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Ó inseirbhís NCSE 10/09/24 - DBD

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NCMH (National Centre for Mental Health)

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What is dyslexia? - Kelli Sandman-Hurley

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Ní chuireann sé isteach ar an mata amháin.

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Ní chuireann sé isteach ar an mata amháin.

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A Day in the Life of a Student with Dyscalculia

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Differentiating Instruction: It’s Not as Hard as You Think

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Treoir Dea-Chleachtais Uathachais do Scoileanna

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Treoir Dea-Chleachtais Uathachais do Scoileanna

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Information Note

Information note on the publication of Autism Good Practice Guidance for Schools

Autism Good Practice Guidance for Schools

Booklet - Autism Good Practice Guidance for Schools Supporting Children and Young People

Indicators of Effective Practice

View the indicators of effective practice to support whole-school planning.

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Autism Good Practice Guidance for Schools - Supporting Children and Young People

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Information Note Information note on the publication of Autism Good Practice Guidance for Schools Autism Good Practice Guidance for Schools Booklet - Autism Good Practice Guidance for Schools Supporting Children and Young People Indicators of Effective Practice View the indicators of effective practice to support whole-school planning.

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A comprehensive guide to understanding Autism Spectrum Disorder, including strategies for classroom management and student engagement.

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March 9, 2015
The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com. For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.
I have a follower who is a teacher and she asked me to do a "Ten things I'd like to tell teachers about autism" list. I came up with 12 things that I would tell my son's teachers in grade school if I could go back in time.
1. Autism is a huge spectrum.
If you have taught other children with autism you may have a good general idea of what autism looks like but my son will still be different than the others. If you have questions about my son or how autism affects him, ask me. Nothing will impress me more about you than your willingness to learn about my son and his needs.
2. A routine and transition warnings are helpful for a child with autism.
While we know that flexibility is an important life skill and one we need to work on, my son does not handle surprises or big changes in his routine well. Things like a substitute teacher, a fire drill, or a field trip are all going to cause anxiety for my son. A warning and clear instructions will help. A visual schedule would be a helpful tool for my son. A five-minute warning, a two-minute warning, and tolerance are needed.
3. A child with autism needs extra time to process language.
Use simple language and short sentences. Give no more than two-step instructions. Give my son at least three full seconds after you make a statement or ask a question to respond. If you choose to repeat, do not rephrase, as then he will have to start processing over again. Trying to hurry my son will only slow him down further.
4. Receptive language and expressive language are two different things.
My son may understand much more than you think he does. He may not be able to put into words all the things he wants to say. On the other hand he may be able to quote long complicated phrases or passages without understanding any of the meaning of the words. It is difficult to know exactly what my child really knows and what he still needs to learn sometimes.
5. Children with autism are literal.
Figurative language and abstract ideas are a mystery to a child with autism. So, when you say things like, "Pick up the pace" and your other students know you want them to walk faster, my son will be looking for something called "pace" that he should be lifting from the floor. These things happen all day long.
6. A child with autism can get stuck on one subject.
My son obsesses about things that do not matter to you or I. He might want to talk about Disney movie characters for a long period of time and there will be little you can do to distract him. He gets stuck in a continuous loop. Occasionally these topics of interest can be incorporated into his learning but mostly they distract him from learning.
7. A child with autism may need help with social interactions.
My son will probably appear disinterested in his peers and he may actually be disinterested but he will never learn social skills unless we keep trying. You have him in a perfect setting for teaching social skills. It is an environment I cannot recreate at home. It would be so helpful if you would use every opportunity available there to teach and reteach social skills.
8. Sensory issues are a distraction for many children with autism.
Sounds that are barely noticeable to you may distract my child and keep him from learning. Textures may cause my son to recoil in disgust. Smells may cause him to gag. Please be considerate of this. Over stimulation can sometimes overwhelm him and cause a meltdown. A meltdown looks similar to a temper tantrum but it is not the same at all.
9. Children with autism use stereotypic behaviors or repetitive behaviors when they are excited, bored, or stressed.
My son will need redirection throughout the day. The behaviors will cause him to appear odd to his peers. Please consider giving the class an age appropriate definition of autism to help his peers understand.
10. Positive Reinforcement will be helpful but punishments will not.
Punishments or threats of punishment will probably result in anxiety and impede progress. He will work toward a reward but will shut down if he fears a punishment.
11. People with autism tell the truth as they see it.
My son may let you know you need to lose weight, you need a shave, or your breath smells bad. Do not take it personally. A sense of humor is a must when working with children with autism.
12. Kids with autism are not scary or unlovable. They are just different.
Sometimes different is intimidating but educating yourself about autism and about my son will help. I'm can help with that! I will willingly answer any questions you have.

