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What's New - December 2007
Resources to Support Students with Special (Diverse) Needs
Introduction
Sections 47 and 48 of the Alberta School Act speak to the requirements of boards to provide students with special education programming, “by virtue of the student’s behavioural, communicational, intellectual, learning or physical characteristics, or a combination of those characteristics.”1
To assist Boards in these efforts, Alberta Education provides a range of programming supports for students with special (diverse) needs. In addition, there are several agencies, organizations and other Government departments in Alberta and across Canada that provide information and assistance in the area of special education.
These supports as well as current articles and books, described in more detail below, focus specifically on the teaching and learning needs of students affected by autism spectrum disorders, fetal alcohol spectrum disorders, and/or communication disorders. Definitions of these disorders are also provided.
1Note: For more information about standards for meeting special students’ needs see COATS What’s New, June 2005, Standards for Meeting Special Student Needs in the Canadian Context at http://teachingquality.ab.ca/WhatsNew/2005_06.html.
Definitions
Autism spectrum disorder (ASD), as defined by Alberta Education2, refers to a developmental continuum of complex, lifelong neurological disorders that impact how individuals understand what they see and hear and how they make sense of the world. Students with ASD may have significant difficulties with communication, a limited range of interests and activities, reduced flexibility in behaviour, and problems with reciprocal relationships and social interaction, relative to the student’s developmental level. Individuals with ASD may also demonstrate difficulties with:
- processing verbal and abstract information;
- regulating attention;
- generalizing;
- motor planning;
- transitioning between activities, settings and individuals;
- accommodating some forms of sensory experience; and
- organizing and self-regulating.
Although students with ASD may share common features, no two individuals share an identical profile.
Fetal alcohol spectrum disorder (FASD), as defined by Alberta Education3, is an umbrella term that refers to a continuum of deficits and challenges including a variety of physical changes, and neurological and/or psychometric patterns of brain damage associated with fetal exposure to alcohol during pregnancy. Brain damage can result in a range of structural, physiological, learning and behaviour disabilities evident in individuals in infancy, childhood and beyond. FASD indicates the spectrum of physical, cognitive and behavioural characteristics educators see in such individuals and can range from those who have the full syndrome to those who have only a few issues with learning and behaviour, and no facial or growth issues.
Note: Aside from the umbrella term FASD, other terms are often used. The term Fetal Alcohol Syndrome (FAS) is a medical diagnosis used to describe a specific identifiable group of children who share four key characteristics: a specific set of facial features, central nervous system (CNS) dysfunction, growth deficiencies and a scattering of other birth defects. Terms such as Fetal Alcohol Effects (FAE), Partial Fetal Alcohol Syndrome (pFAS), Alcohol-related Neuro-developmental Disorder (ARND) and Alcohol-related Birth Defects have been used to describe partial expression of the four key features of FAS.
Communication disorders consist of those that affect either:
- speech (e.g., problems producing sounds or “articulation”, problems controlling sounds that are produced or “voice”, and problems controlling the rate or rhythm of speech or “fluency”); or
- language (e.g., problems using proper forms of language (e.g., phonology, morphlolgy, syntax); problems using the content of language or “semantics”; and problems using the functions of language or “pragmatics.”)4.
2Alberta Education; Essential Components of Educational Programming for Students with Autism Spectrum Disorders. Standards for Special Education; Amended June 2004;
3 Alberta Education; Teaching Students with Fetal Alcohol Spectrum Disorder; March 2004;
4 Ysseldyke, J.; Teaching Students With Communication Disorders: A Practical Guide for Every Teacher, 2006, Corwin Press
Resources
Alberta Children’s Services; A System of Care for Children with Autism, Expert Panel Report, September 2002
http://www.child.gov.ab.ca/whatwedo/fscd/pdf/autism_expert_report.pdf
This report was prepared by a panel of experts, convened by Alberta Children’s Services in partnership with Alberta Health and Wellness and Alberta Education, to review the research literature, consider current best practice experience and recommend best practice guidelines for programming for pre-school children with autism and for transition services for school-aged children. Sixteen recommendations regarding a system of care for children with autism were put forward ranging from ensuring availability of early intervention programs and identifying essential components of appropriate educational strategies to providing supports or incentives for training and investing in research.
