Discourses of Disability in Education: What Inclusion Is and Isn't PDF

Discourses of Disability in Education: What Inclusion Is and What Inclusion Isn’t Rosa Dene David, PhD Candidate, The University of British Columbia Hi everyone, My name is Rosie I am currently an Instructor and PhD candidate in the Faculty of Education at the University of British...

Discourses of Disability in Education: What Inclusion Is and What Inclusion Isn’t Rosa Dene David, PhD Candidate, The University of British Columbia Hi everyone, My name is Rosie I am currently an Instructor and PhD candidate in the Faculty of Education at the University of British Columbia. I have served as the Chair for TESOL International’s Supporting Studies with Disabilities Interest Section as well as the former Assistant Editor of the LACLIL Journal. SATURN I am deeply passionate about serving students from It’s a gas giant, composed marginalized backgrounds and my research explores mostly of hydrogen and the lived experiences of university students who helium identify as disabled and speak English as an additional language. Today’s schedule 8:30-10:00 Workshop 1 Discourses of disability in education: What inclusion is and what inclusion isn’t 10:00-10:30 Break 10:30-12:00 Workshop 2 What are Specific learning differences (SpLDs)? 12:00-13:30 Lunch 1:30-3:00 Workshop 3 How do SPLDs impact learning additional languages? 3:00-3:30 Break 3:00-4:30 Workshop 4 Identification and Disclosure: What ELT teachers should know  Social Model of Disability vs the Medical Model of Disability In this 90-minute Exclusion, Segregation, workshop, we will Integration and Inclusion learn about… Using Appropriate Language to Describe Disability So, what is disability, anyway? And why does language about disability matter? Icebreaker Disability is… In your own words, write down a definition of disability. How does the I feel pride when I think about the word ‘disability’ make you feel and what does the word ‘disability’ make you think word disability because… about? When I think about the word disability, I think about public spaces and… (Think/Pair/Share) Icebreaker Share some of the things you just wrote about with your partner. Together write a list of two or three things you are curious about or you hope to learn about in the coming days. (Think/Pair/Share) Let’s share some of our ideas (Think/Pair/Share) Disability is a complex phenomenon, reflecting an interaction between features of a person's body and mind and features of the society in which they live. A disability can occur at any time in a person's life; some people are born with a disability, while others develop a disability later in life. It can be permanent, temporary or episodic. Disability can steadily worsen, remain the same, or improve. It can be very mild to very severe. It can be the cause, as well as the result, of disease, illness, injury, or substance abuse. Because of its complexity, there is no single, harmonized “operational” definition of disability across federal programs. Because of the complexity that the term disability entails, there are the different approaches to understanding the experience of disability. (Government of Canada, 2022)  Models of Disability There are two predominant models of disability, and these two models affect the beliefs, values, attitudes and behaviors towards members of the disabled community. Medical Model Social Model of Disability of Disability It is important that educational professionals develop an understanding of these models of disability, so that they can provide quality teaching and learning experiences for students who  Medical Model: Disability is the problem. Let’s Social Model: Society creates the problem. solve it. Let’s make things more accessible. The Medical Model of disability points to an The Social Model of disability proposes that individual’s impairment as the source of the disability is caused by the way society is disability and was historically the main way of organized, rather than by the individual perceiving disability. person’s impairment. This model focuses on what should be “fixed” This model calls for the collective action of a to eliminate the impairment by way of medical society to make modifications to the treatment and intervention. environment in order to make room for people with disabilities to participate fully in The Medical Model believes that an ideal all areas of society. society should invest in resources, health care, and related services to improve quality of life For example, in a classroom, if a student is for individuals with disabilities. unable to see the board, the Social Model would suggest that the teacher adjust the The Medical Model often overlooks the value size of the font to make the text visible. In and richness that disabled communities bring other words, adjusting the environment to to society and forgoes the responsibility of the meet the needs of the individual so that rest of society to adjust to make room for they can participate fully! these voices. For this reason, the Medical Model of disability is often rejected by disabled rights activists (Stoyles, 2022)  Medical Model of Disability The medical model of disability argues that people are disabled by their impairments or differences. These impairments or differences should be ‘fixed’ or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness. The medical model looks at what is ‘wrong’ with the person and not what the person needs. The medical model creates low expectations and leads to people losing independence, choice and control in their own lives. Prior to the 1970s, disability was almost universally viewed as a deficit that resided within a person. Disability was diagnosed, classified and treated. There was little awareness of the role of the environment and negative attitudes that excluded people living with disability from society. Discrimination against people living with disability was largely accepted and unchallenged.  Social Model of Disability The social model of disability articulates that disability is caused by the way society is organised, rather than by a person’s impairment or difference. The social model seeks to remove barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives. Barriers are not just physical. Attitudes found in society, based on prejudice or stereotype (also called disablism), also disable people from having equal opportunities to be part of society. The social model distinguishes between ‘impairment’ and ‘disability’, with viewed as disadvantage created by society. The social model of disability forms the basis of the inclusive movement by advocating for the removal of barriers to full participation in society. Over time, new models of disability have evolved from the social model including the socio- relational, political, and human-rights models. These models provide a means of representing the various lived experiences of disability.  Medical Model of Disability Social Model of Disability Disability is a deficiency or Disability is a difference abnormality Disability derives from Disability resides in the interaction between an individual individual and society The remedy for disability- The remedy for disability- related problems is cure or related problems is a change normalization of the in the interaction between individual the individual and society The agent of remedy is the The agent of remedy can be professional who affects the the individual, and arrangements between the advocate, or anyone who individual and society affects the arrangements between the individual and society (The University of Oregon, 2024)  Activity Time: Part I Directions: With a partner, you will read a short description and decide whether it is an example of the medical model or the social model Let’s look at the handout together and go over the answers. As we read through the answers put a star by the ones you found difficult or have questions about. How are these different models of disability enacted in our schools and in the places where we teach?  The way our schools approach teaching students with disabilities can often give us insight to how the educational system understands the rights and the needs of disabled students Exclusion Segregation Integration Inclusion Let’s take a look at four different models of approaching the needs of students with disabilities.  