Supporting Individuals with SLD in Educational Settings

Welcome to Akoranga rua – Supporting Individuals with Diverse Learning Needs (SLD), where our focus remains on creating a more inclusive and supportive environment for those with SLD. Building on the foundations laid in Akoranga tahi, this module provides you with the opportunity to apply your knowledge and create individualised plans to support those with SLD.

Teachers are increasingly finding themselves in classrooms full of students who exhibit a wide range of learning preferences and capabilities. This poses a significant challenge for teachers who must ensure educational equity and excellence while addressing the distinct learning needs of each student.

Educational systems must make changes to support these students. This shift is aimed at fostering an environment where every learner can not only excel academically but also thrive beyond the confines of the classroom.

Throughout this module, we will explore strategies for supporting individuals with SLD in various settings, from educational environments to the workplace. We'll also focus on breaking down barriers in different areas of life for people with SLD and discuss what institutions can do to make a difference.

Here's a snapshot of the key topics we'll be covering:

• Enhancing learning experiences for those with SLD in educational environments.
• Creating inclusive workplaces that empower individuals with SLD.
• Utilising community networks and resources for valuable support.
• Identifying and eliminating obstacles to full participation in various aspects of life.
• Educating others and raising awareness to promote understanding and appreciation.
• Recognising the importance of cultural sensitivity and embracing diversity.
• Exploring holistic approaches to address the overall well-being of individuals with SLD.
• Understanding the role of family dynamics in fostering a supportive environment.
• Gaining insights into crafting personalised plans tailored to individual needs.

Nau mai, haere mai - Welcome to Akoranga rua!

In the first module, we discussed the New Zealand Ministry of Education’s Learning Support Action Plan 2019-2025 which aims to ‘Create the world's best education system for all New Zealanders’. Priority 4 of the plan focuses on providing flexible support for neurodiverse children and young people, emphasising the need for educators to adapt teaching approaches to meet their unique learning needs.

The Donald Beasley Institute conducted a literature review to explore effective approaches for supporting students with specific learning disabilities (SLD) in educational settings, in response to Priority 4. 

Now that you have explored the report and gained insights into the five key themes related to supporting children with additional learning needs, your task is to examine each theme a little more closely by completing the activity below.

Theme 4 focused on making schools inclusive for all students. In the past, there was debate about whether to put students with learning differences in regular classrooms or separate classes. Now, there's a trend to include all students in regular classrooms, which is called inclusive education.

Universal Design for Learning (UDL) is an educational framework that aims to make learning accessible to all students, including those with disabilities, by providing multiple means of representation, expression, and engagement.

In simpler terms, UDL means designing lessons and materials in a way that helps all students learn, regardless of their abilities or disabilities. It recognises that students learn in different ways and at different paces, so it offers flexibility in how information is presented and how students can show what they've learned.

UDL is about creating an inclusive learning environment where every student can succeed.

Implementing Universal Design for Learning  

Implementing Universal Design for Learning involves applying its principles to create a flexible and inclusive learning environment. Here are the key principles of UDL:

• Multiple Means of Representation: Presenting information and content in various formats to accommodate different learning styles. This could include:
  • Providing text-to-speech or audio versions of reading materials for students who struggle with reading.
  • Using videos, diagrams, or charts to supplement written information.
  • Offering hands-on experiences or experiments to illustrate concepts.
• Multiple Means of Engagement: Providing diverse ways for students to engage with the material to enhance motivation and interest. This may involve:
  • Incorporating interactive elements into lessons, such as group activities, discussions, or simulations.
  • Allowing students to choose topics or projects that interest them.
  • Providing real-world examples or applications of concepts to make learning more relevant.
• Multiple Means of Expression: Allowing students to demonstrate their understanding and knowledge in various ways. This could include:
  • Offering different options for completing assignments, such as written essays, oral presentations, or multimedia projects.
  • Providing alternative assessment methods, such as portfolios or project-based assessments.
  • Using technology to support students in expressing their ideas, such as speech-to-text software for writing assignments.

Pros and Cons of UDL

Having an inclusive school helps not just students with special needs, but all students. However, it comes with both good and challenging aspects.

Inclusive education offers valuable social and intellectual benefits while dispelling myths and being cost-effective, yet addressing challenges like teacher preparedness and diverse student needs is crucial for its success and sustainability.

