Module 4 – Inclusive Classroom
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Module 4 – Inclusive Classroom


– I was at the back with the safety scissors and the glue because they were just trying to keep me
entertained at school, because I felt written off. – So I was just put in ‘special needs’. I was just like a thick kid. – If you were ‘special needs’ then you had a different coloured top to your folder, and I can remember the burning resentment of having to carry around this folder with the different coloured top. – I’d do anything to avoid certain classes so I didn’t embarrass myself. So I used to go and hide in a cupboard. – At school, I used to
hate when we used to have to all read a book together, and it would go down a
line and we’d all read a sentence each, and we’d have to stand up and say that sentence. – Confidence is the most important thing, and if you tell a child
that they’re not good at something, and you tell
a child that they’re stupid, then they’ll feel like they are. – Every single classroom
should be equipped and ready and knowledgeable
about what is dyslexia and how do we serve and
support students that have it. Because without question,
no matter if you’re in one of the highest performing schools, public or private, or
in a struggling school, without question, you’re going
to have dyslexic students. – As so many dyslexics
have gone through years of education facing adversity, as they’re witnessing their same age peers achieve many things much quicker and easier than they
are, so as an educator it’s really your
responsibility to make sure that you’re providing a positive and encouraging classroom. – Time is the best gift a teacher can give a dyslexic student. Allow them to think, to
work through a problem before you call on them. – Never, ever ask a child to read aloud if they’re not comfortable doing it. The idea of the popcorn reading, or the round robin, or students take turns going around the classroom reading can just be an absolute death sentence for a dyslexic learner. – If you’re going to teach a lesson, a dyslexic learner wants
to see the big picture. – One way that a teacher could do that is actually provide the students access to materials beforehand so that they’re actually able to
concentrate on the concept that’s being taught. – You need routines. Dyslexic students love routines because their working
memory can be an issue. They love to know what’s going on. It helps relieve anxiety. There’s no mystery about the day, they know what’s coming next. So something a teacher can do is just make sure that schedule is on the board, it’s on their desk. The student can take a picture of it if they have a cell phone or an iPad, or anything like that. – Everything we do for a dyslexic learner benefits all learners. A phonics multi-sensory
approach hurts no one, helps everyone, and can be transformative for a dyslexic learner. – I ask the kids to let me know what type of learner they are. Would they want to watch a video to learn all about frogs? Would they want to touch a frog? Would they want to read about a frog? And that information
lets me know how I can best present the information to them. – You have to give children
these opportunities and you have to know what
children need to do to learn, and you have to empower
them by giving them that in the classroom. – When we’re practising spelling, we use simultaneous oral spelling, where the students will
actually be tracing each letter with their finger while saying the letter and sound aloud, and then will underline the word and say
the full word aloud as well, which allows for not only the tactile way of learning, but
they’re also auditorially hearing the word and the
letter sounds aloud as well, so they’re able to make those connections. We always try to use
fun mnemonics or sayings to remember spellings of words. You could be clapping out syllables or even playing hopscotch,
jumping from each number, how many syllables do you hear in a word. You can also be using song and dance. – The neurons in the brain need to get a little bit excited, a little bit active, for there to be sort of a connection made, a bridge made for understanding to happen. So I try to make my
lessons quite interesting, quite active. I do different changes of pace. So there might be some
very fast-paced things, then there might be
some slow-paced things. There might be individual work,
there might be group work, there might be paired work. – Any time that you can really put them in small groups working
on different skills, you’re going to get the
best out of each kid. – Students, of course, love to have more hands-on learning, so using manipulatives and building problems or understanding, of course, foundational math skills of what a number is and actually creating that number and composing
it and decomposing it and seeing that visually,
while also having that tactile function. – I’ve got a SMART Board. We might use interactive
games and exercises. There’s lots of really good websites that children can work on which reinforce the work that we’ve been doing. – Assistive technology is essential for our dyslexic students. It’s not an option really. It’s a tool, and that’s all it is. If somebody told you to go dig a hole and they didn’t give you a shovel, it’s going to take you a long time to dig that hole, and
that’s just what it is. It’s not cheating, it’s not a leg up over other students, it’s not unfair. It’s just what they need. – If a child finds it hard to write, then allow them to type. Because if the outcome
of the lesson is a story, then it doesn’t matter
if it’s written or typed. That’s not the point. The point is the story. Typing in Word is perfect because it reads it back to you. You can change the color of the screen, so you reduce the visual stress that a child might have. You can space out the
words, and the letters even. If a child reads using syllabification, you can split the words into syllables so a child can read back their own work. And if they can’t read it back, they can have it read back to them by the computer and then they can hear when there’s a mistake. – Technology should be
welcomed in a classroom with open arms. It really helps you
individualize the learning for your students. It allows the students to present in different ways, and
you can really access what they know or what they’re learning. – Teachers need to know
how to teach children who are dyslexic, not be afraid to ask, not think it’s a criticism of them or their teaching if they don’t know. – We really want teachers
to embrace dyslexia, to see it as something
that is really easily helped if they know how
to do it and what to do, and there is a wealth of information out there that will explain just that. – For many students, just the opportunity to be in a classroom
where someone understands how they learn, they get the support that they need, within a
matter of days or weeks, just the self-confidence
piece suddenly opens up this door, and what they’re able to do and perform academically
changes dramatically. – If education is a challenge
for a child with dyslexia, you need to understand how to educate them so that it isn’t a
challenge, so that it’s fun. Because it’s not that they’re stupid, it’s not that they’re not capable, they just need to learn how to enjoy the process of learning.

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3 thoughts on “Module 4 – Inclusive Classroom

  1. I wish we changed or add the laws in America so all the adults with dyslexia would get assistive technology help in every day life with reading and writing. We should the future for kids and adults alike.

  2. 0:28 that is why at some point I learned that if the teacher was going in order, I'd count how many class mates were before me. I'd count the paragraphs, then pre-read the paragraph that should be mine so that I was able to read it better when I was my turn. It was better than not re-reading but I still couldn't read well. I currently read at 120wpm out loud and about 150wpm when not verbalizing it. My mom and brother could read an entire book in a single night. I could read 10 pages which would take a few hours, then feel overwhelmed. I remember one time, I read a page of a book then wanted some water. I came back and picked up where i left off. About 3/4 way through the page (I was back to where I had left ot get water) I was thinking to myself, "this seems familiar" which is when I realized I was reading the same page. I was frustrated…and decided to go to the restroom. I returned and continued reading. About 1/2 through the page I realized I'm reading the SAME PAGE AGAIN!!! I knew I had dyslexia but I didn't know why I couldn't remember much of the page. Now, so many years later, I realize the affect dyslexia has on the person. That coupled with ADD doesn't help. I have only recently begun looking into ADD and dyslexia bc I recently told my current employer that I have those things. I only told them bc i had been written up a few times for not staying on task…thus i felt the need to let them know (they are the first people, other than my wife and a friend, that I told I have both things).

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