Exclusion occurs when certain students or groups of students are directly or indirectly denied access to education in any form Segregation takes place when the education of students with disabilities is provided in separate environments designed or used to respond to a particular or various impairments, in isolation from students without disabilities  Integration is a process of placing personas equity-seeking groups into existing mainstream educational institutional, as long as the group/persons can adjust to the standardized requirements of the institution Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies to overcome barriers with a vision of serving to provide all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. Placing students with disabilities in mainstream classes without accompanying structural changes does not constitute inclusion. Furthermore, integration does not automatically guarantee the transition from segregation to inclusion.  Inclusive education is carried out in a common learning environment; that is, an educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment. Common learning environments are used for the majority of the students’ regular instruction hours and may include classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds and the local community. A common learning environment is not a place where students with intellectual disabilities or other special needs learn in isolation from their peers. Inclusive Education Canada, 2024  Developing Inclusive learning environments Enable each student to fully participate in the learning environment that is designed for all students and is shared with peers in the chosen educational setting; Provide a positive climate, promote a sense of belonging and ensure student progress toward appropriate personal, social, emotional and academic goals; Are responsive to individual learning needs by providing sufficient levels of support and applying student-centred teaching practices and principles. Common learning environment: an inclusive environment where instruction is designed to be delivered to students of mixed ability and with their peer group in the community school, while being responsive to their individual needs as a learner and used for the majority of the students’ regular instruction hours. Inclusive Education Canada, 2024 Young People Tell Us About Inclusive Education  Inclusive education: creating effective learning environments Enable each student to fully participate in the learning environment in a classroom that is designed for all students Provide a positive classroom environment that, promotes a sense of belonging Create a learning environment that helps each student progress toward appropriate personal, social, emotional and academic goals Be responsive to individual learning needs by providing sufficient levels of support and applying student-centred teaching practices and principles. Create a learning environment where instruction is designed to support students that have mixed abilities Inclusive education Canada, 2022  What is “Equitable?” Equality: Each child Equity: Each child receives the same thing receives what they need Is inclusion “Equitable?” 1 Does Inclusion have the same meaning across different classrooms and different schools?  Principles of Inclusive Education All children and students who experience disability have: the right to access and participate in education. the ability to learn and the right to exercise their voice, choice and control in managing their own educational experiences. the right to develop to their fullest potential and to be active, valued citizens in the community. the right to an appropriate and adequate allocation of resources to enable their right to access and participate meaningfully in education. All children and students who experience disability, their parents/carers/advocates, teachers and members of the early childhood education and care centre and school communities have: the right to be safe – physically, emotionally, culturally and socially and to be treated respectfully. the responsibility to operate within the legal framework provided by the Australian and South Australian governments. Teachers, early childhood education and care centre and school communities and the parents/carers/advocates of children and students who experience disability have the responsibility for taking action for inclusive behaviour in their education and care setting. Inclusive School Communities, 2024  Activity Time Read each of the Principles of Inclusion. Reflect on how the principles are understood and put into action at your school. 1. Working alone, put a star on the top principle for your school – the one that is embedded in your school’s policies and practices. Staff and students understand this principle and put it into action. Everyone is committed to this principles and it is a part of your school’s culture. Write down an example of this principle in action in your school. 2. Working alone, put an X on the bottom principle for your school – the one that is hardest to grasp or that has been overlooked and needs attention. Staff and students don’t understand this principle. There seems to be many barriers to embedding this principle in your school’s policies and practices. write down an example of this barrier of this principle that exists in your school. 3. Find a partner and share your examples. 4. With a partner, describe some of the challenges and opportunities of implementing these principles in your school setting. Next, choose one challenge/barrier for your group to focus on and discuss how this exists in each of your schools. Finally, come up with a list of opportunities/ideas/resources for addressing the key challenge/barrier and identify one that you could take back to your school.  Cognitive development Physical health & well- being mental & emotional health Inclusion must consider the Social relationships whole person in economic well- being relation to their learning support system  Concerns noted Adaptations provided Referral to Team Diagnostic testing occurs Medical model of Diagnosis developing supports for disabled students Services  An example of the Social model and how schools can approach developing supports for disabled students  Let’s (re)consider the two models of disability and think about them this time in relation to the education system  Activity Time: Part III Directions: With a partner, you will read a short description and decide whether it is an example of the medical model or the social model Let’s look at the handout together and go over the answers. As we read through the answers put a star by the ones you found difficult or have questions about. How should I talk about disability?  Inclusive Language: Person First Language Words have power. Phrasing impacts meaning and perception. Person-first language (PFL) emphasizes the person before the disability. Examples Person with a disability Person who is blind people with spinal cord injuries. The logic behind using PFL is that disability is something that a person has, rather than who they are, and by separating any mention of the disability from the person and putting it second is often understood that you respect the personhood of someone with a disability.  Inclusive Language: Identity-First Language Words have power. Phrasing impacts meaning and perception. Identity-first language (IFL) puts the disability first in the description Examples: Disabled Autistic Dyslexic The logic behind IFL is about acknowledging disability as part of what makes a person who they are. From this perspective, disability is not just a description or diagnosis, the disability is an identity that connects people to a community, a culture and a history.  Inclusive Language: Person First Language Neither First-person or identity-first language is wrong. However, many people strongly prefer one over the other, and we should practice asking people what language they prefer. There are some important things to consider: Many people with intellectual, cognitive and developmental disabilities intentionally use PFL, because it is historically rooted in what is know as the People First Movement, which emphasizes that people with disabilities are, first and foremost, people. Some people who belong to the Autistic community prefer being called Autistic rather than being referred to as a person with Autism. Moreover, the capitalized ‘A’ is also used to show that Autistic people are a part of a broader culture and community.  