Equity, Diversity & Stigma in Society

Equity and Equality

• Equity means providing students with the individualized supports and services they require in order to thrive.
• Equality means removing systemic barriers so that everyone can participate without needing extra support.

Barriers and Diversity

• Traditionally, disability was seen as stemming from impairment; people are now aware that societal barriers prevent people with disabilities from enjoying their rights.
• Diversity encompasses differences in cultural backgrounds, languages, religion, values, sexual orientation/gender, abilities, and education.

Stigma

• Stigma involves inaccurate beliefs people hold.
• Enacted stigma is overt, active discrimination.
• Felt stigma involves knowing and fearing stigma
• Courtesy stigma is the feeling of stigma experienced by those around a stigmatized person.

Link and Phelan's Stigma Theory

• People identify and label human differences
• Dominant cultural beliefs link labelled people to negative stereotypes.
• Labelled people are placed in separate categories, creating "us" versus "them."
• Labelled people experience discrimination and status loss, which leads to unequal outcomes.
• Stigmatization relies on social, economic, and political power to identify difference, construct stereotypes, separate people into categories, and execute disapproval, rejection, exclusion, and discrimination.

Exclusion in Education

• Macro-exclusion occurs when children are denied education or are segregated into special schools or classes for some/all of the time.

Inclusion and Behavior

• Inclusive education supports positive behavior development by fostering independence, patience, trust, acceptance of diversity, and responsiveness.

Inclusion and Bullying

• Segregated education does not prevent bullying.
• Children in segregated settings are more likely to experience bullying.
• Inclusive education reduces bullying and promotes social development, friendships, and a sense of belonging.

Communication Enrichment

• Communication, language, and physical development are enriched through inclusive education.

Ableism Defined

• Ableism devalues people with disabilities, viewing them as less worthy of consideration, contribution, or inherent value.

Medical Model of Disability

• The medical model views disability as a pathological impairment that should be restored to normal, positioning professionals as experts guiding individuals with disabilities; it views differences as negative and believes disability/problems need to be fixed.

Social Model of Disability

• The social model views disability as part of a person's identity shaped by societal barriers, not impairment.
• To address disability, the environment must be changed and stereotypes and discrimination challenged, seeing disabilities as natural differences and states that society needs to adjust attitudes and physical and social structures.

Rights Model of Disability

• The rights model asserts that disability is a natural part of human diversity that should be respected; people with disabilities are entitled to the same rights as everyone else, and restrictions are discriminatory.
• The rights model emphasizes equality, ensuring equal rights and opportunities and demanding the removal of barriers.

Developmentally Appropriate Practice

• Developmentally Appropriate Practice (DAP), as defined by NAEYC, utilizes strength/play-based approaches.
• Educators implement DAP by recognizing each child's unique assets and creating culturally, linguistically, and ability-appropriate learning environments.

Universal Design for Learning

• Universal Design for Learning (UDL) is a framework:
• Framework improves and optimizes teaching and learning.
• Framework is based on scientific insights into how humans learn.
• Recognition networks are how we gather and categorize information.
• Strategic networks involve planning tasks.
• Affective networks relate to engagement and motivation.

Education Act and IEPs

• The Education Act defines a special education program as one based on continuous assessment and evaluation and it includes an Individual Education Plan (IEP) with specific objectives. If a child is age six or older, their needs must be met.

Ontario Human Rights Code

• The Ontario Human Rights Code states that students with disabilities have the right to equal treatment in education without discrimination.
• Educators must provide accommodations up to the point of undue hardship.
• Accommodations are a shared responsibility.

Ontario with Disabilities Act (AODA)

• The Accessibility for Ontarians with Disabilities Act, 2005 (AODA) mandates the development of accessibility standards to remove and prevent barriers for people with disabilities.

Ontario's Inclusion Framework (2023)

• Accessibility requires creating inclusive learning environments.
• This involves removing barriers to space, transportation, and cultural or language.
• It also requires providing diverse opportunities for learning, play, and inquiry.
• Participation and belonging promote a sense of well-being.
• Policies and practices support every child's right to participate fully, while engagement strategies make families and children feel valued. Equity in early learning focuses on removing barriers, using unbiased assessment tools, and providing individualized support.

Brain Malleability

• In early childhood development, the brain's malleability means it's susceptible to changes and is shaped based on early experiences.

Developmental Risks

• Established Risk: A known etiology or condition with established developmental consequences.
• Environmental Risk: Includes family environment, socioeconomic status, relationships, and media/technology.
• Biological Risk: Factors that increase the risk of developmental consequences.
• Includes drugs, infections, physical agents, environmental toxins, and maternal health conditions.
• Delay: A significant lag in development that may be overcome; not necessarily permanent.
• Deviation: Nonsequential development.

Adaptation Continuum

• Adapt the environment.
• Adjust by changing the setting, rearranging furniture, and adding equipment.
• Adapt the activity or routine through visuals.
• Adapt materials.
• Adapt instructions.
• Provide assistance.

Visual Schedules: Prompt Hierarchy

• Prompting hierarchy assists students to learn new skills.
• Hierarchy goes from the most to least invasive prompts
• Includes full physical, partial physical, full model, partial model, full verbal, partial verbal, gesture, and visual/positional prompts.