Alberta Children’s Services: Family Support for Children with Disabilities (FSCD)
© 1995 - 2007 Government of Alberta
http://child.alberta.ca/home/591.cfm
The Alberta Children’s Services FSCD program provides a range of information, referral support, and financial support (see http://child.alberta.ca/home/810.cfm) as well as child-focused services (e.g., personal care aides, health-related services, transition planning) and family-support services (e.g., respite, counseling) to children with disabilities and their families. With legal authority provided by the Family Support for Children with Disabilities Act, the program works in partnership with parents to identify the types of supports that are needed and what services will be most helpful for the child and family.
FSCD services are provided based on each child’s individual needs and family circumstances. The FSCD program is delivered by ten Child and Family Service Authorities (CFSAs) across Alberta. Regional contacts are listed at http://child.alberta.ca/home/806.cfm.
The FSCD site also describes program eligibility criteria (see http://child.alberta.ca/home/804.cfm) and the application process (see http://child.alberta.ca/home/805.cfm), and provides links to government and community web sites (see http://child.alberta.ca/home/811.cfm) and publications (see http://child.alberta.ca/home/812.cfm). For a summary of the kinds of services funded by the government of Alberta (e.g., Education, Health and Wellness, Children’s Services, and Seniors and Community Supports) to support the development of young children who have special needs see http://www.education.gov.ab.ca/k_12/specialneeds/linked_services.pdf.
Alberta Children’s Services; Fetal Alcohol Spectrum Disorder
© 1995 - 2007 Government of Alberta
http://child.alberta.ca/home/594.cfm
This series of pages provides information about FASD including:
Alberta Education, About Special Education
© 2007 Government of Alberta
http://www.education.gov.ab.ca/k_12/specialneeds/default.asp
Alberta Education’s approach to education of students with mild, moderate, or severe disabilities is founded on the belief that all children can learn and reach their full potential given opportunity, effective teaching, and appropriate resources. In support of this belief, Alberta Education: has established legislation, policies and standards related to special education (see http://www.education.gov.ab.ca/k_12/specialneeds/legal.asp); provides access to special education programming (see http://www.education.gov.ab.ca/k_12/specialneeds/access.asp); provides information about assistive technologies for learning (see http://www.education.gov.ab.ca/k_12/specialneeds/atl.asp and the Educational Standing Offers described at http://www.lrc.education.gov.ab.ca/pro/gen/eso.htm); and provides a range of print resources (see http://www.education.gov.ab.ca/k_12/specialneeds/resource.asp) and funding for special education programming (see http://www.education.gov.ab.ca/k_12/specialneeds/funding.asp).
Of particular interest are the following Alberta Education publications:
Essential Components of Educational Programming for Students with Autism Spectrum Disorders
Copyright ©2006, the Crown in Right of Alberta, Amended June 2004
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/ 0000019b/80/1b/d8/ea.pdf
Intended for classroom teachers, resource personnel, administrators and parents, this document describes the following eight components considered essential to the provision of a comprehensive program including: 1) meaningful parent and family involvement; 2) a learning team; 3) assessment; 4) coordinated specialized support services; 5) an individualized program plan (IPP); 6) knowledgeable staff; 7) ASD-focused educational programming which includes meaningful social inclusion, comprehensive curriculum and appropriate instructional strategies and positive behavioural support; and 8) planning for transitions.
In addition to identifying the essential components of appropriate programming mandated by Alberta Education for students with special education needs, this document provides examples of effective practices, establishes a common understanding of the terminology associated with this specialized field, and clarifies the meaning of appropriateness, taking into account what is reasonable for educational programming for students with autism spectrum disorders.
A complementary document entitled, Essential Components of Educational Programming for Students with Behaviour Disabilities (Copyright ©2006, the Crown in Right of Alberta, Amended June 2004; http://www.education.gov.ab.ca/k_12/specialneeds/ ECEP_Behaviour_Disabilities.pdf ) describes a similar set of six essential components of appropriate programming for children with observable maladaptive behaviours including: the inability to maintain satisfactory relationships with peers or adults; inappropriate behaviours or feelings under ordinary conditions; difficulty accepting the realities of personal responsibility and accountability; and physical violence toward other people and/or physical destructiveness to the environment.
Teaching for the Prevention of Fetal Alcohol Spectrum Disorder
Copyright ©2002, the Crown in Right of Alberta
This resource has been written to raise awareness of the effects and characteristics of FASD through learning activities that can be used by teachers of health and life skills, and career and life management. It provides strategies, activities and student information sheets focusing on the prevention of alcohol use and abuse during pregnancy. A handout for community resource people offers tips for working with students and outlines the specific goals and learning outcomes for the health program. This resource is available for purchase through the Learning Resources Centre (see Resource No. 467747 at http://www.lrc.education.gov.ab.ca/pro/resources/ item.htm?item-no=467747).
