1. Integrating Ss with Learning and Emotional Difficulties into Zayed University’s Learning Environment Ursula Walsh June 2013

2. Menu Overview of what is and what isn’t Arab perspective Differentiating Instruction for Ss with LD/ED Questions & Answers (maybe ?? )

3. Culture Families / Students Confidentiality Language barriers Sensitivity

4. Visible extra needs: Physical Wheel chair use Auditory Hidden extra needs : Psychological Physical

5. Some Visual Signs of Learning Issues Distractibility Hyperactivity Impulsivity Inconsistency Left /Right Confusion Talkativeness Social Immaturity

6. What do Hidden Disabilities have in common? One is unable to “see” the disability. There are no “visible” supports It is a permanent disability The disability may be managed Physical or emotional pain.

7. What Are Some Common Hidden Disabilities? Psychiatric Traumatic Brain Injury Epilepsy Diabetes Chronic Fatigue Syndrome Cystic Fibrosis Attention Deficit-Disorder

8. Statistics United Arab Emirates: UAE is close to the worldwide average of 8-10 % of the population (Bradshaw, 2004, p.51). Male Ss face more behavioural problems than (Sartawi,AlMuhairy & Abdat, 2011)

9. More Research More Ss with dyslexia are entering higher education This affects both their reading/writing ability in Arabic and English Generic research in the UAE is limited ( Aboudan,Eapen,Bayshak, Al-Mansori&Al- Shamsi, 2011)

10. Testing: There are no adequate Arabic Language tests available Ss are tested by using English language English/ Culture tests How can we be sure they are accurate?

11. How can I tell if a student needs extra support? A loner Over Chatty or Inappropriate Talking Emotional Maturation Verbal skills far out perform Written/Reading skills Restlessness

12. Planning for instruction Our aim to improve academic engagement Students value teaching that recognises their individual academic and social identities Teachers need to take account of the diverse needs of students in each class;

13. Basic Principles Creating safe collaborative spaces Encouraging students to articulate their thinking ] students to learn by getting stuck, being uncertain, making mistakes and being different;

14. Inclusive Learning Activities: Developing strategies for sharing and generating knowledge. Connecting with students’ lives.

15. Key Words Concepts Being culturally aware. Sensitive to the social and cultural diversity of the group. Lessons that are student-centred, inclusive of individual differences. Extend opportunities for academic engagement to a wider range of students.

16. Reinforcement: Viewing all students as potentially in need of some study support Assessing the skills and needs of students as soon as possible Not under-estimating students who have a weakness Hockings et al. (2010a).

17. Peer Mentoring Establishing mentor schemes Designing programmes that are student-centred Ensuring flexibility in modes of access and attendance, teaching and learning methods and assessment Exploiting students’ experiences and knowledge outside academia See Hockings et al. (2008b) for full project report.

18. Technology, inclusivity and curriculum design e-learning can act as a catalyst for educational diversity, freedom to learn and equality of opportunity. e-learning not only encourages diversity but also creates programmes that are more specifically tailored to individual Ss needs than traditionally validated programmes Hegarty et al. 2000, Taylor 2008, Newland et al. (2006) and Seale (2006).

19. Key People at Zayed University* Students You Student Life Advising Course Coordinators PALS

20. Key People at ZU : Suhair Awadalla: Senior Student Counselor Tel: 04 402 1477 Email: Suhair.Awadalla@zu.ac.aeSuhair.Awadalla@zu.ac.ae Khalaf Al Habtoor Assistive Technology Resource Center at Zayed University: Tel. 04 4021653 Ms Fatma Al Qassimi: Senior Specialist at Zayed University Office Tel: 04 4021653

21. Key People Advising : Ground Floor F Wing: PALS If all else fails come and see me F Wing 2 nd Floor 014