Activity

Reflecting on the pros and cons discussed, do you believe inclusive education is the best approach for ensuring the success and well-being of neurodiverse students? Why or why not? Share your thoughts in the discussion forum.

The following case study examines how inclusive classrooms handle neurodiversity by addressing deficits and celebrating differences. How can educators strike a balance to make the classroom truly inclusive for neurodiverse students?

Case Study

Inclusive Classroom Dynamics

Imagine you are a teacher in a primary school. Your classroom includes students with various neurodivergent traits, including autism, ADHD, and dyslexia. You are passionate about creating an inclusive learning environment where all students can thrive. However, you are facing a dilemma that requires you to consider both perspectives.

Your classroom has a student named Alex, who is diagnosed with autism. Alex is exceptionally talented in mathematics and often excels in problem-solving activities. However, Alex struggles with social interactions and finds it challenging to work in groups or participate in class discussions.

Perspective 1: Celebrating Difference

Perspective 2: Focusing on Deficit

You have: Recognised Alex's exceptional mathematical abilities and encouraged him to explore and expand his mathematical skills. Implemented individualised learning approaches to accommodate Alex's social challenges while nurturing his unique strengths. Fostered a classroom environment where students appreciate and respect each other's differences, promoting empathy and understanding.

You have: Identified that Alex's social difficulties might hinder his ability to collaborate and communicate effectively in future educational and workplace settings.  Considered enrolling Alex in social skills training programs to address his social challenges and ensure he can conform to conventional social norms. Received feedback from some parents who are worried that Alex's differences might disrupt the classroom's overall learning experience.

Personalised education involves making individual adaptations within the classroom to meet the unique needs and abilities of each learner. This approach includes creating individualised education plans that assess the child's specific learning needs, outline the services the school can provide, and establish methods for measuring progress.

Individualised Education Plans 

IEPs play a crucial role in supporting students with disabilities, including specific learning disabilities, by providing personalised plans to help them succeed in school. However, effective implementation of IEPs requires support from the education system, including policies that embrace neurodiversity, changes in laws, and adequate funding for assessments, school structures, class sizes, and professional development. Collaboration with other professionals, communities, parents, and stakeholders is also essential to ensure teachers are prepared to meet the needs of diverse learners. This collective effort is key to supporting teachers and enhancing learning outcomes for all students.

Watch: Inclusive approaches for supporting neurodiverse learners (7:59 Minutes)

In this video the teachers from Coromandel Area School share their insights into using a range of tools and approaches to promote the success of neurodiverse students in the classroom.

Pre-Watch Question

Why is building confidence important in enhancing the learning experience?

Post-Watch Task:

Write a short report summarising the video.

• Begin by introducing the main focus of the video, highlighting key points discussed by the teacher.
• Share the teacher's perspective on the importance of working with neurodiverse children and their innovative approach using voice typing.
• Discuss the impact of voice typing on students' learning experiences, emphasising the adaptation of teaching methods and the individualisation of support.
• Conclude by expressing the overall impression you gained from the video.

To conclude our first topic, visit Inclusive Education Guides. This resource, curated by the Ministry of Education, offers valuable insights into inclusive education and diverse learning, specifically for the Aotearoa New Zealand context. The guides provide practical strategies, suggestions, and resources gathered from local and global perspectives. They are tailored for teachers and school leaders from Year 1 to Year 13, offering evidence-based inclusive strategies to meet the unique needs of diverse learners.

These resources are rooted in the principles of Te Tiriti o Waitangi, emphasising integrity, care, and sincerity to create inclusive learning communities. They provide educators with knowledge, incorporate the wisdom of parents and whānau, and seek diverse perspectives to encourage curiosity, intelligence, inquiry, and critical thinking.

• Educational Challenge: Teachers must address diverse learning needs while ensuring equity and excellence in education.
• Learning Support Action Plan: NZ Ministry's plan prioritises flexible support for neurodiverse students, adapting teaching approaches.
• Effective Support Themes: Donald Beasley Institute's review highlights five key support themes: relationships, independence, behaviour management, inclusive environments, and diverse teaching.
• Inclusive Education Pros and Cons: Pros include social integration and intellectual enhancement; cons involve teacher readiness, managing individual needs, and potential risks.
• Personalised Education: Involves individual adaptations, requiring systemic support, legislative changes, and collaboration for effective implementation.