Teaching Students with Autism Spectrum Disorders
Copyright ©2003, the Crown in Right of Alberta
http://www.education.alberta.ca/admin/special/resources/autism.aspx
Intended for teachers, paraprofessionals and stakeholders, this resource addresses a range of issues related to providing educational programs for children with autism spectrum disorders including: suggestions for modifying the environment, instructional strategies, strategies to support inclusion, suggestions for developing collaborative relationships with parents, and processes for managing behaviour, along with basic information on autism spectrum disorders.
Complementing this resource are training materials including activities, presentation notes, participants’ handbooks and PowerPoint slides and parent handbook entitled The Learning Team: A Handbook for Parents of Children with Special Needs (see http://www.education.alberta.ca/parents/resources/learningteam.aspx).
Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope
Copyright ©2004, the Crown in Right of Alberta
http://www.education.alberta.ca/admin/special/resources/fasd.aspx
This resource includes:
- background information and terminology about the current diagnostic definition of FASD as well as explanations of the diagnostic process, primary and secondary disabilities, and the strengths and protective factors often seen in students with FASD;
- key considerations for planning effective education programs;
- suggestions for how to build a positive classroom climate and maintain a supportive learning environment;
- overarching strategies on how to structure the learning environment, develop effective routines, build skills for whole class instruction, teach social and adaptive skills, and help students generalize new skills and concepts;
- strategies related to specific areas of developmental functioning, organized by domain, including: attention, memory, language and communication, and academic skills; and
- an appendix of reproducible black-line masters.
Supporting professional development activities are also available.
Unlocking Potential: Key Components of Programming for Students with Learning Disabilities
Copyright ©2003, the Crown in Right of Alberta
http://www.education.alberta.ca/admin/special/resources/unlocking.aspx
This resource provides information to assist classroom teachers, resource personnel and administrators in developing and monitoring programming for students with learning disabilities. The key components of programming described in this resource are based on research and best practices in the education of students with learning disabilities. Sample outcomes are provided for each key component. Key issues and strategies are highlighted. Connections to other Alberta Learning resources are provided to facilitate access to more in-depth information. The bibliography includes additional resources and the appendices provide complementary checklists and teaching tools.
Alcohol Related Birth Injury (ARBI) Resource Site, The Schoolhouse, Educator’s Consortium
©2000 ARBI.ORG
http://www.arbi.org/education/educatio.html
Funded by Alberta Family and Social Services and The Fetal Alcohol Syndrome Coordination Committee of Lethbridge, the ARBI Resource Site provides information to assist educators as they create effective learning environments for children affected by FASD. Reality-based education, problem solving, and strategies to develop an ‘external brain’ and improve attention, organization skills, behaviour, communication, social skills, and creativity are discussed. Links to research and health, education and legal information are also provided (see http://www.arbi.org/links/links.html#education).
Autism Awareness Centre
© 2007 Autism Awareness Centre Inc.
http://www.autismawarenesscentre.org/index.php
Formed in June 2003, the Autism Awareness Centre Inc. hosts workshops and conferences and provides parents and professionals in the autism community with resource support and information about numerous social, communication, behavioral and biomedical interventions.
See http://www.autismawarenesscentre.org/conferences/3.html for a list of upcoming conferences or view their resource collection at http://www.autismawarenesscentre.org/our-online-shop/2173.html. This collection is updated monthly and can be customized for libraries, hospitals, schools and organizations. Also offered are subscriptions to a complementary quarterly newsletter (http://www.autismawarenesscentre.org/ component/option,com_philaform/Itemid,88/form_id,1/), and links to other Alberta-based organizations that provide assistance to students and families affected by ASD (see http://www.autismawarenesscentre.org/help-in-your-area/canada/alberta-2.html).
Autism Society Canada (ASC)
http://www.autismsocietycanada.ca/index_e.html
The ASC is a national incorporated non-profit charitable organization, founded in 1976 by parents committed to advocacy, public education, information and referral, and support for its regional societies.
This federation of Canada-wide provincial and territorial autism societies represents a collective voice for the autism community in Canada. Through the provincial and territorial autism societies and their member groups they provide direct support to people with ASDs and their families.
