SUGGESTIONS FOR OUR WEBINAR ➤ Please mute your microphones. ➤ Please please please ask lots of questions in the chat and our facilitators will ask the speakers at an opportune time. ➤ We ask that you please be respectful to our speakers and to each other.
INTRODUCING YOURSELVES ➤ We would love to hear (or read) about your professional backgrounds so we can tailor our session tonight to your particular areas of interest and expertise. ➤ Please use the chat to introduce your school , the age of your students and a short description of why you chose to join us tonight .
INTRODUCING OUR SPEAKERS Anthea Naylor Catherine Smith Matthew Harrison Sharon Klieve
OUR SCHEDULE ➤ Anthea Naylor – Using video modelling for social and academic learning (12 mins) o 2 quick questions for Anthea ➤ Catherine Smith – Student wellbeing (12 mins) o 2 quick questions for Catherine ➤ Sharon Klieve – Literacy difficulties (12 mins) o 2 quick questions for Sharon ➤ Matthew Harrison – Supporting students with autism in remote learning (12 mins) o 2 quick questions for Matthew ➤ Answering questions about specific challenges for your students
USING VIDEO MODELLING FOR SOCIAL & ACADEMIC LEARNING + =
INTRODUCING ANTHEA ➤ Anthea is an experienced Special Educator with over 25 years of experience teaching in primary, secondary, tertiary settings. ➤ She works as a Lecturer at University of Melbourne in Learning Intervention specialising in Disability. ➤ She has extensive experience teaching students with complex behaviours, autism, communication difficulties, physical and intellectual disabilities. ➤ Anthea has recently started completing a Doctor of Education focusing her research on Video Self Modelling for students with complex communication needs and aggressive behaviours.
INTRODUCTION TO VSM ➤ Video Self Modelling (VSM) shows the subject ‘performing’ a skill that is just out of reach, but which is potentially reachable. It does this by using carefully edited footage to make it look like the student is doing exactly the right thing. ➤ Considered an evidence-based practice for supporting students with autism and other disabilities/differences since 2007 ➤ VSM has been in use for over 40 years
EXAMPLES OF USE ➤ Developing a new skill ➤ Reinforcing a pre-learnt skill ➤ Primer-preparing for a class/event/change ➤ Teaching social skills/'life skills’ ➤ Teaching expected behaviours ➤ Developing routines for transitions - e.g. getting off the bus, unpacking bag ➤ Academic skills - e.g. holding a pencil the correct way ➤ Personal hygiene and self care reminders- e.g. wear deodorant, brush teeth, have a shower ➤ Travel skills/ preparation
RULES OF VSM ➤ Video only shows the behaviour you want ➤ Do NOT show the undesirable behaviour ➤ Less than 2 minutes long ➤ Film and edit on tablet (e.g. iPad) or phone using iMovie (or other software) ➤ Watch twice a day for a week or average of 12 minutes of viewing time should see a change in behaviour ➤ Collaborative VSM creation : Work with parents to set micro-goals, collect footage and edit VSMs.
EXAMPLES AND FREE RESOURCES ➤ Website: www.antheanaylor.com ➤ Facebook group: School of Video Modelling for Autism and Disability
STUDENT WELLBEING CATHERINE SMITH + =
LITERACY DIFFICULTIES SHARON KLIEVE + =
INTRODUCING SHARON KLIEVE ➤ I am a dual qualified speech pathologist and teacher, with additional specialized qualifications as a teacher of the deaf ➤ I have worked in Australia and overseas in Ireland within a program for students with language delays or disorders ➤ I have worked across rural and metropolitan schools, both mainstream and specialized ➤ I currently lecture within the Master of Learning Intervention at the University of Melbourne across all specialties and coordinate the Deaf Education specialty ➤ I also work in private practice with primary and secondary students who have language and literacy difficulties
LITERACY DIFFICULTIES ➤ In 2019 NAPLAN results ➤ 15.2% of year 7’s and 20.4% of year 9’s were below minimum standard on reading ➤ 27.8% of year 7’s and 37.7% of year 9s were below minimum standard on writing ➤ Most students in your classroom who are struggling with literacy have a learning difficulty . Students with learning difficulties make up around 15-20% of students. ➤ 3-5% of students will have learning disabilities . 2-3% of students will present with intellectual disability . ➤ Possible consequences of literacy difficulties ➤ Impacted education engagement, achievement and attainment ➤ Impacted access to the curriculum and learning ➤ Increased risk of social emotional and behavioural difficulties
