To ensure all your students including students with LDs
- Suyoung Kim
- May 30, 2023
- 4 min read
#learning #disabilities #collaborative #teaching #learning #strengthfoucused #positive #movingforward #improvement #shared #responsibility
Looking Back, Moving Forward
“How teaching students with learning disabilities has changed in terms of support, approaches and strategies.”
“Regardless of learning disabilities' identification as exceptional or not, different expectations or action plan is needed for the students who need a different level of anxiety.” by Sharon1) Barriers and challenges that must be overcome
In my practicum classroom, ADHD students having dyslexia have special anxiety about the failure of formative assessment. I thought about how I can help him with appropriate teaching strategies, proper accommodations, and assessment methods. When he is overwhelmed, easily frustrated, and has a high anxiety of being a failure after the observation. He believes ADHD can prevent his work and the identification can trigger his special anxiety too. Students with learning disabilities have anxiety told me " As I have ADHD and a learning disability, I am not able to concentrate one thing at a time." When I learned from this module, learning disabilities with a strength-focused teaching method is working for physical well-being intervention.
-How can teachers use physical well-being interventions, and strength-focused teaching methods to meet Learning disabilities to believe that their ability is not based on a fixed mind, it is for the production deficit like diversity?
[Action plan for Learning disabilities with anxiety: Collaborative teacher inquiry approach]
-How physical well-being interventions can be appropriately introduced to meet students who face anxiety issues and prepare for developing the IEP with all school teams' collaborative approach no matter if students were identified as exceptionalities or not?
[Action plan for a team community approach to deal with learning disabilities with anxiety: All school team by sharing their perspectives]
2) Role of collaboration and shared responsibility for teaching and learning
-Consultation with regularly with psychologists and teachers' caring mind
-The growth mindset lesson plan and differentiated assessment should be appealed
-Ongoing strategies for how IEP committees help to learn disabilities' failure anxiety level
-Late assessment policy for the special needs
-Differentiated instructions for the assessment with a caring mind after getting the advice
-How resource teachers can help LDs to receive alternative assessments with explicit instructions
[Action plan for Learning disabilities with anxiety: Collaborative teacher inquiry approach]
As the educator, First, I think a collaborative teacher can make an action plan after having effective communication in a regular virtual conference with a psychologist focusing on learning disabilities' strengths and needs and the areas that learning disabilities will face using the strength-focused teaching strategies using the preventable strategies. Twice a month, teachers bring collaborative teacher inquiry to make the instance "How to reduce the anxiety level for all students including those with learning disabilities?" To ask deeper questions using CRRP, strength-focused, and caring mind approach. This collaborative teacher inquiry will be reflected in the final action plan for the anxiety issue. For example, bring the teaching strategies and then they have a deeper inquiry question about them. Encouraging positive self-talk check-in before the class starts can help students feel their potential abilities. Inquiry instruction can be effective for students with LD with teachers 'intervention so they can focus on what they have to do by stimulating metacognition with peer mentors' positive talk on how to finish the assessment using the peer caring mind chart. Teachers can develop culturally relevant and responsive pedagogy in the classroom using FNMI medicine as respect, trust, care, and integrity like a one community support group to address students' anxiety levels.
[Action plan for a team community approach to deal with learning disabilities with anxiety: All school team by sharing their perspective]
As the whole team community, our IEP team can support Learning disabilities intervention through the development of IEP using the accommodation or any other interventions. A school team of the classroom teacher, resource or learning support teacher, principal, or vice-principal, and perhaps a behaviour interventionist, social worker, or psychologist can work to prepare for the action plan what accommodations of terms 1,2,3 will be differentiated by implementing accommodations. To make the action plan, all school teams collect the trigger points of data on what hidden anxiety can affect learning disabilities' accommodation to deal with reducing and preventing anxiety. The survey can be helpful for all students to complete the Google survey document “Why I am worried”, and then the specific checkpoint will be asked about the consideration of late assignments, learning support teachers' alternative assessment methods like reducing the portion of the assessment or any students’ strength focused productions and effective discussion about how strength-focused lesson plan using "resilience strategies" with collaborative inquiry stance to reduce the anxiety level. Parents’ intervention to give authentic accommodation for students with learning disabilities having different levels of anxiety is guided as positive discipline assignments by respecting students’ speed and pace with encouragement and problem-solving methods and clear explanation about students’ expectations without controlling or yelling. After collecting all data, the IEP team can make an effective plan for this case, to prepare for developing IEP with teams’ opinions to meet learning expectations with supporting students’ anxiety issues in collaborative ways using applicable strategies.
Can parents engage students facing anxiety issues with learning disabilities’ assignments through positive discipline with the psychologist’s advice, and special education teachers knowing how to approach this way?
-attuned to the emotions of their children
-earning the respect of students’ autonomy and independence: modelling healthy relationships and problem-solving strategies
Reference
How can educators support students mental health and well-being for long-term success? (ldatschool.ca)
3) resources available to address these areas
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