Supporting Students With Special Needs in Mainstream Schools - The 3 Pronged Approach

7/30/2019 Supporting Students With Special Needs in Mainstream Schools - The 3 Pronged Approach

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SUPPORTING STUDENTS WITH SPECIAL NEEDS

IN MAINSTREAM SCHOOLS

THE THREE-PRONGED APPROACH

© 2013 Ace Mentor Team



PRESENTATION STRUCTURE

External Professionals(Mdm. Gladelind)

3

Home Support(Mr. Faisal)

1

School Support(Mr. Viknes)

2




Managing BehavioralIssues of Students with ADHD

Mr.Mohamed Faisal bin Osman AED (LBS)

MacPerson Secondary School




CASE STUDY

• Alex

• 14 year old student

• Diagnosed with ADHD in primary 5.

• Normal Technical stream.

• Short attention span, Restlessness and

Impulsivity.

• Lacked social skills and was unable to

follow instructions.




CASE STUDY

Behavior Challenges:

• Being unresponsive by looking away dismissively when spoken to by authority figure

• Using vulgarities on peers

•

Kicking his peers when provoked• Switching off his peers’ computer power supply

• Moving around in class when the teacher is teaching

As a result of these issues, Alex always got into trouble with

his peers and the school’s discipline committee……………




Strategies forParents




STRATEGIES

Commenting

Requesting

Self-regulation

Protesting




Stop!

Think of the problem

Say how you feel

STRATEGIES




• Response instead of reacting• Stop whatever you are doingStop

• Take deep breaths for 3 seconds• Think of what the problem is

Think of theProblem

• Tell someone what you are feeling at themoment

• Verbalise what had happened to make youfeel this way

Say How You Feel

STRATEGIES




I-Statement Formula




Take deep breaths

Think of the consequences

Use self-talk

Count to 10

Listen to music

Put yourself in the other person’s shoes

Remove yourself from the situation

Anger Reducers




Visualize something positive

Get the facts first

Plan ahead

Participate in physical activity

Talk to a friend

Find distraction

Write to someone

Use the 20-year rule

Anger Reducers




Use positive reinforcement like praises for every effort made to motivate your child

Set realistic expectations according to the child'sabilities and avoid comparison with siblings or otherchildren

Give opportunities to expend energy throughphysical activity or channelling energy intoacceptable venues.

STRATEGIES




Remove distractions and make the environment work for him

Get the child's attention

Break up big tasks into smaller parts and give short breaks in between periods of work.

Time out when the child gets disruptive – calmcorner or to his/her room

STRATEGIES




Schedule placed on the room where child places his bag:

Have you sorted the books/ files necessary for tomorrow ?

Is your pencil case with you?

Place the files in the bag.

Place books into the bag.

Place pencil case into the bag.

Finish.

Parent ticks off each section upon completion

End of schedule must be marked by ‘Finish’

Example: Visual Schedule/Work Plan







“It takes a whole village to nurture a child.” - African proverb




Supporting Learningof Special Needs

StudentsMr.Vikneswaran s/o Krishnan Murthi AED (LBS) Anglo-Chinese School (Barker Road)




• 2004: Support for Special Needs in Mainstream Schools

• 2005: Special Needs officers = Allied Educators (Learning

and Behavioral Support)/AED (LBS)

• TSN = Teachers trained in Special Needs

• Mild Special Educational Needs

• Currently – all primary schools and 64 Secondary Schools

are resourced (MOE, 2013).

Reference: http://www.moe.gov.sg/education/programmes/support-for-children-special-needs/ © 2013 Ace Mentor Team






GENERAL SITUATIONS

General Classroom of 38 – 42 Seating arrangements – according to

register number most of the time

Teacher student ratio – not possible to

have personal attention most of time Noisy environment

Sensory stimuli – chatty classroom,outdoor etc.

Child with Special Learning Needs – Dyslexia, ADHD, ADD, Autism, Physical

Challenges etc.

Single mode of teaching© 2013 Ace Mentor Team




OUTCOMES

IRRITATION – Not conducive to learn

Lack of attention

Poor concentration

Lost, not aware

Poor Socio-emotional skills, few or no friends

De-motivated

Loses interest in learning Gives up – class clown, bully, aloof etc



What can we do?




GENERAL STRATEGIES

As a rule of thumb:

Get children with Special Needs to be ALWAYSseated in the front.

Depending on the diagnosis, seat the child away from distractions – ADHD, Hearing Impairment etc.

Get the teachers to structure their notes or writingsfrom left to right on the whiteboard.




Teacher’s Guide: Diagnostic Summary – brief summary of his needs,challenges – report & parents.

Learning Styles -http://www.acceleratedlearning.com/method/test_flash.html

Create a network of regularcommunication – a logbook or emailetc.

GENERAL STRATEGIES


http://www.acceleratedlearning.com/method/test_flash.html







Create reliable buddies or a buddy system – regular lookouts.

Keep a look out for any socialsituations or underlying problems

with friends etc.

Is the child on specific medication?

GENERAL STRATEGIES




If term changes, teacher changes etc.– updates and meetings should bemade.

Developing social skills – assigningclass duties: Monitor, CCA Reps, ICetc.

Greater social development –

Leadership roles, Prefects etc. : Strongcorrelation to performance andattitude to studies.

GENERAL STRATEGIES




Multi-modal approach toteaching – strongly effective.

Stronger Visual andKinestatic learners – ITSavvy.