For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.

Everyone deserves the chance to reach their full potential. We need your help to tell lawmakers that improving education for children and young adults with autism is a priority for our community. Sign the petition here to have your voice heard.

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12 Things I'd Like Teachers to Understand about Autism | Autism Speaks

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March 9, 2015 The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com.

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Explore techniques to create a sensory-friendly environment conducive to learning for students with Autism.

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So you might think that a sensory-friendly experience or environment is something that happens at the movies, the theatre, or a store. Consider that a sensory-friendly environment is needed at school too! Many children, both with and without diagnoses of sensory disorders, have sensory sensitivities. Schools and teacher often do not know how to help students with the creation of a sensory-friendly classroom. Read on to learn how schools and teachers can offer a sensory-friendly experience at school that supports students to learn and thrive.

Tanya White, social worker and mother of 6 children, 4 of whom have autism. She shares her experience and knowledge about the importance of creating inclusive education in schools. Furthermore, White highlights the advocacy work she is does to promote inclusive education for all students.

What is a sensory-friendly classroom?

The physical space

It is important to understand what a sensory-friendly classroom is and its purpose. Simply put, a sensory-friendly classroom modifies two key things. First the classroom space, and second, the learning experience to be inclusive of all students.

There physical characteristics of sensory-friendly classrooms include:

The learning experience

However, many teachers and parents may not be aware of how to adapt the learning experience to make it sensory-friendly, too. For many students, traditional ways of teaching are not effective. Furthermore, it causes students to feel overwhelmed and insecure about their ability to learn. There are several different ways to make learning sensory-friendly. For example:

Include movement or "sensory" breaks.

Have dedicated quiet study times.

Create a daily schedule of activities.

Ensure regular review of the daily schedule of activities, so students can prepare for the sensory experience that comes next.

Develop a classroom "routine"; so that students can create habits.

White speaks on her experiences within the education system and states,

"We talk about universal design for learning and making appropriate accommodation. I don't feel autism itself is understood in the education system. I am baffled that parents still have to fight to have sensory tools in the classroom. They are still looked at as toys and distractions."
Tanya White, social worker, parent.

Tanya White's children. Nikki is front and centre and going up from him to the left: Zachary, Teehan, Liam, Luke, Drew. Photo Credit: Judith Mattie September, 2020.

Problems with "standard" classrooms.

There are several sensory issues with the set-up of classrooms. White shares some of her children's experiences with difficulties that they had while at school. She states that the bright lights, crowded classrooms, and noisy environments are all problematic. In fact, research has found that classroom design, layout and level of support correlate with a student's educational success. Ultimately, leads to a sensory overload response and creates a negative learning environment.

The sensory issues at schools are apparent when talking to White about her childrens' experiences. For instance, she explained that one of her children, Nikki, was consistently taking several "washroom breaks" a day. However, in reality, this was Nikki's coping method to remove themselves from the sensory-rich classroom environment. Ultimately, this was due to the lack of accommodations made.

Furthermore, something in particular that she noted is Nikki's difficulty paying attention to verbal cues while at school. In one incidence, White describes the inaccessibility of instructing children when to come inside from recess. She states:

When the first of my children with HFASD (high functioning autism spectrum disorder) started school, he was reprimanded and punished for repeatedly not lining up when the recess bell rang, signalling it was time to come into the school following recess. In truth, he couldn't hear the bell, and as a child who was often alone, he didn't have the social cues to follow that would have encouraged him to line up. His brain is overloaded by the noise and congestion of kids playing. It took the principal "observing" him outside at recess before what I understood and knew about my child was believed. Going forward, my child had an Educational Assistant or teacher gently touch his shoulder to remind him that the bell rang.
Tanya White, social worker, parent

Sensory-friendly solutions for teachers.

A question that a lot of parents and teachers have, "How can I effectively support students with sensory sensitivities?" According to White, learning and embracing student's differences is a crucial step to create inclusive education. Thus, teachers then create a holistic and diverse environment that supports student's needs.

An effective way to learn more about diverse learners is through open communication with the students and parents. Based on White's experience, many of the issues and concerns about her children's education would have resolved with improved communication between educators, parents and children. However, many students are wrongfully punished for their "abnormal" behavior. Oftentimes this is due to their diverse minds and unique ways of thinking. Additionally, parents are given little say in the teaching style and discipline of their children while at school. Therefore, it's important to establish strong relationships with students and caregivers that promotes inclusion.

Tanya White and her late husband Patrick. Photo Credit: Lynette Mason.