Language Guidelines Language on disability continues to change. The preferences of the disability community also evolve. Be aware that persons with disabilities often have their own preferences. If you’re unsure, ask them to tell you their preferences. The word “disabled” is an adjective, not a noun; people aren’t conditions. It’s inappropriate and grammatically awkward to use the term “the disabled.” Instead, use “persons with disabilities” or “people with disabilities.” “Disabled” is also a verb, and attitudes, practices and physical logistics can disable people. Avoid language that suggests persons with disabilities are separate from the community. Persons with disabilities are a part of every society, and inclusion is assumed. Words and images should show inclusion in society, unless social isolation is the focal point. Avoid condescending euphemisms such as “special,” “special needs” or “differently abled.” Avoid terms such as “able- bodied” to describe persons without disabilities. Use accurate and neutral descriptions of the person or their situation. Avoid categorizing persons with disabilities as unusual achievers or tragic figures. For example, avoid using “courageous” or “inspirational.” Avoid framing stories in a way that makes the person’s accomplishment noteworthy just because they have a disability. Their disability should not be the focus of the story.  Language Guidelines Continued Avoid using language that describes a disability as undesirable, as a deficit or in an insulting way. Be aware of the context. Appropriate terminology is still inappropriate if it’s used to reinforce ableist ideas. Avoid references that cause or convey discomfort, pity, pain, or a sense of hopelessness. Such language can make persons with disabilities feel as though there’s something wrong with them. Not all disabilities cause pain or need medical attention. Use the word “patient” only in medical settings. Avoid using “living with a disability,” because that can sound like the disability is a negative burden. It’s also not appropriate because a disability can’t be separated from the person. Disability is an integral part of someone’s being. Also, “living with a disability” doesn’t convey that a disability may be episodic or fluctuating. Avoid words that suggest that persons with disabilities are inferior. Avoid words that suggest that people should exclude persons with disabilities from activities. Be careful about using language that ties a person’s value to their ability to be productive or contribute. All people have inherent worth because they are people. Language Guidelines Continued Some persons with disabilities use common language to describe their daily activities. For example, people who use wheelchairs may say they go for walks. Persons with visual impairments may say they see what you mean. But others may perceive such language as an example of ableist culture. If you’re unsure about someone’s preference, you should use more neutral alternatives. Focus on the issue rather than the disability. If the disability isn’t relevant to the story, there’s no need to mention it. For example, don’t mention the cause of a wheelchair user’s disability, unless it is relevant to the story. Often, it won’t be relevant. When talking about places that provide accommodations for persons with disabilities, use the term “accessible.” Don’t use “disabled” or “handicapped” in this context. For example, refer to an “accessible” parking space rather than a “disabled” or “handicapped” parking space. Refer to “an accessible bathroom stall” rather than “a handicapped bathroom stall.” Remember that some disabilities aren’t visible or may be episodic. The visibility of a disability doesn’t relate to the need for accommodations. Some people may also have multiple disabilities. If a person requires accommodation, don’t assume that their most visible disability is the one requiring attention or accommodation. Let’s look at some other linguistic things to consider when talking about disability  Take a few minutes to reflect on three things that you found important in this first 90-minute workshop. What was something you found interesting? Was there something that was new to you? Was there a topic that you are particularly interested in? Are there any questions that you want to ask?  Break time! See you at 10:30 Today’s schedule 8:30-10:00 Workshop 1 Discourses of disability in education: What inclusion is and what inclusion isn’t 10:00-10:30 Break 10:30-12:00 Workshop 2 What are Specific learning differences (SpLDs)? 12:00-13:30 Lunch 1:30-3:00 Workshop 3 How do SPLDs impact learning additional languages? 3:00-3:30 Break 3:00-4:30 Workshop 4 Identification and Disclosure: What ELT teachers should know What are learning disabilities and what barriers may a student experience? Rosa Dene David, PhD Candidate, The University of British Columbia  What learning disabilities are and what barriers may students experience In this 90-minute What learning disabilities feel like workshop, we will physically, psychologically and emotionally learn about… about potential difficulties students with LDs experience when learning a language With a partner, discuss the following questions 1. Have you have ever worked with a student that you suspected had a learning disability? 2. If so, what were some of the challenges or barriers they experienced in the classroom? 3. What did you do to support them? 4. What advice would you give another teacher working with this same student or a student who was experiencing a similar barrier in their education?  Learning disability Learning disabilities (LDs) refers to a difference or difficulty a person have with particular aspects of learning. Learning disabilities are neurological in nature and occur on a spectrum. Mild Mild Severe Moderate Learning disabilities do not dictate someone’s intelligence or ability.  Dyslexia Specific language Impairment Acquisition of literacy Comprehending & producing language skills Dyspraxia Dyscalculia Coordination of movements Acquisition of numeracy skills Attention deficit disorder (ADD) Inattention, distractibility & short Autism Spectrum Disorder working memory Attention deficit & Hyperactivity ADHD Social Interactions Inattention, distractibility, short working memory, hyperactivity & Impulsivity  Learning disability and terminology Various terms are used to describe students with learning difficulties in different parts of the world. For example, the term ‘dyslexia’ has been used to describe ‘reading disability(ies)’ while ‘dyspraxia’ has been used to describe difficulties with co-ordination of movement also known as ‘developmental co-ordination disorder’ These different sub-types of learning disabilities represent distinct areas where students with learning disabilities may experience barrier in their academic achievement and can also impact people’s lives outside school. Interestingly there is a considerable overlap between these types of learning disabilities and this has made it very difficult to differentiate the various sub-types in a reliable manner. The solution proposed in the United Kingdom was to group these various learning difficulties under the label of Specific Learning Differences. The Department for Education Working Group in the UK (2005) proposed the following definition: “SpLDs have particular difficulties, which may include spelling, acquiring fluent reading and writing skills and/or manipulating numbers which may indicate their performance is well below their abilities in other areas. They may also have problems with working memory, organisational skills, receptive and expressive language or oral and auditory skills, maintaining concentration and co-ordination.” Kormos & Smith, 2012  Learning disability and terminology Continued In the United States, the American Psychiatric Association (2013) made a similar decision in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and grouped different learning difficulties under the umbrella term specific learning disorders (SLD). These include three subgroups of disorder: specific learning disorder with impairment in reading written expression Mathematics SLD in reading comprises word-level reading difficulties (e.g., dyslexia) and difficulties with text-level reading comprehension. SLD in mathematics is equivalent to dyscalculia in the SpLD definition used in the UK. SLD in writing is concerned with spelling accuracy, grammar and punctuation accuracy and clarity and organization of written expression, and currently does not have a fully matching counterpart in the UK. In the UK, difficulties with regard to spelling are generally subsumed under dyslexia. In some other countries, they are labelled as dysgraphia. In DSM-5 attention deficit and hyperactivity disorder (ADHD) is classified under neurodevelopmental disorders together with Autistic Spectrum Disorders (ASD). In the UK, ADHD and ASD do not directly belong to the group of SpLDs as their effects impact wider areas of everyday life, not just learning in and outside school contexts. Umbrella terminology: LDs, SpLDs, and SLDs  In the recent years, the term neurodiversity has gain momentum. The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. Judy Singer, an Australian sociologist, coined the term to promote equality and inclusion of “neurological minorities.” Federated Health Charities, 2024  What is important to understand, is that all of these terms are used to describes the idea that people experience and interact with the world around them in many different ways, that there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits. Around 10 percent of students have a learning disability. This means that in every group of twenty students, we are likely to find at least two learners with a learning disability. ? ? (Kormos & Smith, 2012)  dysl exia About 70 percent of ia calcul learners will have more d ys than one learning disability. Co-occurrence is one of the Aut i s m reasons it is difficult to ADH D differentiate between learning disabilities. nguage ADD Specific la nt impairme What are some areas do you think students with learning disabilities struggle with when they are learning English? Time for an activity Please take out a pen or pencil and a piece of paper.  