Strategies
&
Materials
to teach English
in an inclusive
classroom
Angelina Cáceres Zúñiga
MA in TEFL
Universidad Mayor
[email protected]
+569 82289351
Some questions
1. Do you have students with Special Educational Needs in your
classes?
106 answered YES = 93%
Some questions
2. What are the most frequent Special Educational Needs you
have seen in your classes?
60,5% = 69 answered Attention Deficit Disorder
15,8% = 18 answered Attention and Hyperactivity Disorder
10,5% = 12 answered Autism Spectrum Disorder
Some questions
2. To work with SEN students in your classes, you have:
46% = 52 answered:
they looked for information/instruction on their own
34,5% = 39 answered:
they have received information/instruction where they work
Outline
Objective of this module:
To grasp the concept of inclusion and how to promote inclusion when
teaching through different strategies.
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Inclusion v/s Integration
Two of the most common SEN in the classroom
What is ADHD
What is Autism
Promoting collaborative work
Some strategies and materials
• UDL
• Cooperative strategies
• Sensory and visual materials
• Wrap up Activity
What is Inclusion versus Integration?
Integration models assume there is something
wrong that must be fixed in order to fit into
the present system.
Inclusion is about building relationships…
Inclusion is about helping everyone.
What are Special Educational
Needs?
According to Portal Mineduc:
“Se considera que un estudiante presenta
Necesidades Educativas Especiales cuando
muestra dificultades mayores que el resto de sus
compañeros para acceder a los aprendizajes que le
corresponden de acuerdo a su edad o curso y
requiere para compensar dichas dificultades, apoyos
extraordinarios especializados, que de no
proporcionárseles limitan sus oportunidades de
aprendizaje y desarrollo.”
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What are Special Educational
Needs?
Cognition &
Learning
Behavioral,
Emotional &
Social
Sensory,
Physical or
Medical
Communication
& Interaction
SEN
Building a sense of community
• Inclusive learning environments are ones in
which students feel that their contributions and
perspectives are equally valued and respected.
• How can you reduce anonymity and create a
sense of community and promote inclusion?
What to do?
TPR(Total Physical Response)
Group Work
Constant Monitoring
Simplify language
UDL (Diseño Universal de Aprendizaje)
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.
Most common SEN in the
classroom
ATTENTION DEFICIT HYPERACTIVITY
DISORDER makes it difficult for people to
inhibit their spontaneous responses which can
involve from movement to speech to
attentiveness.
AUTISM is short for autism spectrum disorder
(ASD). This condition includes a wide range of
developmental disorders, ranging from moderate to
severe. Some people with ASDs are non verbal,
while others are socially impaired but intellectually
gifted.
ASD students express their emotions, BUT they
have problems with the regulation of them.
ADD & ADHD students
ATTENTION DEFICIT HYPERACTIVITY DISORDER makes it
difficult for people to inhibit their spontaneous responses which can
involve from movement to speech to attentiveness.
Common features of ADD &
ADHD students
LOW FRUSTRATION TOLERANCE
TEMPER OUTBURST
BOSSINESS
STUBBORNNESS
DYSPHORIA (depressed mood or sad feelings)
REJECTION BY PEERS
POOR SELF-ESTEEM
Some Myths & Facts about
ADD/ADHD
MYTH
FACT
All ADHD kids are
hyperactive.
No. Children with ADHD who are inattentive,
but not overly active, appear to be spacey
and unmotivated.
ADHD kids can never pay
attention.
ADHD children are often able to concentrate
on activities they enjoy. They have troubles
with boring or repetitive tasks.
ADHD kids could behave
better if they wanted to.
They may appear to be disobedient, but that
doesn’t mean they are acting out on purpose.
Kids will eventually grow
out of ADHD.
ADHD often continues into adulthood, and
treatment can help the child learn to manage
and minimize the symptoms.
Medication is the best
treatment option for ADHD.
Effective treatment also includes education,
behavior therapy, support at home and
school, exercise, and proper nutrition.
Which one of these children
may have ADHD?
A. The hyperactive boy who talks nonstop and
can’t sit still.
B. The quiet dreamer who sits at her desk and
stares off into space.
C. Both A and B.
The correct answer is “C.”
ADD & ADHD students
ADD & ADHD students
Spinner
Objective: (warm up/wrap up)
To teach or work with vocabulary orally or written.
Instructions:
Stand up and get in groups of 3; one will be
Player A, another person will be Player B,
and the third person will be the Judge.
First, Player A will mimic as many animals of the farm as you can
and the judge has to guess. Stop once the spinner stops. The Judge
counts the number of correct words.
Then, Player B will mimic as many irregular verbs as you can and
the judge has to guess. Stop once the spinner stops. The Judge
counts the number of correct words.
End
End
Autism
“Autism Spectrum Condition is not like a piece of fruit but
more like a fruit salad. The combinations in those fruit
salads might differ from person to person” (Donna
Williams).
Some Myths & Facts about
ASD
MYTH
FACT
Autism is a Disease
No. Autism Spectrum Disorder is a Condition
Autism has a cure
Autism requires a set of various strategies
Autism is a disability
Autism is a challenge
Autism is a different world
Autism shows a new way to see the world
What is Autism?
