How to put stuff in a resource notebook

How to assemble a resource notebook:

I’m suggesting we post these on our blog. If anyone finds this problematic, please contact me privately (ebredberg@yahoo.com works best) and we’ll figure something else out, but sharing learning seems like a good thing.

I’m asking to see notebook entries for specific conditions two weeks after we address that condition in class. So, for example, we talked about learning disabilities this week, and I will expect to see blog entries for LDs on the29th of September for 305 and the 2^nd of October for 309 students. LDs are a huge subject; I’d suggest you pick a specific one (dyslexia, math disability, etc. that is likely to encounter the largest obstacles in your subject area) . Note also that I’m one of those teachers who thinks students should have the opportunity for re-writes and will coach diligently.

1. Annotated bibliography: Should include website address, why you think it’s a good site for your use—does it have stuff salient to BC? -to secondary use? What it its intended audience?

2. Contact info should be available through the web. Try the resource pages I handed out at points of departure.

3. “Details on the identification…specifically intended for a teacher’s use,” might be tricky. Consider that some of the conditions we’ll be looking at have physical characteristics that aren’t terribly relevant, but if they have, for example, problems with working memory, it will impact their planning. If they have problems with co-ordination or motor planning it may have an impact on their ability to complete lab work, Like that…Again, you may need to identify who diagnoses a condition—a GP?, a developmental paediatrician? a physiotherapist? A speech-language pathologist?

4. Curricular modifications or adaptations. Given the obstacles your subject poses a student with a particular disability, can he or she still meet the provincial learning outcomes for the subject? Alternatively, how might the subject be enriched? How could the subject be adapted to make it accessible? What modifications might you consider for a student?

5. Specific procedures: Typically not for the areas I’ve put on the course outline, although the emotional and behavioural disorders might require some competence in crisis management.

6. We won’t get to see the school-district specific stuff, it’s intended to be included in this ongoing document.

7. Other stuff you think might be important—for instance, maybe examples of people with the particular condition, social attitudes, recent articles in the popular press, etc.

Example:

Developmental co-ordination disorder (we’re not covering this—but you might want to look it up.) in a phys ed class.

1. Annotated bibliography:

a. http://dcd.canchild.ca/en/?_mid_=3276 McMaster University’s site regarding developmental coordination disorder. Canadian site, developed by leading scholars in the field includes specific guidelines for adolescents in school with DCDs. Intended for a wide readership but not overly technical. …the blue-footed booby as an icon may be a tad cutesy, and could be taken as offensive by persons with the condition or their families.

b. http://www.brightfutures.org/physicalactivity/issues_concerns/11.html Introduction to DCD, from US. Includes simple questionnaire for screening. Not very detailed but a point of departure or possibly a useful way of explaining to a student what they are experiencing.

c. http://www.dyspraxiausa.org/index.php/Adult-Symptoms.html Website of US support organisation. Less aimed at teachers than at families and affected individuals, but possibly of interest.

d. http://www.danda.org.uk Site by and for individuals with neurodevelopmental conditions. Includes a section on Dyspraxia in higher education that has application for secondary school. Note that those of us without neurodevelopmental condtions are identified as NTs—neurotypicals. Diagram of overlaps of conditions is useful.

e. http://www3.interscience.wiley.com/cgi-bin/fulltext/121462344/PDFSTART Article on Adults and Adolescents with DCDs. Intended for scholarly readership, but provides overview of outcomes and challenges faced by a groups of students in UK. Written by recognised expert on subject. Has good bibliography.

2. Local contact info: very limited. Try

BC Society of Occupational Therapists

402-1755 West Broadway, Vancouver, BC, V6J 4S5

Phone: (604)736-5645 OR TOLL FREE (888) 736-5645

Fax: (604) 736-5606

Maybe:

http://www.ot.med.ubc.ca/home.htm UBC’s OT department?

Possibly OTs at Sunny Hill Health Centre for Children—

Sunny Hill Health Centre for Children


3644 Slocan Street


Vancouver, BC
V5M 3E8

Phone 604-453-8300 / fax 604-453-8301

3. This is typically a medical diagnosis in order to rule out other causes of dyspraxia. Occupation therapy is often involved. OT assessment may well identify specific areas of difficulty—mobility, writing, eating, dressing, that will impact a student’s ability to learn.

4. Gym classes have likely not been a happy experience for students with DCD. Areas that will pose challenges will included:

a. Dressing for gym—changing in time for the class and afterward. May need more time for both; consider releasing from class a bit early if poss. Maybe (if possible) schedule gym at beginning or ending of day.

b. Team sports may not be a good thing, but the inclusion and social bit would be good. Can this student keep score? Referee? Act as trainer or equipment manager?

c. This student needs exercise, and may have avoided it due to the social impact of clumsiness. Find activities that he/she can do (again, more likely solo sports than team and maybe not competitive—but jogging (pick location), swimming, for some students, cycling? (A real phys ed person will have better ideas than I do, but these worked for me…although I still am lousy at all of them.)

d. Minimise competitive stuff, and try to develop a sense of fun.

5. There is a possibility of co-occuring mental health issues. Be alert for depression, and refer to counsellor if observed.

6. I just learned that Daniel Radcliffe has a mild DCD. He’s doing ok.