Instructions: If the paper has lines, turn it around so it is landscape If the paper has no lines turn it so it is portrait If you are writing with a black pen, stand up If you are writing with a blue pen, sit on the floor If you are writing with a pencil, move to the back of the room If you are writing with any other writing tool, move forward and kneel down If you are right-handed, write with your left hand If you are left-handed, write with your right hand Whenever you see an e you will write a schwa, like this ə Instead of a you will write a an at sign, like this @ Instead of a s you will write the number five, like this 5 Adapted from DysTEFL, 2016 Are you ready? A core concept of the UDL approach is that educational institutions need to reduce the barriers that impede access to materials while at the same time provide flexibility in how students achieve their goals. The universal design approach allows instructors to think differently about teaching because it removes the focus from the individual learner and his or her “ability” to master the material and instead requires instructors to provide a variety of acceptable formats through which each student may engage the material. (Brown, David & Smallman, 2017) Please, put your pen or pencil down. Raise your hand if you were able to finish copying the entire text.  In small groups, talk about your experience. Discuss the following: What are some of the things that were difficult for you? What could have the teacher done to make the assignment easier? What do you think was the purpose of this activity?  Imagine that you.are a child, now think about about how this activity made you feel psychologically, emotionally, and physically. How would you describe these feelings? Do you have any recollection of what you read in this activity? A core concept of the UDL approach is that educational institutions need to reduce the barriers that impede access to materials while at the same time provide flexibility in how students achieve their goals. The universal design approach allows instructors to think differently about teaching because it removes the focus from the individual learner and his or her “ability” to master the material and instead requires instructors to provide a variety of acceptable formats through which each student may engage the material. (Brown, David, & Smallman, 2017) Let’s take a moment to listen to the educational experiences of some former students as they describe their experiences navigating the barriers they experienced throughout their education  Dyslexia Specific language Impairment Acquisition of literacy Comprehending & producing language skills Dyspraxia Dyscalculia Coordination of movements Acquisition of numeracy skills Attention deficit disorder (ADD) Inattention, distractibility & short Autism Spectrum Disorder working memory Attention deficit & Hyperactivity ADHD Social Interactions Inattention, distractibility, short working memory, hyperactivity & Impulsivity Let’s take an in-depth focus on ADHD, ASD and Dyslexia  Attention Deficit and hyperactivity There are two major features of ADHD, namely intention and hyperactivity (APA, 2013). These characteristics can be detected in children at a young age & one of the diagnostic criteria should manifest before the age of 12. Difficulties associated with ADHD persist into adolescence and adulthood, although symptoms of hyperactivity might diminish. The prevalence of ADHD among children varies between 2% and 7%, with an average around 5% (Sayal et al., 2018). Statistics suggests that ADHD is likely more common in males (2:1 ratio) than females (6:1 ratio) (APA, 2013). ADHD is identified based on behavioral manifestations reported by teachers and parents as wells as by clinicians. Individuals can be characterized as predominantly inattentive or predominately hyperactive and impulsive, or as a combination of both. ADHD is hereditary and has a genetic origin (Barkley, 2006). ADHD is associated with differential brain functioning (reduced activity in the prefrontal regions of the brain) ADHD frequently co-occurs with other learning disabilities and recent research has shown that 60% of individuals with dyslexia have either ADHD or dyscalculia (Daucourt et al., 2020). Kormos & Smith, 2024  Signs of ADHD Signs of Inattentiveness (difficulty concentrating Symptoms of hyperactivity and impulsivity and focusing) Often fails to give close attention to details or Often fidgets with hands or feet, or squirms in seat makes careless mistakes in schoolwork, work or Often leaves seat in classroom or in other other activities situations in which remaining seated is expected Often has difficulty sustaining attention in tasks or Often runs about or climbs excessively in situations play activities in which it is inappropriate (in adolescents or Often does not seem to listen when spoken to adults, may be limited to subjective feelings of directly restlessness) Often does not follow through on instructions and Often has difficulties playing or engaging in leisure fails to finish schoolwork, chores, or duties in the activities quietly workplace (not due to oppositional behavior or Is often “on the go” or acts as if “driven by a failure to understand instructions) motor” Often has difficulty organizing tasks and activities Often talks excessively Often avoids, dislikes or is reluctant to engage in Often blurts out answers before questions have tasks that require sustained mental effort been completed Often loses things necessary for tasks or activities Often has difficulty awaiting turn Is often distracted by extraneous stimuli Often interrupts or intrudes on others Is often forgetful in daily activities. (DSM-5; APA, 2013, p. 59-60)  The Autism Spectrum (ASD) ASD is often described as a dyad of persistent difficulties with social interaction and communication, as well as repetitive patterns of behavior. Traditional established features of ASD include difficulties in managing conversations; sharing interests and emotions; establishing and maintaining social relations; challenges in understanding of figurative and non-literal language use; poor use of gesture and other means of non-verbal communication; intense absorption in certain subjects (Burgoine & Wing, 1983). People who have ASD tend to experience difficulties in social communication, might take great interest in narrow subjects and engage in repetitive actions (Baron-Cohen, 2008). For example, they tend to have unusual memory for certain things which are in their focus of interest, and they might develop a great expertise in specific areas (Baron-Cohen, 2008). People with ASD may resist changes in their routines, and they might experience distress when modification in regular activies are made. They may also demonstrate hypersensitivity to sensory stimuli such as sounds, textures, colors and smells Currently, 1 child in every 100 children meets the criteria for the diagnosis of ASD (APA, 2013). ASD occurs approximately four times more frequently in males than females (Ehlers & Gillberg, 1993). ASD is genetic in origin and hereditary (APA, 2013). Kormos & Smith, 2024  Potential difficulties experienced by individuals with ASD Difficulties with social and communicative interactions Difficulties in establishing and maintaining social relationships Difficulties in using means of non-verbal communication Difficulties in coordinating movement Resistant towards changes in daily routines Hypersensitivity to sensory stimuli Distinct reactions to: lights tastes smells sounds colours textures Kormos & Smith, 2024  Dyslexia “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction” (International Dyslexia Association, 2002). Dyslexia is a type of learning disability which in not only limited to reading and spelling. Literacy problems are frequently associated with other areas of cognitive functioning such as lack of sustained attention, difficulties in proceduralization and automatization of knowledge and problems with gross and fine motor skills. Everyone's experience of dyslexia will be individual to them but there are common indicators. A cluster of these indicators alongside abilities in other areas could suggest dyslexia, and should be investigated further. Even if dyslexic students have managed to overcome their literacy difficulties, their overall learning difference is not likely to disappear and it will affect them throughout their lives. Dyslexic difficulties might be of different degrees of severity and dyslexia might be associated with a variety of other learning disabilities, which means that people with dyslexia may display very different strengths and weaknesses. Kormos & Smith, 2024  Potential areas of difficulty for people with dyslexia Confuse visually similar words such as cat and cot Spell erratically Find it hard to scan or skim text Read/write slowly Need to re-read paragraphs to understand them Find it hard to listen and maintain focus Find it hard to concentrate if there are distractions Feel sensations of mental overload/switching off Have difficulty telling left from right Get confused when given several instructions at once Have difficulty organising thoughts on paper Often forget conversations or important dates Have difficulty with personal organisation, time management and prioritising tasks Avoid certain types of work or study Find some tasks really easy but unexpectedly challenged by others Have poor self-esteem, especially if dyslexic difficulties have not been identified in earlier life British Dyslexic Association, 2024 Directions: Activity time With a partner, choose one of the three learning disabilities that we discussed today that you are especially interested in. Do a little research about that learning disability Next, answer the following questions for the learning disability you chose. 1. What are some potential difficulties that this learning disability might cause for children and adults in their everyday life? 2. What kinds of learning tasks may be challenging for students who experience barriers due to their learning disabilities when learning languages? 3. What kinds of learning tasks do you think students with these particular learning disabilities would find enjoyable? Today’s schedule 8:30-10:00 Workshop 1 Discourses of disability in education: What inclusion is and what inclusion isn’t 10:00-10:30 Break 10:30-12:00 Workshop 2 What are Specific learning differences (SpLDs)? 12:00-13:30 Lunch 1:30-3:00 Workshop 3 How do SPLDs impact learning additional languages? 3:00-3:30 Break 3:00-4:30 Workshop 4 Identification and Disclosure: What ELT teachers should know  Lunch time! See you at 1:30 How do Learning Disabilities Impact Learning Additional Languages? Rosa Dene David, PhD Candidate, The University of British Columbia  Understanding language learning aptitude In this 90-minute Understanding how learning disabilities workshop, we will affect dyslexia, ASD, and ADHD learn about… Analyzing how learning disabilities impact language learning  Ice Breaker Directions: With a partner, create a list of three things you think a student with a learning disability would find difficult about learning an additional language. Next, create a list of potential strategies that would help that student overcome the barriers you previously listed We will come back to this list a little later In this workshop, we will explore the cognitive factors associated with learning an additional language and having a learning disability. In addition, we will also explore the emotional and motivational consequences these difficulties may have on the overall language learning process.  Understanding Language-Learning Aptitude Language learning aptitude refers to the "prediction of how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions” (Stansfield, 1989). It is generally agreed that there are four ability components of language aptitude Component Definition Phonetic coding ability ability to perceive distinct sounds, associate a symbol with that sound and retain that association Grammatical sensitivity ability to recognize the grammatical function of a lexical element (word, phrase, etc.) in a sentence without explicit training in grammar Rote learning ability ability to learn associations between words in a foreign language and their meanings and retain that association Inductive learning ability to infer or induce rules governing the structure of a language ability (Carroll, 1981) Remember that… Aptitude is not a reflective of an individual's intellectual capacity, rather aptitude highlights how different sets of abilities can enhance learning under various conditions. Aptitude tests are not designed or intended for the identification of learning disabilities or for the identification of second language learning difficulties. However, understanding the overlap between language learning aptitude and the cognitive factors that might cause learning disabilities can help us understand what areas might be particularly difficult for language learners with learning disabilities.  Language Learning Difficulties for Students with Dyslexia and Dyslexic-Type Learning Disabilities Current research indicates that dyslexic-type learning disabilities cause the most serious difficulties in language learning. These three factors often attribute to difficulties in second language acquisition Reduced Orthography (the phonological representation of short-term Slow and Difficulties with the sounds of a memory capacity inaccurate word- phoneme language by and working recognition skills awareness written or printed memory symbols) resources *Dyslexic language learners Cannot be regarded as a homogenous group as they will have differences in their ability profiles and in their L1 background* Kormos & Smith, 2024 Language Learning Difficulties for Students who are on the Autism Spectrum (ASD) There has been very little research on ASD and L2 learning, however learners with ASD tend to have difficulties acquiring certain linguistic features in the L1 and these same difficulties are often present when learning an additional language. Learners with ASD may have difficulty developing language skills and understanding what others say to them. They also often have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions Some children with ASD have problems with the meaning and rhythm of words and sentences. They also may have difficulty understanding body language and the meanings of different vocal tones. Kormos & Smith, 2024  Language Learning Difficulties for Students with Learning Disabilities ADHD Besides dyslexia, ADHD is the only learning disability that has been researched in the field of second language learning (Kormos & Smith, 2024). Some scholars have argued that university students with ADHD perform as well as college students who do not have ADHD (Sparks et al., 2005). In the case of younger learners with ADHD, reduced attentional capacities might have a more significant impact on attention and the attention a learner can devote to various aspects of linguistic input Dyspraxia and Dyscalculia There is currently no research that explores the role of dyspraxia and dyscalculia on language learning. However, there is a high co-occurrence of dyslexia and dyscalculia on L2 learning. Learners with dyscalculia and dyspraxia may have difficulties with phoneme awareness, word recognition, and sustained attention. Learners with dyscalculia may have difficulties with numbers, quantity concepts, and dates Learners with dyspraxia may have issues with acquiring spelling and writing skills as well as learning how to articulate sounds Kormos & Smith, 2024 The Impact Learning Disabilities have on learning an additional Language Go back to the list you created with a partner. What are some potential areas that you think a student with a learning disability might find difficult when learning a second language?  