STRATEGIES TO SUPPORT STUDENTS WITH LITERACY DIFFICULTIES ➤ Visual scaffolds and supports . ➤ use diagrams or charts to disseminate information and provide the student with copies. ➤ prepare worksheets with clear guidance of where to look for the important information. For example, ➤ give overviews or summaries, and use dot points for emphasis. ➤ Larger font (14pt) ➤ underlined, highlighted, or bold text and symbols ➤ Using video and audio recordings to support and illustrate text content. ➤ Demonstration of what a task requires, this can be achieved through teacher modelling, at a class or individual level, as well as peer modelling. ➤ Provide an example of the finished piece of work so that expectations are clear. ➤ Provide writing guidelines, frameworks, templates and paragraph headings to support the structure of extended writing ➤ Use story maps or graphic organisers to assist with gaining meaning from text
STRATEGIES TO SUPPORT STUDENTS WITH LITERACY CHALLENGES ➤ Break down instructions into small steps – break tasks down with a tick box after each one. Chunk instructions and information ➤ Use a variety of teaching styles and methods, including visuals (e.g. flashcards, demonstrations, pictures), hands-on materials (e.g. counters, blocks, clay), and verbal explanations. ➤ Simplify written questions and instructions - Concentrate on the knowledge you want them to learn and simplify the other parts of language. Keep your sentences short and concise but still include key terms / vocabulary ➤ Vocabulary ➤ Pre teach vocabulary - Link new or harder words to simpler ones. Talk about all the aspects of a word – what does it sound like, what other words are similar in meaning, can you draw it or act it ➤ Provide word bank or glossary of terms relevant to the topic ➤ Provide alternative modes of assessment such as oral work, illustration or multiple choice formats as a substitute for long written assignments ➤ Time - Allow extra time to complete reading particularly during assessments
RESOURCES ➤ Consider cognitive load ➤ https://www.cese.nsw.gov.au//images/stories/PDF/Cognitive_load_theory_practice_guide_AA. pdf ➤ Specific Learning Disabilities flowchart https://dsf.net.au/CMSPages/GetFile.aspx?guid=928989a4-f5e0-40b0-b069-b68a5aa27ca6 ➤ Effective teaching strategies for all students ➤ https://dsf.net.au/professionals/teachers/effective-teaching-strategies ➤ Supporting students with LDs in the classroom ➤ https://dsf.net.au/professionals/teachers-and-tutors/supporting-students-with-learning- difficulties-in- ➤ Effective instruction https://dsf.net.au/effective-remediation ➤ Teacher tips, practical strategies (RADLD) https://www.youtube.com/watch?v=2yPR1UUtjec&t=11s
SUPPORTING NEURODIVERSE LEARNERS MATTHEW HARRISON + =
INTRODUCING MATTHEW HARRISON (MATT) ➤ I’ve taught in Australia, Vietnam, South Korea and the United Kingdom. ➤ First 8 years of my teaching career in mainstream primary schools. ➤ I taught Year 11 and 12 for one year. ➤ When I returned to Australia I worked for 4 years in a Special Development School teaching Digital Technologies. ➤ I currently coordinate Autism Intervention (Master of Learning Intervention) at the Melbourne Graduate School of Education. ➤ Victorian councilor for the Australian Association of Special Education. ➤ Vice President of DLTV
HOW DO WE UNDERSTAND AUTISM?
EXAMPLES OF CHALLENGES Examples of the difficulties children with autism can experience in social-emotional reciprocity: • Abnormal social approach • Reduced sharing of interests • Difficulty continuing conversations on topic • Difficulty knowing when and how to end social interactions Examples of the difficulties children with autism may experience in non-verbal communicative behaviours used for social integration: • Poorly integrated verbal and non-verbal communication • Abnormalities in eye contact and body language • Differences (deficits) in understanding and use of gestures • Minimal facial expressions and non-verbal communication • Difficulty in processing and integrating information from the environment
EXAMPLES OF CHALLENGES Examples of the difficulties children with autism may experience in developing, maintaining, and understanding relationships: • Difficulties adjusting behaviour to suit various social contexts • Difficulties in sharing imaginative play • Difficulties in making friends • Apparent absence of interest in peers • Difficulties in detecting the difference between friendly joking and bullying • Difficulties in sharing enjoyment with others • Challenges in inferring the interests of others • Challenges displaying cognitive empathy
Recommend
More recommend