Sensory-friendly classrooms and inclusive education.

White does a lot of advocacy work reiterating the importance of developing more inclusive education. She explains that the design of the current public education system is a "one-size-fits-all". Unfortunately, this means that schools only support one specific type of learner. Hence, this makes it difficult to support more diverse learners and limits their ability to succeed.

To achieve true inclusion requires understanding and embracing the inherent differences that make us individually human; acknowledging the spectrum of diverse experiences, ways of being, and interpretations of the world; taking a holistic person-centred approach and a willingness to create policies and practices to meet individual needs and differences. There can not be a one-size-fits-all approach; indeed, it is solely counterproductive to inclusive design. Not all children bloom at the same time nor under the same circumstances or environments. As Alexander Den Heijer once said, "when a flower doesn't bloom, you fix the environment in which it grows, not the flower"-a central understanding of true inclusion.
Tanya White, social worker, parent

Children's development: its unique.

Additionally, White explains that it is important to understand that every child develops differently. Therefore, not every student will be able to advance to the next school grade after each academic year. Critically, there needs to be greater flexibility within the education system. By forcing a student to "advance" to the next school grade when they are not ready can result in several consequences. Moreover, this includes poor learning skills and mental health consequences.

White explains that repeating a school year does not mean a student "fails" academically. In contrast, it simply means the student was not yet ready to progress to the next grade. White implores that the stigma surrounding students repeating an academic year and the lack of inclusive education must shift. Therefore, educators, caregivers, parents and the general public needs support flexibility to promote the success of all students. Finally, parents should not have to fight for their children to be appropriately accommodated at school.

To learn more about inclusive education and White's advocacy work, check out her change.org page.

Thank you to parent and social worker Tanya White for sharing her experiences and valuable knowledge about what sets her children up for success in a sensory-friendly classroom.

Interested in other sensory-friendly topics related to school? Check out:

Find tools for the classroom:

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How to Create a Sensory-Friendly Classroom

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So you might think that a sensory-friendly experience or environment is something that happens at the movies, the theatre, or a store. Consider that a sensory-friendly environment is needed at school too! Many children, both with and without diagnoses of sensory disorders, have sensory sensitivities.

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2023 will no doubt provide us with a variety of challenges on all different levels. Irrespective of the year challenges remain for all members of the Autism Community our advocates and supporters as we strive to ensure that all autistic people get the SAME CHANCE in life!

So, for 2023 Take on the 20 for 23 Challenge this year for AsIAm.

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Welcome to AsIAm. We are Ireland's National Autism Charity. How can we help you? Lets get you to the right place

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Engage in online training sessions to enhance your knowledge and skills for teaching students with Autism.

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* Access a vast untapped talent pool of autistic people: Autistic people have many desirable qualities that employers want. However, a major UK study from the National Autistic Society showed that just 16% of autistic adults are in full-time employment. AsIAm will support your organisation to tap into a vast pool of autistic talent, reach out to an ever-expanding pool of autistic clients and customers and become a market leader in Autism inclusion.

* Reaching out to autistic people makes business sense: Reaching out to autistic people is about more than doing the right thing - it also makes business sense. Businesses that hire autistic people show a proven Return on Investment (ROI), which increases their organisation's productivity, sustainability and profitability. Businesses that attract autistic customers also improve your reputation as a socially responsible and progressive business or organisation to clients, customers and the public.

* Embracing neurodiversity creates more responsive and innovative organisations: When autistic people and neurodivergent people are appreciated as valued members of teams with a wide range of skills, they can stimulate innovation, and help your business better respond to changing market conditions by increasing employee engagement and productivity.

* Autism-friendly measures are people-friendly measures: As an organisation, you may already have autistic or neurodivergent staff, clients or customers but may not know it as they may not feel comfortable disclosing their condition to you. By undertaking our Autism Accreditation programme and making the suggested changes in the Charter of Inclusion, your organisation can tap into the power of neurodiversity to increase staff and customer engagement, boost productivity and help you reach more clients or customers. This also encourages neurodivergent staff to be more comfortable to be themselves at work and be even more successful in their work. It also encourages neurodivergent customers to shop with your business or access your services more often.

* Autism-friendly communication makes your organisation more accessible to the public and increases customer engagement Providing accessible information formats (like Social Stories, Plain English or Easy-to-Read) are excellent ways for your business to reach autistic people and the wider public. Having clear communication channels signals to customers that you are an inclusive organisation which welcomes a wide diversity of customers. Becoming Autism-friendly will help your organisation increase customer engagement and trust, broaden your customer base, and build closer client and customer relationships.