Plant Stem Plasma

GENERAL STRATEGIES




Differentiated Texts or worksheets

GENERAL STRATEGIES




CASE STUDY

• Alex

• 14 year old student

• Diagnosed with ADHD in primary 5.

• Normal Technical stream.

• Short attention span, Restlessness and

Impulsivity.

• Lacked social skills and was unable to

follow instructions.




Routine – Class rules and responsibilities

Appropriate behavior checklist

Buddy System – trustworthy and reliable Check if he is on medication – monitor the outcomes

Allow for mistakes and make learning easier for him.

Logbook/email – parent & teacher communicationregularly

SUPPORTING ALEX - LEARNING




Seating near a location that allows forregular breaks

A contract system – good behavior = 3mins walking break

Hidden regulations – carrying books,cleaning the board etc.

Unable to follow instructions – changethe mode of delivery – Visuals etc.

Make learning simpler – IT, Differentiate worksheets, simplify content to suithim…………benefits all.....

SUPPORTING ALEX - LEARNING




Taking

Perspective

regardless of

what he has!




REACH PROGRAM

for Schools

Mdm Gladelind Koo Wei Ling AED (LBS)

Yangzheng Primary School




Outline:

Case Study

Intervention Progress

How data is collected

Roles of

EP/AP/CMT/REACH/Counsellor

Intervention Process by REACH




CASE STUDY

Profile

- Age: 10

- Level: P4

- Issues: Signs of ADHD with noformal assessment done before

entering P1.

Background

Home Support:

- Single Parent, Supported by Grandparents

- Has one younger sibling

- Under financial Assistance Scheme

Academic Performance

-- Weak in Mother Tongue

Behaviour

- Short attention span- Restlessness

- Lack of social skills

-Unable to follow instructions

Alex




Initial phase

Teacher raises

concern over Alex

to AED-LBS

AED-LBS doesobservation of Alex

Observation and data collection by AED-LBS

AED-LBS collects data

AED-LBS gathersinformation on Alex

by interviewingparents and teachers

Case referral toEducational Psychologist/REACH

AED-LBS to refer case toEP/AP/REACH with datacollected for further

recommendation

Intervention Progress




How data iscollected

Feedback by teachers

Fill in referral /behaviour/ADHD checklist

AED-LBS(s) observe(s) Alex inclass

Parent Consultation




Role of Educational

Pyschologist (EP)/ Associate

Pyschologist (AP)

• Makes monthly visits(except for June/Decholidays)

• Case Consultation

(AED-LBS / LSC / LSM /FTSC/teachers)

• Formal Assessment• Shares assessment

outcomes with parentsand teachers







Role of CMT

(Case

ManagementTeam)

• Comprises of Principal, Vice-

Principal, Pupil Welfare HOD,Discipline Mistress,LSC, LSM, AED-LBS, Counsellor/Part Time SchoolCounsellor, Teachers trained in

Special Needs (TSNs)• Discuss case of pupil with SpecialNeeds

• Share strategies and interventionson how to help/support the pupil




REACH

R esponse

Early Intervention and

A ssessment in

Community Mental

Health© 2013 Ace Mentor Team



REACH

• Community-based MentalHealth Service

• Set up to work closely withschools, community agenciesand family doctors

• Helps students with emotional,

behavioural and /ordevelopmental disorder• Supports school counsellor• Takes the role of consultants




Role of Counsellor

Contact Alex’s parent to obtain consentand to get feedback from parent

Report from teachers and schoolcounsellors to be submitted to REACH

Appointments are made through theSchool Counsellor with REACH




Together with School Counsellor,Educational Psychologist and REACH, we

discuss about Alex’s case with the datacollected by AED-LBS.

School Counsellor and the School’s CaseManagement Team will work together tocarry out interventions to support Alex.




Role of REACH

First clinical interview

Assessment for Alex by REACH team

Referral not required; Provideadvice/suggestions to parents

Referral is required: Alex will be referredto NUH or IMH’s (Child GuidanceClinic) for further assessment andintervention




First Clinical Interview

Involves Alex’s parents/ caregiver to bepresent

Gather more information about Alex fromparents/ caregiver

Meeting place : School




2nd interview by REACH withchild

Simple assessment will be conducted by Psychologist and medical doctor

Interview with Alex

Meeting place: School




NUH or IMH’s (Child Guidance Clinic) for furtherassessment and intervention

REACH will liaise with parents.

Parents will take Alex to CGC for furtherassessments.




Charges

REACH ASSESSMENT (non-billable)- FOC

REACH IQ TEST - chargeable

REACH ACADEMIC TEST - chargeable

REACH INTERVENTION (Individual)-chargeable





Description

REACH Assessment(non-billable)

REACH-IQTest

REACH – Academic Test

REACHIntervention(Individual)

Nonresident(Include

GST)

FOC

$780.00

$910.00

$234.00

Resident-Foreigner(Include

GST)

FOC

$600.00

$700.00

$180.00

Subsided PT(50 %

subsidy)

FOC

$300.00

$350.00

$90.00

SubsidedSingaporean

(75 %subsidy)

FOC

$150.00

$175.00

$45.00

Take note: Foc for FAS



School will receive report by CGC

Recommendation from the report will be

given to Alex

Provide Access Arrangement for Alexaccording to the recommendation from thereport and teachers’ observations in class

Intervention for Alex by either AED-LBS/counsellor (case-by-case basis)

Once Alex has been diagnosed as having ADHD




Documents

Supporting Students With Special Needs in Mainstream Schools - The 3 Pronged Approach