- Be empowered to define common characteristics of language, literacy and attention difficulties.
- Investigate the underlying cognitive processes that impacts on students’ learning.
- Using this information, understand how teachers can work to minimise or remove barriers using accessible learning and assessment experiences.
In this plenary session, Professor Linda J Graham and Haley Tancredi provide guidance for teachers to identify students who may have language, literacy, and attentional difficulties, and discuss ways that educators can best adjust for and support them.
They explore specific neurodevelopment disorders and how each can impact learning in the classroom. These disorders are under-identified and poorly understood, meaning students who have them may not receive the support they need, and teachers may not be equipped to assist in their learning.
“Why don’t these kids ask for help?”
Linda and Haley tell us that sometimes students with neurodevelopmental disorders often don't know where to start in asking for help; they may not understand what they need. They may also find themselves asking for help so frequently that they grow sick, tired and embarrassed having to ask, and simply stop asking. We’re socialised not to interrupt communication, so students with these difficulties may not wish to speak up for assistance.
The presenters also shared some common learning characteristics of students with language, literacy and attentional difficulties. Often, it is the common behavioural characteristics that are noticed before the learning characteristics. Language difficulties can be especially hard to notice, as our minds repair gaps and errors as we process information.
The social model of disability is a conceptual lens to think about in the classroom - how can we adjust the environment (the external barriers) to support the student, rather than accepting these external barriers as something inevitable?
“If barriers at school are not addressed, a student with disability may not be able to participate on the same basis as a student who does not have a disability. This can have serious consequences for students’ learning, wellbeing and post-school outcomes.”
So, what must classrooms teachers know and be able to do for effective inclusive education? Student consultation is a critical piece: students are incredibly perceptive about their learning; they live with it every day. As teachers, we may need to do a little interpreting, but if we ask them what might make learning easier, they’ll often have an answer.
Finally, they share a key tip:
To help students with these difficulties retain instructions, use concrete language and linear sentences; don’t deviate from the strucutre and steps. Your instructions need to be in a strong and ordered sequence - don’t make them interpret what you mean at the same time they’re hearing what they need to do.