"It has been game changing working with colleagues who see the world and solve problems with a different lens. It means every job or problem is looked at from different perspectives. We have one colleague who works in HQ who is mostly non-verbal. When we briefed him on a specific data reporting task, he kept saying no. Initially I thought he didn't want to do the work but through our dialogue I discovered that he was saying no because the report formula was wrong. He picked that issue up in minutes and bear in mind this is a reportdesigned by a management accountant that we had been using for years."

Edel McSorley, Operations Director at Mr Price, an Accredited business

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As I Am | Ireland's Autism Charity | Training & Accreditation

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Our training and accreditation supports organisations and communities nationwide on their path to being Autism-friendly.

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Identify and implement effective teaching strategies to support students with dyslexia.

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General Advice

Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students.

Understanding and empathy will help teachers to make their classroom more inclusive. Dyslexia affects everyone differently, so don't hesitate to ask each student, and their parents, what you can do to help.

Class/Subject Teacher

The first line of support for a student with dyslexia is the class teacher. The class teacher or subject teacher has an essential role to play in being aware and considerate of each student's strengths and weaknesses. Even if students attend learning support, they still spend the majority of their school week in the general classroom.

Classroom and subject teachers are expected to differentiate their teaching to accommodate the varying needs of the pupils in their classroom. Reasonable accommodations in the classroom can also be negotiated, for example a reduced number of spellings to be learned, or advance notice of reading passages.

Teachers also need to be aware of the individual profiles and specific needs of each student with dyslexia in their class, as each child will be different.

Training & Development

Teachers wishing to learn more may want to do a course on dyslexia, such as one of the Teachers' Courses run by DAI. Tickets for upcoming courses are available at: https://www.tickettailor.com/events/dyslexiaireland/.

Schools are also encouraged to avail of whole-school in-service training provided by the NCSE, the National Council for Special Education (www.ncse.ie), and to avail of CPD in their local Teacher Education Centre.

For those seeking more in-depth training, DCU now offer a Masters in SLD/Dyslexia.

Resources

NCSE Resources for teachers: www.ncse.ie/teacher-resources

NEPS Resources for teachers and schools: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html

The Factsheets for Teachers on Dyslexia at Second Level contain a wealth of relevant information and advice. The complete set of Factsheets is downloadable here: https://dyslexiacourses.ie/images/downloads/factsheets1to18.pdf

General Advice Continued

Be as understanding as possible.

A structured, multi-sensory programme should be used to teach reading and spelling.

Multi-sensory learning techniques should be used whenever possible, which involves using visual, aural, oral and kinaesthetic senses. The classroom should be interactive and involve lots of discussion, and opportunities for active learning.

Avoid asking a pupil with dyslexia to read aloud in front of the class. However, if you really need to get the pupil to read, discreetly let them know the previous day what section they will be asked to read so they can prepare it.

Make learning achievable! Don't give a dyslexic student a long list of words to learn every week. Give them a short list of words from a word family, e.g. boil, coil, and spoil.

If giving students sequential information to learn off, be understanding. Some pupils with dyslexia find rote learning very challenging.

Remember that over-learning is essential. You can never assume that the pupil will remember a topic covered only once or twice. Build in lots of opportunities for repetition and consolidation of knowledge.

Take time to correct written work and focus on content rather than presentation. Do not correct every error, but instead concentrate on a small number of errors and set manageable targets.

Don't ask a dyslexic student to copy out corrections/mis-spellings. This will be of no use.

Some students will need to use a computer.

Note-taking can be difficult, so provide worksheets or arrange for notes to be photocopied. Avoid tasks where students are asked to copy from the blackboard, including homework assignments.

Any worksheets given should be carefully presented, with large clear text, bold headings and diagrams to aid visual learning.

Ask the pupil to repeat back instructions given. This can be a useful memory aid. Instructions given should be clear and concise. It can also be useful to ask students to summarise what has been learnt at the end of the class.

Careful consideration needs to be given to lesson planning to ensure that the interest level is high, but the literacy levels are adapted to suit the students' needs. Differentiated teaching is very important (must, should, could): first the basics, what every student must know; then what they should know to get a good grade; and finally, what they could know if they are aiming for a high grade.

The student with dyslexia should sit near the teacher, so that the teacher can monitor progress and be available to provide any necessary assistance.

Never compare the work of a student with dyslexia to the rest of the class or a sibling. The work presented will often not be indicative of the effort put into producing it. Ability should not be judged solely on written answers, but on oral, recorded, computer and project work.

If the student is likely to receive reasonable accommodations in state exams, then allow the same accommodations for homework, end-of-term and mock exams.

