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Integrating Ss with Learning and Emotional Difficulties into Zayed
University’s Learning Environment
Ursula Walsh June 2013
Menu
• Overview of what is and what isn’t
• Arab perspective
• Differentiating Instruction for Ss with LD/ED
• Questions & Answers (maybe ?? )
Visible extra needs:
• Physical
• Wheel chair use
• Auditory
Hidden extra needs:
• Psychological
• Physical
Some Visual Signs of Learning Issues
• Distractibility
• Hyperactivity
• Impulsivity
• Inconsistency
• Left /Right Confusion
• Talkativeness
• Social Immaturity
What do Hidden Disabilities have in common?
• One is unable to “see” the disability.
• There are no “visible” supports
• It is a permanent disability
• The disability may be managed
• Physical or emotional pain.
What Are Some Common Hidden Disabilities?
• Psychiatric Traumatic Brain Injury
• Epilepsy
• Diabetes
• Chronic Fatigue Syndrome
• Cystic Fibrosis
• Attention Deficit-Disorder
Statistics United Arab Emirates:
• UAE is close to the worldwide average of 8-10 % of the population (Bradshaw, 2004, p.51).
• Male Ss face more behavioural problems than (Sartawi,AlMuhairy & Abdat, 2011)
More Research
More Ss with dyslexia are entering higher education• This affects both their reading/writing ability
in Arabic and English• Generic research in the UAE is limited
( Aboudan,Eapen,Bayshak, Al-Mansori&Al-Shamsi, 2011)
Testing:
• There are no adequate Arabic Language tests available
• Ss are tested by using English language English/ Culture tests
• How can we be sure they are accurate?
How can I tell if a student needs extra support?
• A loner
• Over Chatty or Inappropriate Talking
• Emotional Maturation
• Verbal skills far out perform Written/Reading skills
• Restlessness
Planning for instruction
• Our aim to improve academic engagement
• Students value teaching that recognises their individual academic and social identities
• Teachers need to take account of the diverse needs of students in each class;
Basic Principles
• Creating safe collaborative spaces
• Encouraging students to articulate their thinking ]
• students to learn by getting stuck, being uncertain, making mistakes and being different;
Inclusive Learning Activities:
• Developing strategies for sharing and generating knowledge.
• Connecting with students’ lives.
Key Words Concepts
• Being culturally aware.
• Sensitive to the social and cultural diversity of the group.
• Lessons that are student-centred, inclusive of individual differences.
• Extend opportunities for academic engagement to a wider range of students.
Reinforcement:• Viewing all students as potentially in need of
some study support
• Assessing the skills and needs of students as soon as possible
• Not under-estimating students who have a weakness
• Hockings et al. (2010a).
Peer Mentoring• Establishing mentor schemes
• Designing programmes that are student-centred
• Ensuring flexibility in modes of access and attendance, teaching and learning methods and assessment
• Exploiting students’ experiences and knowledge outside academia
• See Hockings et al. (2008b) for full project report.
Technology, inclusivity and curriculum design
• e-learning can act as a catalyst for educational diversity, freedom to learn and equality of opportunity.
• e-learning not only encourages diversity but also creates programmes that are more specifically tailored to individual Ss needs than traditionally validated programmes
• Hegarty et al. 2000, Taylor 2008, Newland et al. (2006) and Seale (2006).
Key People at ZU :
• Suhair Awadalla:Senior Student Counselor• Tel: 04 402 1477Email: [email protected]
• Khalaf Al Habtoor Assistive Technology Resource Center at Zayed University:
• Tel. 04 4021653
• Ms Fatma Al Qassimi: Senior Specialist at Zayed University Office
• Tel: 04 4021653