ontiveros, Susan. Coordinator of Educational Support Services, Antwerp International School, Ekeren, Belgium.
Owen, Jane. B.A. Hons, Dip. Sp. LD, special needs specialist at The Dyslexia Institute, Cardiff, Wales. UK.
Peer, Lindsay. Ph.D., Educational Director, British Dyslexia Association, UK.
Pugh, Roger. M.A., Southern Illinois University, Achieve Program. USA.
Ross-Kidder, Kathleen. Ph.D. Department of Psychology, The George Washington University, Washington, D.C., licensed school psychologist, director of LD OnLine, WETA TV/FM.
Ryan, Frances. DE., Special Needs Psychomotor Therapist. Paris, France.
Sanson, Judith. Executive Director, Dyslexia International -Tools and Technologies, Brussels, Belgium.
Sharp, Sheridan. Dip. Sen(Sp.LD) (M), Sp. L.D. tutor (LEA), Caldicot Comprehensive School, UK.
Smith, Helen. Primary senco (special needs coordinator), The British School of Brussels, Belgium.
Sonslegard, Julie. Hornsby Certificate in LD. Bettembourg, Luxembourg.
Syme, Anne. Specialist teacher, Applecroft Specific Learning Difficulties Base, Herts. UK.
Thomson-Hale, Des. History/modern studies teacher, Oban High School, Arygll, Scotland.
Tunstall, Trish. Senco, Nottingham High School for Girls, Nottingham. UK.
van Alsenoy, Freya. Film editor & student, LD learner, Antwerp, Belgium.
Wagstaffe, Ruth. Special needs teacher, European School. Woluwe, Belgium.
Weavers, John. Special needs teacher, East Court School, Ramsgate, UK. Lecturer and author, Maths and Dyslexia.
Wilson, David. BA, MA, MEd. Advanced Diploma in Special Needs in Education, Modern Foreign Languages and SEN Teacher, Equal Opportunities Department, Harton School, South Shields, UK.
Project Sources
adders.org ADD/ADHD Online Resource and Support:
British Dyslexia Association:
British Educational Communications and Technology Agency:
;
contributors: Gill Dixon, Philippa Bodien, Sally Raymond, Amanda Hipkiss
Brooks, Robert. video: Look What You've Done.
CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) Landover, MD, USA.
Dyslexia International: Tools and Technologies - Language Shock - Dyslexia across cultures, Pauline Cogan:
Dyspel, Luxembourg special needs support group, publication, Dyslexie-Legasthenie Dyslexia;
Educational Psychologist, Co. UK:
Lavoie, Richard: videos, How Difficult Can This Be?, Last One Picked, First One Picked On, When the Chips are Down.
Learning Disabilities Association of America.
LD OnLine, WETA. Washington, DC.
National Attention Deficit Disorder Association, Highland Park, IL, USA. Rebecca
Chapman Booth:
Rief, Sandra F. How to Reach and Teach ADD/ADHS Children: Practical Techniques, Strategies, and Interventions for helping children with Attention Problems and
Hyperactivity. The Center for Applied Research in Education, 1993.
Teens Helping Teens, a web page designed by dyslexic teens to help teens (and others).
The Dyslexia Institute, Staines, Middlesex, U.K.
The International Dyslexia Association:
The Schwab Learning Foundation:
University of La Verne, Athens, Greece. Chris Parnassus, Director of Student Support Services.
ResourcesSuggested by Project Participants
WEBSITES:
adders.org: ADD/ADHD Online Resource and Support:
British Dyslexia Association:
CHADD (Children & Adults with Attention-Deficit/Hyperactivity Disorder):
Dyslexia International: Tools and Technologies:
Educational Psychologist:
Europe's Children – Our Concern:
Federation of American Women's Clubs Overseas, Educational
Support Committee: studentswholearn.fawco.org
Handy Hints on Supporting Dyslexia in the Classroom.
Sheridan Sharp:
Hornsby International Dyslexia Centre: distance learning courses for
Teachers:
Learning Disabilities Association of America:
LD OnLine:
National Attention Deficit Disorder:
Teens Helping Teens:
The Dyslexia Institute: distance learning courses for teachers.
The Dyspraxia Foundation:
The International Dyslexia Association:
The Schwab Learning Foundation:
Wilson, D. R. Links to websites featuring the teaching of National
Curriculum subjects to students with special educational needs:
BOOKS:
Developmental Dyspraxia. Madeleine Portwood. Second Edition. David Fulton Publishers. 1999. ISBN 1 83546 573 9
Dyspraxia. The Hidden Handicap. Dr. Amanda Kirby. Souvenier Press Ltd. ISBN: 0-285 63512-3
Dyscover Yourself. Gill Dixon. Exclusive to the Dyspraxia Foundation.
Dyslexia, A Teaching Handbook. Michael Thomson, Bill Watkins, East Court School for Dyslexic Children. Whurr. 1997.
'Dyslexia Included' – A Whole School Approach. Edited by Michael Thomson. Written by a team of specialist staff from East Court School for Dyslexic Children. Ramsgate, Kent, UK. David Fulton, Publisher. 2003. ISBN 1-84312-002-x.
Dyslexia and Mathematics. Miles, T.R. and Miles, E. (eds). London. Routledge. 1992.
Dyslexia: Successful Inclusion in the Secondary School. Peer L. & Reid G. David Fulton, Publisher. London. 2001.
Dyspraxia A Guide for Teachers and Parents. K. Ripley, B. Daines and Jenny Barrett. David Fulton Publishers. 1997. ISBN: 1 85346 444 9
Helping the Child who doesn't Fit In. Duke & Nowicki. Peachtree Publishers. Atlanta. 1992 ISBN: 1561450251
How to Teach and Manage Children with ADHD. Fintan O'Regan. LDA. 16 May, 2002. ISBN: 1855033488
Identification Solutions for Specific Learning Difficulties. Jan Poustie. Next Generation. 2001.
Innumeracy: Mathematical Illiteracy and its Consequences. Paulos, J.A. Penguin Books. 1990.
Life Skills. Jan Poustie. Next Generation. 1998. ISBN 1 901544 50 8
Literacy, Multilingualsim & Dyslexia. Peer L. & Reid G. David Fulton, Publisher. London. 2000.
Living with dyspraxia. A guide for adults with developmental dyspraxia. Compiled by Mary Colley and the Adult Support Group. Dyspraxia Foundation. 2000. ISBN: 0953434419
Keyboard, Graphic and Handwriting Skills. Dorothy E. Penso. Published by Chapman and Hall as part of the Therapy in Practice series, no.15. 1990. ISBN 0 412 32210 2
Mapwise: Accelerated Learning Through Visible Thinking. Oliver Caviglioli, Ian Harris. Network Educational Press Ltd. 2001. ISSBN 1855 39 0590