Rewarding effort is as important as rewarding accuracy. Students with dyslexia can become very disheartened if their effort is not acknowledged.

Encourage students to build up their stronger abilities in sports, technology, drama, science, maths, etc. This is an important way to build self-esteem.

Work closely with parents. They are a valuable source of help and information.

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How Teachers Can Help | Dyslexia Ireland

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Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students. Understanding and empathy will help teachers to make their classroom more inclusive.

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Bealaí éagsúla na sight words/dolch words a mhúineadh.

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Sight Words Games - Sight Words: Teach Your Child to Read

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This collection of sight words games gives children opportunities to practice their sight words and build toward mastery while also keeping them engaged and having fun. In general, we recommend using a mix of recently introduced words and some older … Continued

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Discover assistive technology tools and resources to aid students with dyslexia in their learning journey.

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Computers, tablets and smartphones, and the software they use, can be extremely useful tools for people with dyslexia

They can support key areas of difficulty including reading, spelling and study skills. Technology can help solve many of the problems faced by people with dyslexia in everyday life, education and employment. The range of technologies available is constantly evolving and growing. Technology can be used to assist the learning process, and provide valuable reinforcement, customisability, variety and can increase motivation. However, no technological solution will itself be a substitute for individualised specialist teaching.

With so many programmes and products available, it is easy to become confused with the choice. Some established software and apps can be expensive. The software is increasingly built-in to devices and is therefore often free and even for paid products it can sometimes be possible to get a free 30-day demo or 'lite' version, where introductory levels are free and further levels can be purchased. It is also now nearly always possible to find demonstration videos online for virtually any piece of equipment, software or app. It is always worth checking if the makers of the product have demo videos.

Check out our Youtube Technology Playlist where we demo tech that can help individuals with dyslexia, focusing on free, inbuilt and low costs tech.

CALL Scotland have a range of excellent guides to Assistive Technology www.callscotland.org.uk. Check out their Apps wheels.

Enable Ireland AT Service and the Dyslexia Association of Ireland have collaborated to produce a free learning resource outlining free and low cost apps and software to support literacy. This short eLearning module should be of interest to parents, students, teachers and other professionals working with people with dyslexia. To access this Study Smart module just follow the link below, find the Study Smart module, and click the "Login as Guest" button: https://enableirelandat.ie/

This free module is available in a number of formats if you would like to use it on your own blog or website. It is also available in SCORM format for use in schools or colleges own Learning Management Systems (Moodle etc.).

Funding

For school students with very significant dyslexia, the school can apply to the Department of Education and Skills for a laptop/tablet and any specialist software needed by the individual student. Details of the scheme can be found on the Departments website: https://www.education.ie/en/Schools-Colleges/Services/Grants-and-Additional-Support/Assistive-Technology-Grant/

If a computer/tablet and/or software is bought by parents or an individual for home/personal use, the VAT can be claimed back. More information is available on the Revenue's website: https://www.revenue.ie/en/online-services/services/claims-and-refunds/apply-for-refund-of-vat-on-aids-and-appliances-for-persons-with-disabilities.aspx

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They can support key areas of difficulty including reading, spelling and study skills. Technology can help solve many of the problems faced by people with dyslexia in everyday life, education and employment. The range of technologies available is constantly evolving and growing.

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Learn practical strategies to manage classroom behavior and support students with ADHD.

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ADHD can have a negative effect on how well a child does at school.

May often be out of their seat

Can't wait their turn

Doesn't follow instructions

Seems disinterested

Makes careless mistakes

Gets involved in and interrupts other children's work

Gets into trouble constantly in the playground

Is fidgety and restless

Doesn't finish tasks

Can't seem to be in the right class at the right time with the right books

Doesn't have the homework written down from each class

Doesn't structure their work properly

Can not organise study for exams

Can't start homework

Can't sustain the attention required to finish homework, projects etc.

May simply avoid tasks that seem too onerous, despite that fact that this may mean detention etc.

Does not do as well in exams as would be expected according to their ability

Here are some simple strategies for teachers and carers of children with ADHD in a group/classroom situation. Children with ADHD need the following three things, above all else, to cope with classroom life!

STRUCTURE, STRUCTURE AND MORE STRUCTURE!

From the Beginning

Always try to sit the student with ADHD in a part of the room with the least amount of distractions - up the front, away from doors and windows, in front of you but don't stigmatise the student by isolating them

Clear the desk or work area of all items not needed for the designated task at hand

Break the task down into steps from start to finish and reward after each stage, no matter how small each stage is

Allow for physical movement during the steps of completion of task e.g. to go and get the books from the shelf, etc.