Linguistic issues a learner may experience Problems segmenting words into phonological units Problems in keeping verbal material in phonological short-term memory Problems with phoneme-grapheme correspondence Problems with word recognition Slow reading speed Difficulties spelling Smaller range of vocabulary Slow word retrieval Kormos & Smith, 2012  Non-linguistic issues a learner may experience Smaller span of working memory Problems memorizing grammatical structures Slow speech Difficulties with handwriting Gross motor-coordination Difficulties with time-management and organizing work Difficulties in automatizing new skills Kormos & Smith, 2012 Let’s dig a little deeper and explore the impact of learning disabilities on vocabulary, grammar, reading, spelling, writing and spoken language  When learning a language, what do you think a person needs to know about a language to acquire a new word?  Learning a new word requires a learner to know a lot of different information such as… The knowledge of the meaning Spelling Pronunciation Grammatical information including parts of speech Committing words to long-term memory is often difficult for language learners who do not have learning disabilities. Areas where learners may struggle are often related to their phonological short-term memory capacity, their ability to process phonological information. Kormos & Smith, 2012 How do you learn new words? How do you teach new words to your students?  English language learners tend to acquire words in two ways 1. Intentional learning: When the learner pays conscious attention to establishing a link between form and meaning of words 2. Incidental learning: When a learner learns words unintentionally, for example, by reading a book or listening to music Why? For students with learning disabilities, incidental learning of vocabulary may be more challenging due to their difficulties processing phonological information and difficulty storing new phonological information into their short-term memory. The reduced phonological memory capacity also makes the memorization of word forms in an additional language more difficult. Remember to memorize a word, a learner has to remember the sounds that make up the word, and the order of the sounds. This requires both short-term memory and phoneme awareness. Kormos & Smith, 2024  Potential areas for difficulty with vocabulary and spelling Students with learning disabilities may need more exposure to the new word Students may also mix up sounds while learning the word or they might leave out sounds from the word Students might also mix up meanings of words that have similar sounds Students may also find it more difficult to memorize abstract words in comparison to concrete words For example, students might find it easier to learn nouns in comparison to verbs and adjectives. English does not have a transparent orthography (spelling) as the the language is not phonetic. It can be difficult for learners with learning disabilities to remember and recall letter-sound correspondences not only in the L1 but also in the L2. Kormos & Smith, 2024  The Impact Learning Disabilities can have on Learning Grammar There is no conclusive evidence of underlying implicit learning abilities of individuals with learning disabilities in relation to learning grammar. However, there are some areas that could be more difficult for English language learners with learning disabilities such as difficulties stemming from Working memory capacity limitations Reduced phonological short-term memory span Lower awareness of syntactic awareness in both the L1 and L2 Serial processing or a learner’s ability to remember verbal material in the order it was presented Students with learning disabilities may experience the following difficulties when learning grammar Understanding grammatical concepts Acquiring word order rules Learning suffixation and conjugation Difficulties in acquiring rules implicitly Difficulties in applying grammatical rules (think: Procedural knowledge) Kormos & Smith, 2024 What information do you need to know to be able to read?  Recognizing words requires... Orthographic processing (recognizing letters) Phonological processing (phonological activation of word form, converting letters into sounds, letter combinations to syllables) Accessing the semantic and syntactic information related to the word Morphological processing (suffixes & prefixes) Only then can a learner begin processing the informational context of the text Kormos & Smith, 2012  Reading is a complex skill... There are several processes that need to work parallel and automatically to aid the decoding of information Low-level reading processes such as word recognition and sentence comprehension need to be automatized before readers can expect to understand the informational context Kormos & Smith, 2012  The Impact Learning Disabilities can have on L2 Reading There is a relationship between L1 reading and L2 reading. L1 reading skills are an important foundation for L2 reading development. For example, understanding L2 texts is extremely difficult without adequate knowledge of syntactic structures and knowledge in both the L1 and in the L2. Some areas that can cause problems are letter recognition, insufficient knowledge of knowledge of morphology and syntax may hinder word recognition. For students whose L1 is Spanish (or speak a language with a transparent orthographic system), a language like English may be especially difficult for them as they may experience difficulties decoding the meaning of the text, and this may result in students either not recognizing the L2 word at all, or in retrieving another word instead of the intended word. The primary source of problem is reduced phoneme awareness and phonological short-term memory capacity. For example, learners who have phonological processing difficulties may have problems establishing letter-sound correspondence in L2 reading. They may also have issues recognizing the phonological form of words. Learners may also have short-term phonological memory problems which could hinder reading by limiting the number of verbal units (L2 phonemes, morphemes, words, clauses) that the learner can hold in memory while reading the text. Kormos & Smith, 2024 Students with learning disabilities may have difficulties with the following areas when learning how to read or when reading in the L2 Slower reading speeds Difficulties in establishing letter-sound correspondences Not having enough attention for decoding meaning Inaccurate word recognition Smaller L2 vocabulary Insufficient knowledge of syntax and morphology Kormos & Smith, 2012 What do you need to know how to do in order to write a paragraph?  Writing requires…. Complex motor-coordination skills (to be able to form letters) Phonemic awareness (the ability to segment words into phonemes and covert them into letters. The acquisition of morphological knowledge and rules (to be able to spell) Syntactic knowledge and rules (to be able to construct sentences) Sound-letter correspondence Kormos & Smith, 2024  The Impact Learning Disabilities can have on L2 Writing Writing shares some underlying cognitive and linguistic processes with reading, especially in the domain on lower-order processes. When students express their thoughts on paper, they usually do it through the mediation of silent speech. In order to be able to write, students need complex motor-coordination skills to form letters. Students also need to have phonemic awareness, or the ability to segment words into phonemes and convert sounds into letters. If students struggle with lower-order processes such as spelling, the overall quality of the text will suffer, and students will not be able to create elaborate and cohesive discourse. If students struggle with their phonological shote-term memory, they may have difficulties creating text from verbal information Students may also experience issues with orthography (spelling) and this may make it difficult for students to express their ideas due to difficulties recalling letter-sound correspondences. Students may also mix up of leave other letters and parts of speech in their writing Kormos & Smith, 2024  Producing and Understanding Oral Texts Speaking and listening abilities seem to be less affected by different types of learning disabilities than literacy- based skills such as reading and writing Speech production has four major components 1. Conceptualization (planning what one wants to say) 2. Formulation (which includes the grammatical, lexical and phonological encoding of the message) 3. Articulation (the production of speech sounds) 4. Self-monitoring (checking the correctness and appropriateness of the produced output) In the L1, speech production, planning the message requires attention while formulation and articulation are automatic. Processing mechanisms can work in parallel, making speech fast. However, L2 speech production requires attention in the grammatical, lexical, and phonological encoding phases. In L2 speech, different units of verbal material have to be kept in working