Diversity & Inclusion
The difference between inclusion and LRE.
Inclusion - philosophy based
LRE - placement based
1 potential underlying reason for EBD
•Family context
•Social context
•School vs. home expectations
•“Build a wall”
•Fear or threat
•Seek recognition
•Interpersonal skills
•“Bad” rather than “dumb”
How can we start to reduce the stigma around problematic substance use?
Language:
-neutral/accurate
-person first language
The professional who diagnoses a communication disorder.
Who is a SLP.
The definition of resiliency.
What is the ability to thrive despite risk factors.
Best way to maintain equity in classroom.
Clearly stated and consistently applied classroom rules are needed to address racism, sexism, ableism, and bullying.
2 of 5 major subgroups of EBDs.
Impulse control disorders
Socialized aggression
Attention problems
Anxiety
Psychotic behaviour
Motor excess
Of those who suffer from depression - the ratio who have suicidal thoughts
Suicidal thoughts:
1/6 girls
1/10 boys
Most common speech disorder.
What are Phonological & Articulation
Definition of equity education.
“tailoring teaching to challenge inequities and discrimination” (p. 346).
3 collaborative learning activities.
Your textbook provides examples of several collaborative learning activities in Table 6.4 (Hutchinson & Specht, 2020, pp. 173–174).
One way to support students with behavioural needs.
What are positive behaviour supports.
Name a typical fear for child, adolescent, adult then name an anxiety for each group.
Natural disasters, social acceptance, peer relationships
Why deafness is not a communication disorder.
–Linguistic minority: a community that uses a language different from the majority
To provide a safe space for LGBTQ2S+ students therefore reducing suicide rates
The 4 culturally responsive actions of teachers [and EAs].
1. The learning environment
2. Meaningful knowledge construction
3. Interpersonal relationships between the teacher and student
4. Social relationships among students and others
4 of 5 potential causes of EBDs
–Biological (e.g., genetic inheritance)
–Psychoanalytical (e.g., traumatic early childhood experiences)
–Behavioural (e.g., environmental events)
–Phenomenological (e.g., feelings coming from self)
–Sociological/ecological (e.g., labelling)
What are the 4 parts of the "concept of circle"
Belonging
Generosity
Independence
Mastery
When communication disorder becomes a "disability"
•Haynes and Pindzola (1998, as cited in Smith, et al. 2015) explain that a communication difference become a disability when one or more of the following conditions is met:
–The transmission and/or perception of messages is faulty.
–The difference places a person at an economic, learning, or social disadvantage.
–There is a negative impact upon the individual’s emotional growth.
–The difference causes physical damage or endangers the health of the person.
4 "Categories" of individuals who might be considered at-risk.
–students who are members of a sexual or gender minority group,
–students affected by poverty,
–students who experience abuse and maltreatment, and
–students who use substances.
The TRC recommendations for education.
–Educating all students about residential schools and treaties as well as preparing teachers to integrate Indigenous knowledge and teaching in their classrooms for Indigenous students and all other students.
–Developing resources and best practices to teach curriculum related to residential schools and Indigenous history and to build intercultural understanding and empathy.
–Including, in comparative religious studies, information on Indigenous spiritual beliefs and practices developed collaboratively with Indigenous Elders.
–Funding research on advancing understanding of reconciliation.
•(TRC Calls to Action, 2015, as cited in Hutchinson & Specht, 2020, pp. 159–160)
The 5 commonalities in EBDs
–Behaviour that goes to an extreme (significantly different from what is normally expected)
–A behaviour problem that is chronic and does not quickly disappear
–Behaviour that is unacceptable because of social or cultural expectations
–Behaviour that affects the student’s academic performance
–Behaviour that cannot be explained by health, sensory, or social difficulties
Name 5 of the DSM anxiety disorders
Generalized anxiety disorder
Panic disorder
Social anxiety disorder (social phobia)
Specific phobia
Separation anxiety disorder
Agoraphobia
Selective mutism
Others: (Anxiety disorder due to another medical condition; Other specified anxiety disorder; Unspecified anxiety disorder)
5 components of language
•(a) phonology,
•(b) morphology,
•(c) syntax,
•(d) semantics, and
•(e) pragmatics
Definition of obligation to report.
–When educators have reasonable and probable ground to suspect abuse, they have the legal and moral obligation to report this to the appropriate authorities, as outlined in the Child, Youth and Family Enhancement Act.