Talk to the student and try to stoop to their level and use eye contact and gestures

Ascertain that you have the child's attention when starting to give oral instruction

Encourage the child to use oral footnoting as he/she repeats the instruction back to you

Set limits clearly- children with ADHD find it difficult to quantify time, the use of a small visual clock, stopwatch or egg timers are a useful too

Insist on completion of task

Find their special or strongest interest and use it to engage the child in other activities e.g.; he/she is good at art- perhaps allow the child to draw what he/she hears in history class

Keep a routine in the room

Keep a visual record of Good Behaviour and Good Work. Catch the child being good and reward on a chart

Praise the student

Find his/her "Good Time" of the day - perhaps the child is on medication and monitoring is necessary, watch for changes in behaviour throughout the day

Provide an atmosphere of acceptance

Use of different colours, graphics and animation for instruction can prove useful

Uses of computer programmes are also useful ADHD children respond well to them and it encourages them to self-monitor

For older students

Encourage the student - to write it down, break it down

Keep a diary or "to do list"

Encourage colour coding e.g. in the homework journal

Set up a work station away from the desk

Use his/her wrist watch as a reminder

Praise the student

Say it, write it and repeat it when giving oral instruction

Monitor skills development and build on it

Give advance notice of upcoming tasks, e.g. projects and lessons

Outline what you expect and how you expect it to be completed

Change your tone of voice and pace - keep them interested

Encourage them for feed-back to reinforce the given instruction

Time out breaks

Seat breaks- allow movement in the room

Establish a private signal in advance so they know that their behaviour is inappropriate e.g. tapping the desk

Use positive language e.g. "Doin' great", "you're nearly there"

Coach the student to completion

Re-assure

Click here to view our booklet on 'Including Pupils with ADHD: A Practical Guide for Student Teachers on School Placement'.

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ADHD can have a negative effect on how well a child does at school.

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Gain insights into understanding and teaching students with emotional and behavioral disorders.

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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Learn effective techniques for managing challenging behaviors in the classroom.

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When a teacher begins their training, their focus is usually on sharing their passion and imparting their knowledge to students. Behaviour management might not come to mind first when considering teaching as a career. And if it does, there might be some concern: how do you deal with disruptive behaviour when you have a class of 30 students to teach?

Why is behaviour management important within classrooms?

Behaviour management is important in the classroom because it contributes to creating an environment which is conducive to learning. If behaviour is not managed, students will not receive the education that they deserve. Behaviour management helps to teach students about being respectful to one another and everyone stands to benefit from this. Effective behaviour management will ensure that students' behaviour does not disrupt lessons, so that the teachers can teach and the students can learn.

Reinforce positive behaviour

Praise feels good. Reinforcing positive behaviour encourages students to behave well as they receive a confidence boost and ultimately want to please you. If they've received praise for something, they'll continue to try hard so that the praise continues. For example, when a student completes their weekly reading log at home, and their teacher awards them a merit. The student then has an incentive to continue to keep up the reading log.

Examples of how to give a student positive attention include:

Asking the student about their weekend activities

Providing words of encouragement while the student is working

Assigning helpful tasks and responsibilities to the student. For example, taking the register to the school office

Making eye contact and smiling

Asking the student's opinion when in a group discussion

Ignoring any minor disruptive behaviours by not providing the student with any attention when they occur

Establish clear expectations

Establishing clear and consistent expectations is important for all students, but especially for younger years, who need a solid foundation to start their educational journeys. Setting expectations will ensure that students know and understand what is needed from them. This engages them and allows them to feel part of a community.

What's more, numerous studies have found that setting clear expectations in the classroom can improve students' motivation and learning outcomes. If you establish clear expectations, students are more likely to meet them. By using the word 'we' when you share expectations, you help to establish a community - you will be achieving these together.

We respect ourselves, our teacher and others

We are polite and say please and thank you

We put in our best effort at all times

We keep our classroom neat and tidy

We follow directions and instructions

We listen and pay attention

We get involved and ask questions

We take responsibility for our actions

Build positive relationships

It's important as a teacher to build positive relationships with your students, ensuring that the students feel seen and heard. This is harder to do in a school with a large number of students - but vitally important - otherwise the quieter students could be easily overlooked.

If you form positive relationships with your students, they will respect you, seeing you as more than someone who is detached at the front of the classroom, simply instructing them. They will also be less likely to misbehave and more likely to be engaged in your lesson.

It can be as simple as greeting students individually or referencing something you know they're interested in. As the relationship grows, they'll want to impress you. Not only will this be academically rewarding for you and your students, but it'll also promote a sense of belonging and wellbeing in your classroom.

