1. Introducing The Learning Team to Parents 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. This PowerPoint presentation offers slides that district and school staff can use to introduce The Learning Team to parent groups.

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

3. 3 The Learning Team Workshop Warm-Up!

4. 4 The Learning Team Workshop Agenda  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

5. 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. 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. 7 Special features of the resource  Tips  Parent Notebooks  Links to other resources

8. 8

9. 9

10. 10 Links to other resources

11. 11 Chapter 1: Who are Children with Special Needs ?  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? Characteristics to consider

12. 12 Require informed parental consent Informal classroom assessment School-based assessment Specialized assessment Examples: talking with the child observation analyzing work samples informal reading or math inventories Example: screening tests Examples: psycho-educational assessments speech-language assessments Continuum of assessment Chapter 1: Who are Children with Special Needs ?

13. 13 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 Chapter 1: Who are Children with Special Needs ?

14. 14 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 Chapter 1: Who are Children with Special Needs ?

15. 15  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 Parents’ role in the learning team Chapter 2: Building the Learning Team

16. 16  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.” Build the learning team Chapter 2: Building the Learning Team

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

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

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

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

21. 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. 22  Identify needs  Develop annual goals and measurable objectives  Select appropriate accommodations and supports How to meet children’s diverse learning needs Chapter 3: Meeting Children’s Diverse Learning Needs

23. 23  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. Types of programming Chapter 3: Meeting Children’s Diverse Learning Needs

24. 24  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. Individualized Program Planning (IPP) Chapter 3: Meeting Children’s Diverse Learning Needs

25. 25  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 What is an IPP? Chapter 3: Meeting Children’s Diverse Learning Needs

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

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

28. 28 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 = Adaptations of resources and materials in order to help students learn more successfully Classroom accommodations Chapter 3: Meeting Children’s Diverse Learning Needs

29. 29 = Adjustments to instruction in order to reflect how individual students learn best Instructional accommodations 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 Chapter 3: Meeting Children’s Diverse Learning Needs

30. 30 = Modifications to classroom assessment in order to create a clear and realistic picture of student growth and achievement Assessment accommodations 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 Chapter 3: Meeting Children’s Diverse Learning Needs

31. 31 “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 Chapter 3: Meeting Children’s Diverse Learning Needs

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

33. 33 Chapter 4: Supporting 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 Ideas for supporting children’s social and emotional growth

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

35. 35 Chapter 5: Planning for Transitions = Any event that results in changes to relationships, routines, expectations or roles Transition  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. 36  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 Early planning Chapter 5: Planning for Transitions

37. 37  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 Identifying hopes and dreams Chapter 5: Planning for Transitions

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

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

40. 40  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 Voicing concerns at the district level Chapter 6: Resolving Differences

41. 41  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 Voicing concerns at the provincial level Chapter 6: Resolving Differences

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

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

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

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