Introducing The Learning Team to Parents

1. Introducing The Learning Teamto Parents This PowerPoint presentation offers slides that district and school staff can use to introduce The Learning Team to parent groups. Slides can be downloaded by visiting Alberta Learning’s Web site at: www.learning.gov.ab.ca. Click on Kindergarten to Grade 12, go to Resources for Parents, click on The Learning Team and scroll down to Also available.

2. An overview for parents ofTHELearningT E A M A handbook for parents of children with special needs Learning and Teaching Resources Branch Special Programs Branch

3. The Learning Team Workshop Warm-Up!

4. Introduction Who are children with special needs? Building the learning team Meeting children’s diverse learning needs Supporting social and emotional growth Planning for transitions Resolving differences Keeping informed Wrap-up The Learning TeamWorkshop Agenda

5. Parents: Important members of the learning team • As parents, you know your child best. You know your child’s strengths, abilities, needs and challenges. • Your ongoing involvement and support in your child’s education can make a positive and meaningful difference in your child’s success.

6. Goal of The Learning Team • To provide information and sample strategies that parents can use to become meaningfully involved in their children’s education Teamwork is the ability to work together toward a common vision. ~Unknown~

7. Special features of the resource • Tips • Parent Notebooks • Links to other resources

10. Links to other resources

11. Chapter 1: Who are Children with Special Needs? Characteristics to consider • How a child learns • Intellect • Communication • Physical characteristics • School behaviour Key question: How do these characteristics affect a child’s learning and functioning in the classroom?

12. Chapter 1: Who are Children with Special Needs? Continuum of assessment

13. Chapter 1: Who are Children with Special Needs? Purposes of assessment • To find out if the child has a special learning need • To identify the child’s strengths and needs • To identify programming and services that will meet the child’s individual needs

14. Chapter 1: Who are Children with Special Needs? Parents’ role in assessment • Sharing medical reports • Reporting recent behaviour changes • Discussing observations about your child’s learning needs • Completing checklists • Providing input after assessment

15. Chapter 2: Building the Learning Team Parents’ role in the learning team • Participate in decisions • Give consent for specialized assessments • Be informed about programming • Provide information about your child • Discuss your child’s progress • Consult on your child’s IPP

16. Chapter 2: Building the Learning Team Build the learning team • Know your child’s teachers • Share information • Meet your school principal Thomas Edison’s response when asked why he had a team of twenty-one assistants: “If I could solve all the problems myself, I would.”

17. Chapter 2: Building the Learning Team Expand the learning team • Teacher assistants • Mentors • Community services • Health-related services

18. Chapter 2: Building the Learning Team Be part of the school community • Provide input • Participate in school councils and committees • Volunteer

19. Chapter 2: Building the Learning Team Advocate for your child • Understand that communication is key • Invest your time • Give change a chance • Consider what support you need • Keep records

20. Chapter 2: Building the Learning Team Support learning at home • Talk about learning • Find out what your child is learning • Help practise new skills • Recognize accomplishments

21. Chapter 3: Meeting Children’s Diverse Learning Needs “All children can learn, but not all children learn in the same way, at the same time or at the same rate – learning is an individual process.”

22. Chapter 3: Meeting Children’s Diverse Learning Needs How to meet children’s diverse learning needs • Identify needs • Develop annual goals and measurable objectives • Select appropriate accommodations and supports

23. Chapter 3: Meeting Children’s Diverse Learning Needs Types of programming • An adapted program keeps the outcomes from the provincial curriculum and adjusts instruction to address the special learning needs of the student. • A modified program has learning outcomes that are significantly different from the provincial program and specifically selected to meet a student’s special learning needs.

24. Chapter 3: Meeting Children’s Diverse Learning Needs Individualized Program Planning (IPP) • Each student identified as having special needs must have an individualized program plan (IPP). • IPPs are developed to address the specific learning needs of individual students.