Stay confident

By adopting a confident attitude and stance, you'll show your students that you're in control and are competent. It's helpful to think about your body language, aiming to come across as approachable and supportive, but also firm. Warm, open body language can also help you to build positive relationships with your students.

There are a number of way in which you can do this:

Move around the classroom, making sure that each student gets some of your attention

Smile and add enthusiasm to you voice and movements

Avoid intimidating facial expressions, such as too much eye contact

Avoid weak posture as it can make you seem disinterested or lacking in confidence

Avoid crossing your arms as this can make you look unapproachable

Even as a qualified teacher, it helps to have a professional confidence boost. Continuous Professional Development (CPD) can help with this, as long as you find a reputable course that will have a positive impact on your wellbeing.

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Behaviour Management Strategies for Teachers - Engage Education

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At Engage Education, we've put together a helpful guide on the best behaviour management strategies for teachers to incorporate within lessons. Find out more.

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs. You can find more information about those groups here:

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs.

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Defining Dyscalculia

Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.
People with dyscalculia lack an intuitive grasp of simple number concepts or 'number sense'. They have difficulties estimating the magnitude of numbers, exhibit poor understanding of number relationships, and lack fluency with simple numerical operations. Often if the right answer is achieved or the correct procedure followed, it is done so mechanically, with great effort and without confidence.
Dyscalculia is not a general difficulty with learning, it impacts specific skill areas. Dyscalculia is distinct from mathematical difficulties arising from literacy or other learning difficulties, or maths anxiety but can co-occur with these difficulties. The impact of dyscalculia can change according to the environment (i.e. what a dyscalculic person is being asked to do and under what circumstances).

Language, Recognition and Rights

Some people prefer the wording 'a person with dyscalculia', while others prefer the term 'a dyscalculic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyscalculia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyscalculic people do not consider themselves 'disabled' and this view should be respected.

What difficulties might be experienced by a student with Dyscalculia?

These students often experience difficulties with basic mathematical or numerical tasks or processes such as adding, subtracting, multiplying or dividing. Students can also experience difficulty knowing which mathematical process should be employed based on context.

Other challenges can include telling the time using an analogue watch or clock, handling money or calculating change.

There is a high incidence of co-diagnosis of dyslexia with dyscalculia. This obviously leads to greater challenges for these students.

Students with dyscalculia will often experience a lack of confidence or low self-esteem as a result of previous experiences with trying to study maths.

What can you do to support these students?

New concepts should be introduced using concrete examples only moving to more abstract concepts after these examples have been thoroughly understood by the student.

Multi-sensory teaching can help students who have difficulty with a particular delivery method e.g. visual or aural.

Present mathematical processes or procedures in a number of ways - often students will grasp a concept if it is approached in an alternative way.

Encourage students to ask questions at all stages if they are having difficulty.

Maths teaching should be structured and cumulative and the use of multi-sensory methods employed.

Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.

The language used should be transparent and students should be encouraged to put mathematical terms into their own words.

Appropriate aids such as number lines, number squares, and calculators should be available, and students should be taught how to use them.

Computer programmes can be useful to help consolidate learning.

Metacognitive strategies will be particularly useful for problem-solving.

The book 'Teaching Numeracy to Children with Dyslexia' by Pauline Clayton may be useful for further strategies.

Have a plan or strategy, which works in any math word problem situation. When a student is presented with a question that requires mathematical calculation, they may benefit from following the 12 steps provided:

1. Read the problem carefully looking for clues and important information. Write down the clues, underline, or highlight the clues.

2. If necessary, rewrite the problem to help find these clues.

3. Look for clues to determine which math operation is needed to solve the problem, for example, addition, subtraction, etc. Look for keywords like sum, difference, product, perimeter, area, etc. They lead to the operation needed to solve the problem.

4. Look for what is needed to solve the problem, for example: how many will are left, the total will be, everyone gets red, everyone gets one of each, etc.

5. Use variable symbols, such as "X" for missing information.

6. Eliminate all non-essential information by drawing a line through distracting information.

7. Draw sketches, drawings, and models to see the problem.

8. Is the word problem similar to previous work, if so how was it solved?

9. Develop a plan based on the information determined to be important for solving the problem.

10. Carry out the plan using the math operations which were determined would find the answer.

11. Does the answer seem reasonable, if it does then it is probably ok - if not then check the work.

12. Work the problem in reverse or backwards, starting with the answer to see if you wind up with your original problem.

Useful Websites

https://ie.ixl.com/math/ provides Irish curriculum-based support from Junior Infants up to 6th year for Maths and English subjects.