Autism Society Canada works across the country to reduce the impact of ASDs on individuals and their families and to support the implementation of surveillance, research, and treatment and service delivery for all Canadians with ASDs. See http://www.autismsocietycanada.ca/provincial_territorial_societies/ overview/index_e.html#Alberta for autism societies in Alberta. To link directly to the regional societies, see Autism Society of Edmonton Area and Autism Calgary Association
Children with Communication Disorders: Update 2001. ERIC Digest.
http://www.ericdigests.org/2002-3/2001.htm
In this article, author Alejandro Brice discusses various types of communication disorders, their incidence, the learning difficulties associated with them, the special case of English language learners, and the educational significance of communication disorders.
eLibrary Curriculum Edition (Accessible via the password-protected Online Reference Centre on LearnAlberta.ca)
http://learnalberta.ca/content/inorc/index.html
The eLibrary Curriculum Edition resource on LearnAlberta.ca’s Online Reference Centre is a helpful resource for recent articles on this topic. A quick search of eLibrary using keywords such as “autism spectrum disorders”, “fetal alcohol spectrum disorders” or “communication disorders” yielded several thousand articles from a range of academic journals, a sampling of which is listed below:
- “Interventions for Young Children With Autism: A Synthesis of the Literature” by Levy, Shari; Kim, Ae-Hwa; Olive, Melissa L from Focus on Autism and Other Developmental Disabilities, April 1, 2006;
- “Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD: A Review” by Ryan, Joseph B; Reid, Robert; Epstein, Michael from Remedial & Special Education, November 1, 2004;
- “Evaluating the College Transition Needs of Individuals With High-Functioning Autism Spectrum Disorders” by Adreon, Diane; Durocher, Jennifer Stella from Intervention in School & Clinic, May 1, 2007;
- “First S.T.E.P.: A Model for the Early Identification of Children With Autism Spectrum Disorders” by Koegel, Lynn Kern; Koegel, Robert L; Nefdt, Nicolette; Fredeen, Rosy; Et al
from Journal of Positive Behavior Interventions, October 1, 2005;
- “Global Perspectives on Fetal Alcohol Syndrome: Assessing Practices, Policies, and Campaigns in Four English-Speaking Countries” by Kyskan, Christina E; Moore, Timothy E
from Canadian Psychology, August 1, 2005; and
- “Teaching Students With Developmental Disabilities: Tips From Teens and Young Adults With Fetal Alcohol Spectrum Disorder” by Duquette, Cheryll; Stodel, Emma; Fullarton, Stephanie; Hagglund, Karras
from Teaching Exceptional Children, November 1, 2006.
FASD Support and Resources in Alberta (For and by families affected by Fetal Alcohol Spectrum Disorder)
http://fasd.typepad.com/fasd_support_in_alberta/
Begun in September 2006, for and by families who are dealing with the effects of FASD, this site is currently being maintained by Rob and Wendy Goetze, parent of nine children including three adopted children with FASD.
This comprehensive site lists services, supports and resources specifically for families and other caregivers of children, youth and adults affected by FASD across Alberta.
Over 160 FASD services and resources are listed, with descriptions and contact information. The multi-category menu links visitors to information including but not limited to: upcoming conferences and events (http://fasd.typepad.com/fasd_support_in_alberta/ conferences_events_2008/index.html); education options for children affected by FASD (http://fasd.typepad.com/ fasd_support_in_alberta/schools_education_options/ index.html); and resources to assist those who are teaching children with FASD (http://fasd.typepad.com/fasd_support_in_alberta/teaching_children_with_fasd/ index.html).
Public Health Agency of Canada, Fetal Alcohol Spectrum Disorder
http://www.phac-aspc.gc.ca/fasd-etcaf/index.html
The Public Health Agency of Canada developed this series of pages to provide basic information on FASD and to let Canadians know what is being done about FASD at the pan-Canadian level. This site also offers news on FASD activities as well as links to resources (e.g., guidelines for diagnosis at http://www.phac-aspc.gc.ca/fasd-etcaf/cdnguidelines_e.html).
Teaching Students With Communication Disorders
Copyright © 2006 by Corwin Press
Written by Jim Ysseldyke (Ph.D., University of Minnesota), Teaching Students With Communication Disorders offers tools to help educators identify communication disorders, distinguish speech from language impairments, reduce common communication problems, and eliminate negative stereotypes. Providing a pretest, posttest, key vocabulary terms, and additional resources to help teachers and speech therapists increase their understanding about communication disorders and effective intervention strategies, this valuable resource highlights:
- Criteria for identifying speech and language disorders
- Cognitive, academic, physical, behavioral, and communication characteristics of common communication disorders
- Appropriate teaching and class management strategies
- Trends and issues influencing instructional approaches and the delivery of speech and language services
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