DSM-IV Criteria for ADHD: Inattention

• The DSM-IV diagnostic criteria requires six or more inattention symptoms to be present for at least six months, disrupting developmental level.
• Symptoms include:
• Failing to pay close attention/making careless mistakes.
• Difficulty sustaining attention
• Seems not to listen
• Struggles to follow through on instructions
• Difficulty organizing tasks
• Avoids tasks requiring sustained mental effort
• Loses things
• Easily distracted
• Forgetful.

DSM-IV Criteria for ADHD: Hyperactivity and Impulsivity

• Hyperactivity symptoms include fidgeting, difficulty staying seated, running/climbing inappropriately, difficulty playing quietly, being "on the go," and talking excessively.
• Impulsivity symptoms include blurting out answers, difficulty waiting turns, and interrupting others.

General ADHD Diagnostic Criteria

• Some symptoms must cause impairment before age 7.
• Impairment must be present in two or more settings.
• Significant impairment must be evident in social, school, or work functioning.
• Symptoms cannot occur only during a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. They are not better accounted for by another mental disorder

ADHD Types

• ADHD, Combined Type: Criteria 1A and 1B are met.
• ADHD, Predominantly Inattentive Type: Criterion 1A is met, but not criterion 1B.
• ADHD, Predominantly Hyperactive-Impulsive Type: Criterion 1B is met, but not criterion 1A.

ADHD and Education

• Early assessment helps mitigate long-term effects.
• Steps for educators:
• Learn about ADHD and executive functioning.
• Learn how ADHD affects the specific child.
• Observe and document behaviors and skills.
• Meet with colleagues.
• Meet with parents.

Strategies and Tips for ADHD

• Agree on strategies, as these may be helpful with or without a diagnosis.
• The decison to obtain a medical assessment is up to the parents. As an educator:
• Use and recognize strengths
• Know that children will be more engaged when they feel understood
• Strive to create positive interactions over negative ones
• If something is new to children, begin intervention.

Classroom and Routines for ADHD

• Alternative activities for children may be benificial.
• Schedules that require the most attention should be offered when children have the most energy.
• Structure the classroom in a way that is easy for them to follow, routines and rules help children anticipate what comes next,
• Change can be allowed but make sure they are aware it will be happening.

Support for Attention

• When possible:
• Reduce distraction
• Use internal methods if they are prone to daydreaming
• Gain attention through eye contact or vocal
• Have a code for them to come back to a task
• Provide activities that allow movement and focus.

Giving Instructions

• Giving clear, consise instructions with checkmarks can be effective, as well as having them report it back to you when done. Praise the next steps, and praise at the end.

Handling Hyperactivity

• Frequent movement breaks and active activites can be beneficial, as well as toys that encourage.

Handling Impulsivity

• By anticipating situations that are prone to impulsivity, plan accordingly for redirection.

Preparing Physical and Mental Transitions

• Preparing for transitions, keeping schedules, teaching and modeling thinking, and parising consequences are good methods.

Impairment in Self Regulation

• Triggers can allow the child to assist in self regulation.

Rules and Behaviour Management

• Consistent routines and reminders of what to do vs not to do can have profound affects on a child with behaviour struggles

Organization/Time Management and Transitions

• Practice organizational skills and use visual reminders.

Emotional Dysregulation

• Being more prone to emotion is normal for ADHD children, as well as being easily excitable.

Emotional Regulation

• Rewards and pep talks, and calm place can be beneficial in helping children learn strategies.

Social Skills

• Teaching and discussing skills and body language is also equally important

High Comorbidity

• It is important to not the presence of conditions that predict more than one, such as anxiety and learning disabilities.

John McGivney Center and Services

• A center dedicated to helping youth with a variety fo reasons, such as mental health and child-care

Autism

• Autism is a spectrum disorder that requires different severity scales and unique treatment, such as those with autism.

Developmental delays

• Delays can be minor to sever, and effects the entire child. Cognition, recognition and ability to follow are all key parts to development

Biological concerns

• Genetics and oxygen at birth are often the cause, while health factors can also play a role

Trimesters

• Damage can be caused at each trimester, however emotional dysfunction is often seen throughout

Downs and Chromosones

• Genetic testing is always an option, however each case does not define the child

Postivie Downs

• Each child will be unique and wonderful in their own way

Medical Downs

• Issues can occur, however they are often mitigated through great work

Hearing Adaptions

• If diagnoses are delayed, treatment is also delayed

Intelligence and Creativity

• Tests show success in life, however being sociable is a great attribute

Communication

• How one communicates is as important of what

Streagths/Weaknesses

• Knowing when/where to support can be highly impactful

Communicate

• Ensuring to get a child's attention and provide clear and obvious signals can create a good framework

Fun and Play

• A great teaching tool is to incorporate activites centered around fun

Collaborate

• Support comes through a unified front

Encourgagement

• Is key for a child's social and musical interactions.

Development

• Having a strong sense of identity through all interactions is also important

Safety

• With unique circumstances, each child should be cared for.

Inclusion

• Welcoming enviroment is also just as important

Spaces

• Making sure it meets accessability and diverse needs

Observe

• Keep documentations to further understand the needs

Hygenic

• Ensure that each situation incorporates a clean enviroment when possible

Interaction

• Interaction and movement can help further relationships

Palsy

• Static and not progressive, but congential

Adapting

• Adaption comes through learning and understanding

Implementation

• Having an overview, with all the factors can lead to high quality success