memory to be able to create a sentence. L2 speakers have to pay attention to the content of the message as well as to selecting the right words, formulating correct grammatical units and phonologically encoding the utterance. Kormos & Smith, 2024 The Impact Learning Disabilities can have on Spoken Language Learners often experience difficulties with reduced attention span and their phonological short-term memory capacity. L2 speech production also requires sufficient levels of lexical and grammatical competence and the ability to access and use L2 knowledge in real time. Students with learning disabilities may also have a smaller range of vocabulary and lower levels of knowledge of grammatical structures in L2 which may also cause speech production problems. Kormos & Smith, 2024  Understanding spoken language Understanding speech is a complex and interactive process. To understand an utterance listeners must complete the following steps: Listeners attend to the acoustic sound signals and associate them with the abstract representations of speech sounds (phonemes). (Often) simultaneously, listeners then retrieve the words and construct meaning from the utterance by analyzing the grammatical relations among words. In the L1, these processes are automatic and run parallel. However, that is often not the case for L2 Learners as they have to identify phonemes and incoming strings of sounds. L2 comprehension often requires listeners to put in extra effort to understand the speech sounds as well as the grammatical relation among words while drawing on background and textual knowledge. Kormos & Smith, 2024  Potential difficulties students may have with understanding spoken language Problems associating phoneme sequences with words. Difficulties with phonological processing skills Difficulties with phonological short-term memory and storing different units of auditory material for further processing Difficulty remembering verbally presented memory due to reduced phonological short-term memory capacity Kormos & Smith, 2024  Activity Time! Directions: In pairs, you will read each description and decide if you think if the description is describing a potential learning disability or if it is something that occurs while a student is learning an additional language. When you believe it is a learning disability, write “LD” and when you think it is an issue related to second language acquisition write “SLA.” Today’s schedule 8:30-10:00 Workshop 1 Discourses of disability in education: What inclusion is and what inclusion isn’t 10:00-10:30 Break 10:30-12:00 Workshop 2 What are Specific learning differences (SpLDs)? 12:00-13:30 Lunch 1:30-3:00 Workshop 3 How do SPLDs impact learning additional languages? 3:00-3:30 Break 3:00-4:30 Workshop 4 Identification and Disclosure: What ELT teachers should know  Break time! See you at 3:30 Identification and Disclosure: What ELT Teachers Should Know Rosa Dene David, PhD Candidate, The University of British Columbia  Why should we think about identification In this 90-minute The Three Step Process: Observation, workshop, we will Screening, and Formal Identification learn about… Disclosing assessment findings  Warm-up Activity Directions: In small groups, you will be given a couple of different student’s learning profiles. Using the information you learned in the previous class, write down descriptions (not the name of the actual learning disability) that you think the student may be struggling with. Using your intuitive knowledge as teachers, what are some of the things you could do to support each of these students. Write your answers down. We will discuss each of these student’s profiles and we will be coming back to them again in future workshops  Why should we talk about identification? The aim of this workshop is not to provide guidance in how to assess learners, but to offer a general overview of the assessment process that may go through, so that teachers can be prepared to support them where necessary learners. I believe it is important for language teachers to have a strong understanding of learning disabilities, as well as about how to identify when a student may have a learning disabilities. Learning disabilities often manifest for the first time the language classroom when students try to apply their usual learning strategies in the new language context and find that these strategies do not transfer adequately. There are indicators that can help teachers indicate if learning disabilities may be present. A more formal assessment might follow observation of these indicators, which could entail psychological measures of various cognitive functions. The actual sequence of events in the process of assessment is very much determined by local systems, laws and funding streams, but an attempt is made here to outline broadly how a positive identification of learning disabilities may be reached Kormos & Smith, 2024  Identification There are many reasons why it is important to identify any barriers to learning. For example, ff a learner’s difficulties are due to learning disabilities, rather than a general difficulty, alternative routes need to be found to enable the learner to access the curriculum. These might take the form of adjustments to classroom management or study strategies or changes in arrangements for assessments (see Chapter 7). Individuals who have LDs often learn more about themselves and their strengths, and begin to understand why they experience difficulties with certain aspects of daily life, including studying. They can also start to develop strategies to compensate for particular areas of challenge, which ultimately improves their self-esteem Kormos & Smith, 2024  The need to exercise caution when talking about diagnosing learning disabilities However, applying a label to an individual can have far-reaching consequences related to self-perception and the perceptions of others. Misapplying labels can be even more damaging, so great care must be taken before a definite identification can be made and shared. Diagnostic labels (e.g,. those that indicate that an individual has a particular condition, for example ‘dyslexia’) are usually the least helpful, since the experiences of people who are given this label will vary considerably, as will their strengths and areas of challenge Kirby and Kaplan (2003) suggest that it is more helpful to work with functional labels, which are more descriptive and individual, and which take into account the large overlap between the range of LDs Kormos & Smith, 2024  Identification: Three Step process The identification of LDs is often a process of discovery in three broad stages: 1. Observation 2. Screening 3. Formal assessment (Geva & Weiner, 2015). This process typically involves a team of people including the individual, family members, teachers, and external educational and medical professionals (Carothers & Parfitt, 2017). Although the end point is in many cases a formal assessment carried out by a psychologist or specialist teacher, the starting point, and the most important phase of the process, is usually observation of behaviours and habits on the part of the individual, a carer or a teacher Kormos & Smith, 2024  Observation The way children and adults respond to everyday tasks and challenges reveals a lot about the way in which they see and interact in the world and if they potentially have a learning disability. Family members and teachers who see a person on a regular basis in routine situations are in a good position to notice if they are having difficulty with something that most people find easy. Family members and carers may notice that a child does not meet the expected developmental milestones in terms of language development, motor coordination, or social skills such as demonstrating empathy. Asking family members to be a part of the observation stage is helpful, so that they have time to process the idea that their child may have LD. Families who have been involved throughout the screening and assessment stages, are better able to support a student with a positive identification of LDs because they are no longer a shock. Early identification of LDs is important as it can help prevent the downward spiral of confidence and lowered self-esteem that characterise and perpetuate educational failure. If parents express concern over the development of their child, these concerns ought to be taken seriously, and one way of doing this is to implement an observation framework, both at school and at home. Observation checklists often come in the form of a checklist, or a more open-ended log of unusual behavior. Kormos & Smith, 2024 Example of an observation log that could be used by parents or teachers Kormos & Smith, 2024  Remember, There are Similarities Between Language Learning and Learning Disabilities The kinds of errors made in writing by people with LDs are very similar to those made by language learners without learning disabilities. We have to look beyond the written language produced by learners to other, largely non-verbal indicators. However, there are some aspects of cognitive functioning that are not determined by language, and often have different characteristics in people with LDs For example: The working memory capacities are generally smaller, The speed of information processing is commonly slower in people with LDs These can be considered as indicators of an underlying cognitive difference.  