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LEARNING STRATEGIES These learning strategies were completed through a brainstorm process with learning support facilitators and inclusive education teachers in late spring of 2013. Please use strategies and feel free to contact Thomas or Sandra if you have additional suggestions for this list. Mild Cognitive Delay cloze pre-teaching/previewing strategies vocabulary highlight key ideas chunking of materials – small successes create opportunities for success active listening – validate feelings and emotions modify lessons, assignments partner scribing remove memorization as a requirement for success i.e. timetables preview material i.e. vocabulary anchor charts/make with students input give students opportunities to present information in their most comfortable output cognitive strategies – RCRC; RAP; RUDES; BRAG have students peer mentor adapted assessments (modified) allow child to participate early in lesson positive phrase – encouragement/reward system; structure pre teach concepts/vocabulary focus on strengths mixed ability groupings allow breaks from learning positive reinforcement accommodations counselling life skills community – help and school pair with regular student for extra help teach social skills in context teach to students’ interest audio/visual support of new materials categorical teaching base new learning in life experiences high interest materials Depression counselling check in medical plan build self esteem write or record feeling physical activity small successes tangible goal setting give an activity or assignment that produces success maintain a journal hourly check in have an outlet be proactive clear expectations opportunity to feel successful involvement peer coaching/mentoring outlet for expression chosen by student plan with parents/student/teachers look for possible triggers to the behaviour improvement of self-concept focus on internal locus of control appropriate referrals for community support key contact in school for student ensure support network is expanded build relationship monitor carefully art therapy positive reinforcement accommodations additional vigilance by teacher; pull student into discussions regularly and often! visualization music therapy ADHD – Inattention Type sensory activities – iPad; light box; squishes refocus strategies – heavy work (school jobs) specific daily routine tasks schedules visual reminders sensory – relax time (breaks – quiet space) stamina building teach juggling – takes concentration on one activity outdoor activity redirections or distractions self-monitoring strategies chunking work expectations with reinforcement in between body breaks/work banks bouncy chairs manage the environment open sit class visual reminders of routines getting attention prior to instructions ADHD – Inattention Type no more than 3 instructions at one time clear expectations planned movement breaks charting cues/verbal/non-verbal timers offer outs – work time vs play/leisure time quick, short instructions self-esteem focus counselling accommodations positive reinforcement activates with visual presentations – students have to stay focused as group moves on – activates engage hands OT tools (seating, lighting, fidgets) technology high structure/routine self-monitoring skills use of visual motivators/timers check for on task behaviour medications provide school jobs that create movement prioritizing work direct instructions and tasks peer support yoga brain gym/brain dance buddy work active listening spend more quality time with students colour coding schedule/plans post-impulsive act check-in time out to lower activity level break assignments into short term tasks social skills training self-talk skills high structure and predictable routines Oppositional Defiant Disorder clearly defined structure and schedule opportunity to make choices about learning (“this or that”; “this and then this”) set up for success avoid power struggles planned ignoring charts/letters small steps positive reinforcement counselling consistency self-monitoring avoid power struggles limit competition do not get into power struggle engage after the issue and debrief reward small successes; comment positively on every little good thing medication OT (to deal with sensory issues) escape plans (i.e. I will need a break so I will go to …) NVCI routine structure Collaborative Problem Solving (CPS) intervention PBS (specific planning) train staff – give teachers the tools to be successful rehearsal skills before environment non-confrontational use active listening – validate feelings drop or change expectations rational consequences verbal and non-verbal reminders do not use “no” high interest materials build relationship with student Learning Disability self-esteem accommodations positive reinforcement opportunity for public success realistic expectations pre-teach peer tutoring/peer mentorship repetition team/goal setting alternate presentation of materials counselling small group community life skills – well rounded visual with verbal presentation wherever possible use of activities for responding to questions speech/SLP targets skill training specific to area of need technology using word prediction software word to text reading digital copies of text books peer mentoring social skills programming previewing activities structure/routine life skills peer scribing verbal and visual response remove memorization pressures modeling copies of notes assistive technology computers iPads, voice recorders allow students to work from their strength project-based learning build self-esteem Anxiety structure self-monitoring skills daily checklists peer support – i.e. PALS counselling routines meeting with students/staff early build a relationship with an adult/advocate active listening build self-esteem restructuring assignments for success time away voice level music begin with positive goals before examining areas of need small groups re-emphasize the importance of tests medication parenting classes peer/buddy program (i.e. selective mutism) humour opportunities for success self-talk strategies relaxation breathing visualization opportunity to take a break small successes study skills referral for appropriate services allow extra time watch child carefully for possible stress establish a safe place and safe go to person Asperger Syndrome headphones to block out distractions reward time for student to discuss specific interests with teacher teaching specific social skills; practice social situations change lights in classroom quiet room anxiety in social situations allow extra time to get ready for breaks, lunch time ear plugs routine maintained with “practiced” changes structure allow for movement solid routines established daily something to help block distractions scents that they like colored ball with lights for expressing moods role-play technology counselling video games sensory room parenting classes dietician opportunities for studying areas of interest pre-activity change-warning social skill games at breaks / lunch hour provide responsibility and opportunities around the school to socialize buddy system support sensory breaks physical activity student input into programming small group focus on self-esteem positive reinforcement Severe Cognitive Delay counselling work program drama/acting class EA support Speech OT positive reinforcement goal setting sensory room (have student help create the environment) technology visual timers and cueing modified assessments modified curriculum focus on functional skills – money, health, safety, personal information realistic expectations adaptive communication safety opportunity for public success what is most important; we need to take this from this activity allow student opportunity to identify their needs provide more breaks focus on skills needed daily peer support Autism Spectrum Disorder routine opportunities for sensory regulation movement reinforce behavior communications activities picture cards communications technology social skills program listening carefully calm supportive manner relationship building integrate music integrate technology sensory creative time – water capsules; hurricanes educate students/peers opportunities for success goal setting assistive technology comfortable/cushioned learning environment clear expectations very structured environment provide transition time coping techniques taught and practiced daily expectations high yet within attainability inspire peer interactions quiet space quiet voices/calm approach Fetal Alcohol Spectrum Disorder social skill training – games like “what would you do? orientation strategies – schedules (visual schedules help); build relationships recess supervision and play skills social stories creative time – how do you see this? What did you hear? “teacher outlet” someone they can see if they need repetition if you complete this first…then you can do this… physical activity pre-teach/pre-learning counseling positive reinforcement focus on self-esteem small steps community involvement – inside and outside school mentorship peer modeling make sure they have a safe environment redirect or distract caring gestures modified work peer support visual reminders for tasks & jobs chunking time and tasks checklists teacher/advocate for changing needs clear specific directions high support for executive functions organizational support