Special Education and Mental Health

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luonut Ryan Smith

Special Education and Mental Health

dyslexia

if the ability to write letters is not being tested, allow students to use tools to complete their work

having audio books is a great option

girls are underdiagnosed

auditory as well

not just reading

test anxiety

students need to be taught study and test taking skills

tests don't have to be scary

We might not need tests

equity

do not make assumptions about culture

make sure to work with families to do what is best for the student

girls are often underdiagnosed for dyslexia

black students are less likely to be seen as gifted

black students are more likely to be streamed into special education

BIPOC students are often diagnosed for exceptionalities and punished more frequently than white students

Honouring strengths

there are no "bad" or "lazy" students

If students are not supported, they may not do as well

everyone's brains work differently

Important to not have a defecit mindset

focus on strengths when writing report cards and IEPs

believe all students can succeed

Trauma

schools need to be healing spaces

Be careful to not choose class materials (eg. books) that can traumatize students

structural racism, homophobia and transphobia can make things worse

adverse childhood experiences

retraumatization

Brain stuck in fight or flight

giftedness

BIPOC students (particularly black stufents) are often seen as disruptive and not gifted

allow all students to be brilliant

including fun and hands on activities can help all kids

do not forget about students because they are "smart"

differentiated instruction

be flexible

ask your students what they need

allow different tools to complete work

allow different types of products

give choice in subject matter

give choice in difficulty

options help all students

teacher self reflection

know that you cannot always do everything. It is okay to get help

take care of your own mental health

check your biases

have a good sense of humour

teachers have to work on staying calm when dealing with behavioural issues

autism

work with your students to make sure they are supported

be literal

have high expectations

a miscommunication between an autistic person and a non-autistic person should not automatically be the autistic person's fault

routine and stability is important

try not to use figurative language (or if you do, explain it)

never expect your students to mask

does not look the same for all autistic students

discipline

Make sure to check your biases

work with the student to solve problems

find solutions to the problem causing misbehaviour

anxiety should never be punished

if the rules are not consistent, children may not understand what they did wrong

being punitive does not help

If a child does not understand a consequence, it is not worth doing

ADHD

"time off the clock"

sometimes students need help with organization

having fidget tools can help lots of students

extra time can be overwhelming

sometimes difficult to listen and write at the same time

working memory issues