Should I recommend a student be screened for an LD? Remember, that observing one such indicator on its own does not necessarily mean that a person has a learning disability When a learner has several indicators that persistently observed in more than one situation (i.e. at home and at school, or at a relative’s house or a social situation), this should be enough for the next stage of identification to be implemented. The next step is generally a semi-formal screening procedure, in which a teacher speaks to the learner about some of the difficulties that have been observed, and perhaps also carries out some preliminary assessment activities. At this point it becomes important to gain the informed consent of the person being assessed. The learner needs to understand what the assessment tasks involve, and what the potential outcomes might mean for them. For very young learners, it may be appropriate for teachers to liaise initially with the parents or carers, while learners over the age of 18 should be given the choice as to who is involved in the process In many countries, there are regulations regarding the collection and management of personal data Kormos & Smith, 2024  Ask yourself, “Do the difficulties I am noticing happen only in their second language or do they occur in both the first and second language? Are their any other potential difficulties related to their working memory, ability to automatize new skills, or with their gross motor-coordination?”  Screening The purpose of screening is to investigate the observations made previously by family members and class teachers, as well as those self-reported by the learner where possible, gathering evidence to determine the causes of the behaviour observed. Screening should be carried out by a qualified person such as a specialist teacher, psychologist or Psychiatrist. The screening may consist of a semi-structured interview and perhaps some assessment activities designed to explore the difficulties reported. Some elements of literacy acquisition may also be investigated. LDs are only usually identified in the absence of other environmental or physical reasons for a person’s difficulties The educational background is usually examined to assess how much school they have had and whether they have had any difficulties at any stage of their education and of these difficulties have been addressed The screen also asks questions about the learner’s formal education to see if it has been disrupted by extended periods of ill health, unusually high levels of family mobility, or whether they have experienced whether any emotional or physical trauma that may have affected their cognitive functioning. Kormos & Smith, 2024  Activity Time: Let’s review an example Format for a Screening Interview Directions: In pairs, you will examine at an example format for a screening interview. Together, you will analyze the document. What do you like or dislike about the screening interview? If you were giving the interview, is there anything would you change, modify, remove or add? Now, think about this in relation to one of the student profiles you looked at earlier, is there anything you would change, modify, remove or add for this particular student?  What happens after the screening process? After the screening process, the information collected can be used to implement some interventions in the classroom that are designed to address the difficulties the learner is experiencing However, in some cases, it may be decided that it would be useful to move to the next stage of assessment: formal assessment by an educational psychologist or fully qualified specialist teacher Remember, that advising an individual to take the next step is a BIG Deal! Getting a formal diagnosis can have an effect on the learner’s self-image, and their perceptions of those around them. Each case needs to be carefully considered before proceeding to a formal assessment or not Kormos & Smith, 2024  Formal identification There are several reasons why a formal assessment might be required. A formal diagnosis often the key to accessing funding for interventions, to implementing curriculum adjustments and to arranging exam access arrangements. A formal psychological assessment is designed to examine on all areas of cognitive functioning, and can help learners to understand their own performance, and to help them develop strategies to overcome those barriers. Most psychological assessments make use of several batteries of assessment tools with the majority of these tools are designed to measure certain skills and compare individuals’ performances to that of the average for their age peers. Many formal assessments designed to identify LDs are based on an analysis of ability (or ‘IQ’), attainment and are usually measured in terms of success in developing literacy practices and other cognitive processes such as phonological processing and working memory). Learners go through a series of tests that evaluate areas such as Literacy and reading skills: reading comprehension, reading speed, word decoding, spelling, cognitive functioning: visual perception, working memory, speed of processing, verbal comprehension Processing delay and processing speed: Verbal and phonological processing, verbal reasoning Kormos & Smith, 2024  Disclosing assessment findings to the student and family As soon as the results of the formal assessment are known, the information ought to be shared with the student and if they are under the age of 18, with their parents. It is essential that assessors or tutors who are responsible for disseminating the information think about the student and their family’s level of knowledge regarding LDs, rather than assuming that they will understand all the implications of a positive identification Reports of the findings should be written in accessible language, explicitly stating what the effects of the identified LD could mean for study and other areas of life, rather than just reporting the statistical data The way in which the disclosure is made to the support network is crucial in setting up a positive framework in which the student can make the necessary psychological adjustments, since the attitudes of parents and friends affect the degree to which any interventions that are implemented are embraced. Kormos & Smith, 2024  Passing on information to class teachers and external bodies After explaining to the student and their family what the findings of the assessment mean, the most important disclosure is to the teachers who will work with the learner, followed by external bodies such as exam boards, funding sources and possibly practical work experience placement hosts. The information that is sent to teachers needs to be relevant and comprehensive, but not overwhelming Teachers need to be made aware of what the findings mean for the class, what can be done to make the curriculum more accessible, and what can be expected in terms of support for the learner Kormos & Smith, 2024 Example of a pro forma that could be used to circulate information to faculty and staff Kormos & Smith, 2024  Activity Time! Directions: In your same small groups, go back and read the different student’s learning profiles again. Using the information you just learned, decide whether or not you would begin the three-step process of identification. For each student profile write a short rationale for your decision. Would you share any of the information you know so far about this students learning with their parents or or other teachers? Why or why not? Today’s schedule 8:30-10:00 Workshop 1 Creating an inclusive learning environment for language learners with disabilities: The Basics 10:00-10:30 Break 10:30-12:00 Workshop 2 Multisensory Techniques for Inclusive Language Teaching 12:00-13:30 Lunch 1:30-3:00 Workshop 3 What is multimodality and and how does it shape literacy 3:00-3:30 Break 3:00-4:30 Workshop 4 Approaching Literacy Instruction from a Multimodal Lens