Triad of Impairments of
ASD students
Social Interaction
Imagination &
Flexibility
Social
Communication
Energetic
Visual
skills
Creativity
Determination
Strengths
of ASD
students
Strong
memory
Enthusiasm
Honesty
Autism and Emotions
As a result of this lack of regulation, the ASD person is
constantly releasing Cortisol
Difficulties
• Emotional Regulation
• Sensory Modulation
• Executive Functions
Autism and Emotions
Emotion
Dopamine
Oxytocin
LEARNING
Serotonyn
Nucleus
Accumbens
Since ASD students produce a lower amount of Oxytocin
hormone, we have to help with Positive Emotional Support.
How to work with
SEN students
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Evaluate the child’s individual needs and strengths.
Select appropriate instructional practices.
Integrate appropriate practices within an IEP.
A lot of repetition becomes necessary scaffolding for ADD and ADHD
children (Serfontein).
Be flexible.
Use movement as an advantage.
Use pictograms/visual support
Stick to a routine
Use modelling
Pair with a sensitive student who is advanced or mature and can act
more like a teacher.
Give clear and prompt information about changes to timetable and
routines using consistent methods of communication.
Student may need additional clarification of assignment and tasks.
What is UDL?
It is an approach that promotes the use of different resources
to teach and reach learning objectives.
It allows everyone to develop knowledge, skills, and motivation
to learn.
ACCESS
• Multiple means
of
representation
ENGAGE
EXPRESS
• Multiple means
of engagement
• Multiple means
of action and
expression
Strategies & Materials
English language learners are a constant growing
population and physical education is in a unique position to
help as it has characteristics that are supportive of these
students, with conditions similar to those in which children
acquire their first language (Clancy, M. & Hruska, B.,
2005).
These characteristics include:
• Physical involvement with language
• The use of multiple mediums to present information
• Opportunities to demonstrate language comprehension
through physical expression
• A large amount of interactions with other students
Being Creative
Creative teaching is an art. One cannot teach
teachers didactically how to be creative; there is no
fail-safe recipe or routine. Some strategies may help
to promote creative thinking, but teachers need to
develop a full repertoire of skills which they can
adapt to different situations.” (Joubert, 2001, p21)
According to Grainger et al., 2006:
• Curiosity and a questioning stance
• Connection making
• Originality
• Autonomy and ownership
• A developing sense of themselves as creative
people/educators
Let’s create
Are you creative?
Let’s create
Let’s create
Objective: (For Vocabulary)
To expand vocabulary; to analyze a story and change one
part of the tale or create a new end or a new character.
Let’s create
Objective: (For Vocabulary)
To expand vocabulary; to analyze a story and change one
part of the tale or create a new end or a new character.
DRILLING
Advantages
v/s
Disadvantages
The Advantages of Drilling
It helps our learners memorize language.
The teacher can correct any mistakes that students make.
The Weaknesses of Drilling
It is not very creative.
Drills are fairly monotonous.
Mini dialogue Drills
GOOD NEWS: EXCELLENT!
BAD NEWS: OMG!
THAT’S REALLY BAD!
Mini dialogue Drills
GOOD NEWS:
EXCELLENT!
BAD NEWS:
OMG! THAT’S
REALLY BAD!
Promoting Collaborative Work
Playing with forms
Objective: (For Vocabulary)
To create different geometric forms of different
colors, following a sequence of numbers.
Playing with textures
Objective:
To identify forms and shapes
and colors, and to develop
strategies to solve problems and
to create.
Playing with a smell
Objective: (For Speaking)
To identify different types of smell and describe
them through association.
Kinesthetic strategies
• It should never be forced.
• It is not the same as the neuromyth of multiple intelligences.
• We aren’t teaching to a preferred
learning style.
• We are making the learning
experience novel, fun and engaging.
We are increasing student focus and
making the
classroom more social,
more
memorable
and
more
interactive.
Wrap Up
Activity
Kinesthetic strategies
Objective: “to cross the midline” along with your students
https://www.youtube.com/watch?v=JU-oHSxhoCc
References
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Harman, B. 2013. Inclusion/Integration Is there a difference?
https://www.growinghandsonkids.com/crossing-midline-exercises-for-kids.html
https://slowchathealth.com/2016/08/21/the-kinesthetic-movement/
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodationsfor-sensory-processing-issues
https://www.youtube.com/watch?v=ziLHZeKbMUo
https://saalma2014.wordpress.com/including-all-learners/sen/
https://cl.pinterest.com/explore/ni%C3%B1os-con-necesidades-especiales/?lp=true
http://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques/
http://www.brighthubeducation.com/special-ed-inclusion-strategies/76853-why-multi-sensory-teaching-is-important/
https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teachingreading
https://www.teachspeced.ca/sensory-integration-skills
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teachingreading#slide-9
http://www.teachingideas.co.uk/subjects/special-needs
http://www.readingrockets.org/webcasts/2007
https://www.middlesexcc.edu/disability-services/understanding-disabilities-and-teaching-strategies/
http://study.com/academy/lesson/educating-students-with-special-needs.html
http://www.therapro.com/Browse-Category/The-Alert-Program/The-Alert-Program-with-Songs-for-Self-Regulation-CD.html
http://www.goodfellowtherapy.com/occupational-therapy/alert-program
http://portales.mineduc.cl/usuarios/edu.especial/doc/201305151334230.guia4.pdf
https://msu.edu/course/cep/888/ADHD%20files/Characteristics.htm
https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htm
http://slideplayer.com/slide/3595781/
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