Further information and videos which may be helpful can be accessed at http://www.stevechinn.co.uk/

Free multisensory maths tutorials can be accessed at www.alison.com.

www.helpmykidlearn.ie - provides ideas for parents of children aged 0 - 12 to learn on a number of topics, from numeracy, literacy, and communication skills.

http://www.primarygames.com/math.php and http://www.mathplayground.com/ - maths games for children.

Equatio works on Windows, Mac and Chromebook. It lets the user type, handwrite or dictate equations, formulas and more directly to the computer of Chromebook to create mathematical expressions digitally. With intuitive prediction, it can speed up the accuracy of simple and more complex maths expressions.

Books

"What to do when you can't..." series by Steve Chinn.

"Power of 2" series by David J. Sharp (2001).

"The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties" by Steve Chinn (2004).

"The Math Handbook; For students with maths difficulties, Dyscalculia, Dyslexia or ADHD" by Helmy Faber (2017).

Dyslexia and Maths Difficulties

Maths difficulties are common in students with Dyslexia. The areas of maths that students with dyslexia find the most difficult are:

The language of maths: Some students struggles to read and understand the vocabulary in maths questions, and therefore do not know what task they are being asked to do. Many different words can be used to describe the same action, e.g. add, increase, plus, total.

Sequencing: The learning of maths is very sequential, but to successfully complete many maths problems a very strict sequence must be followed. Learning multiplication tables is all about learning a strict sequence of information.

Orientation: Difficulties with orientation and direction can lead to confusion of maths symbols. Some people with dyslexia show weakness in the Coding subtest in the assessment, meaning that they struggle to decode symbols accurately and quickly.

Memory: There are many facts, figures, tables, and formulas which have to be learnt and recalled accurately.

Confidence: A lack of confidence in their own maths ability can worsen the above difficulties.

For more information on strategies for dyslexia and maths you can download our handout below:
Dyslexia and Maths Difficulties (PDF)

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Dyscalculia and Maths Difficulties | Dyslexia Ireland

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Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.

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Testimonials

IXL is brilliant. I am using it for autistic secondary students who need literacy and numeracy support. I love the instant feedback, the huge library of questions available, and the teacher insights!

Tara, teacher

Dublin, Ireland

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IXL is the world's most popular subscription-based learning site. Used by over 15 million students, IXL provides unlimited practice in more than 5,000 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

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NUMERACY GAPS, SORTED

Are gaps in basic mental numeracy skills holding your students back from making exceptional progress in mathematics?

Numeracy Ninjas is a numeracy programme for schools which supports learners in developing high levels of fluency with important numeracy skills that are prerequisites for success in the study of 11 - 16 mathematics.

Aimed at learners aged 9 - 13, Numeracy Ninjas is a quick, low-stakes in-lesson activity which is completed multiple times each week. The programme is based on cognitive science research findings and motivates learners through gamification principles.

Let Numeracy Ninjas close the numeracy gaps holding your students back from excelling in mathematics.

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Don't Just Take Our Word For It

DOUBLE the rate of progress

In a 2016 controlled trial experiment at a large mainstream comprehensive school in the UK involving 430 students, those who participated in the Numeracy Ninjas programme for one academic year achieved on average, double the rate of progress over the students in the control group, as measured on a diagnostic numeracy assessment taken at the start and end of the year.

FREE TRIAL

Can I try before I buy?

Yes, absolutely! Try the Numeracy Ninjas programme with your learners for free for 5 weeks. Sign up for our free trial and we'll email you the Ninja Skill Book PDFs for weeks 1 to 5.

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Ag difreáil dóibh siúl lena bhfuil tacaíocht foghlama de dhíth.

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Ag difreáil dóibh siúl lena bhfuil tacaíocht foghlama de dhíth.

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100 Day Tool Kit For Families of School Aged Children Recently Diagnosed.

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100 Day Tool Kit For Families of School Aged Children Recently Diagnosed.

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The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

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Problem solving skills are a positive about ADHD.

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Children use their creativity to build a fort.

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A teenager consoles a friend, using her gift of compassion.

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Girl with snorkel by family unpacking van shows her sense of humor.

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The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

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A woman is very observant and employs her keen sense of observation.

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A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

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A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

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A group of young children are running with endless energy, another positive trait of ADHD.

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A father and son play airplane together. Their seal for life is an ADHD superpower.

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A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

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A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

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In order to ensure that planning material from within the guidelines is accessible and user ready for schools, NCSE Support Service are providing a number of documents/templates in word format:

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