25. Chapter 3: Meeting Children’s Diverse Learning Needs What is an IPP? • A team effort involving the student, parents, teachers and resource personnel • A planning document that helps monitor, record, and evaluate a student’s education programming and progress • A summary of accommodations and modifications • A guide for transition planning

26. Chapter 3: Meeting Children’s Diverse Learning Needs “The IPP is a ‘game plan’ devised by the ‘team’ in a huddle. It decides what to do to win.”~ Dr. Dave Carter ~

27. Chapter 3: Meeting Children’s Diverse Learning Needs Accommodations An accommodation is a change to the regular way a student is expected to learn, complete assignments or participate in the classroom. Types of accommodations • Classroom accommodations • Instructional accommodations • Evaluation and testing accommodations

28. Chapter 3: Meeting Children’s Diverse Learning Needs Classroom accommodations = Adaptations of resources and materials in order to help students learn more successfully Sample classroom accommodations: • Enlarging reading materials • Using blocks or number lines for counting • Using word processors or electronic spell checks • Providing different kinds of paper or supplies • Allowing children to stand rather than sit for selected activities

29. Chapter 3: Meeting Children’s Diverse Learning Needs Instructional accommodations = Adjustments to instruction in order to reflect how individual students learn best Sample instructional accommodations: • Breaking instruction into small steps • Working in partners and small groups • Writing key questions on the board • Showing a sample of a completed assignment

30. Chapter 3: Meeting Children’s Diverse Learning Needs Assessment accommodations = Modifications to classroom assessment in order to create a clear and realistic picture of student growth and achievement Sample assessment accommodations: • Extended time to complete tasks • Breaks during a test • Use of a reader or a scribe to record answers • Breaking the test into parts

31. Chapter 3: Meeting Children’s Diverse Learning Needs “Instruction, rather than setting, is the key to success. Decisions related to the placement of students are best made on an individual basis in a manner that maximizes their opportunity to participate fully in the experience of schooling.” ~ Standards for Special Education (2003) ~ Page1

32. Chapter 3: Meeting Children’s Diverse Learning Needs Placement options Different children need different kinds of support. Placement can include a combination of: • Regular classroom • Resource program • Specialized classes

33. Chapter 4: Supporting Social and Emotional Growth Ideas for supporting children’s social and emotional growth • Promote understanding of your child’s special needs • Offer encouragement • Teach decision-making skills • Encourage independence • Build communication skills • Foster friendships

34. Chapter 4: Supporting Social and Emotional Growth Teach self-advocacy Self-advocacy = Speaking out and taking positive action to make your situation better Tips • Discuss strengths and needs • Include your child in meetings • Provide opportunities for making plans and choices • Set goals

35. Chapter 5: Planning for Transitions Transition = Any event that results in changes to relationships, routines, expectations or roles • Early and systematic planning • Consciously identifying hopes and dreams • Thoroughly exploring a variety of possibilities • Using appropriate strategies to help your child move from one stage to the next Keys to successful transitions

36. Chapter 5: Planning for Transitions Early planning • Accept that change and challenges are part of life • Plan well in advance of any change • Plan with the future in mind • Encourage and celebrate small successes

37. Chapter 5: Planning for Transitions Identifying hopes and dreams • Find out your child’s dreams and hopes for the future • Identify your own wishes and preferences for your child’s future • Develop a family vision for the future

38. Chapter 5: Planning for Transitions Bridging from one stage to the next • Consider what supports your child may need • Ask questions • Reassure and support your child

39. Chapter 6: Resolving Differences Voicing concerns at the local level • Meet with your child’s teacher • Meet with the school principal • Look for win–win solutions

40. Chapter 6: Resolving Differences Voicing concerns at the district level • Every parent has a right to appeal board decisions • Appeal procedures vary from district to district • Your school principal can provide information about your district appeal process

41. Chapter 6: Resolving Differences Voicing concerns at the provincial level • If you have completed an appeal at the district level and are still dissatisfied with a board decision you can request a review by the Minister of Learning • The Minister’s decision is in effect for one year

42. Chapter 7: Keeping Informed Beginning the search Researching educational issues may provide you with valuable information to consider when making decisions about your child’s education. • Choose issue to research • Narrow down your questions • Search for information • Carefully consider the reliability of all sources

43. Chapter 7: Keeping Informed Where can I find information? • People (including teachers and other parents) • Libraries • Print resources • Internet • Television, film and video resources

44. Wrap-up Activity How did we do? 3 Things you found out 2 Things that you will start right away 1 Question you still have

45. "Coming together is a beginning, staying together is progress, and working together is success." ~Henry Ford~