WS for C re Literacy-1

Educate and Collaborate Series : 

Educate and Collaborate Series Western Society for Children

Sponsored by: Literacy Now New Westminster : 

Sponsored by: Literacy Now New Westminster We are a group of organizations and individuals in New Westminster who are working to increase literacy and access to literacy services for our residents and families Our partner organizations include: Family Services of Greater Vancouver New Westminster Family Place The Purpose Society The New Westminster School District Western Society for Children City of New Westminster The New Westminster Public Library Douglas College

Western Society for Children : 

Western Society for Children

Background : 

Background History of the Western Society for Children Since 1993, Western Society for Children has been a not-for-profit agency of hope that enhances the lives of children with disabilities and their families, through specialized equipment and therapy. More than a source of information and referral, our registered charity works to address many gaps, strengthening families through a continuum of care for children living with the challenges of disabilities.

Did you know? : 

Did you know? Disabilities can happen to anyone. They may be evident at birth, develop over time, or result from trauma. The majority of children with disabilities do not get the chance to develop to their full potential. 80 % of resources needed to overcome a wide variety of challenges are not available to these courageous children.

Inclusion of Diversity – The Tip of the Iceberg. : 

Inclusion of Diversity – The Tip of the Iceberg. Like an iceberg, much of how we recognize and react to people with diverse abilities remains hidden from conscious awareness. Disability has no obvious artifacts outside the medical model, and yet it is totally included and impacted by cultural assumptions.

Iceberg Analogyhttp://www.hrsa.gov/culturalcompetence/curriculumguide/AppendixA.htm (D) : 

Iceberg Analogyhttp://www.hrsa.gov/culturalcompetence/curriculumguide/AppendixA.htm (D)

Premise and Promise of Literacy : 

Premise and Promise of Literacy All children want to learn. Challenging children are, in fact trying desperately to get it right. (Dr. Ann Streissguth) Learning Disabilities are most common in children of average and above average intelligence. (LDAC) Common knowledge about literacy challenges What is the most common learning disability?

From Dr. Edward Hallowell : 

From Dr. Edward Hallowell The most common learning disability by far is not dyslexia, though dyslexia is common. It is not attention deficit disorder, although ADD is not rare. It is not a mathematics disability or a foreign-language disability or a non-verbal learning disability, although these conditions appear in every large group of children. By far the most common learning disability we know of is…

Fear : 

Fear

Where do we go from here? : 

Where do we go from here? The key to fostering Literacy is learning, from a different perspective: Learning - how Literacy skills develop Learning - about the barriers that exist for some Learning - about the impact that illiteracy has on our community wellness Learning - what your community can do to make a difference

Biology of Literacy : 

Biology of Literacy Neurobiology All learning Outcomes have their basis in the biology of the brain. Downshifting – into survival rather than learning A fearful child will not learn Anger happens when a child lacks the words to express frustration Trauma and distress shut down learning

Society’s downshifting : 

Society’s downshifting Stigma Invisible difficulties are not evident and often remain ignored or misunderstood Lack of valuing best effort

Developmentalism : 

Developmentalism Development is built upon a foundation of core skills. Next steps in literacy depend on linkage to prior knowledge. A key distinction between challenges If literacy supports are not available to a child whose first language is not English, that child still has the capacity to learn. Without the supports for development, a child with a disability may not make, or even retain, progress in learning. ESL and disability are distinctly different, but they may co-exist

Laying in the grass is fun… : 

Laying in the grass is fun… Unless it touches your head, hands or toes.

The process of learning : 

The process of learning Manageable amount of information “chunks” Sensory integration Developing effective interventions Non-judgmental

The process of learning : 

The process of learning Enjoyable (does not mean easy) Meaningful – occurs in a way that makes sense to the child, and where they can see themselves as taking successful steps, however small.

Long term investment : 

Long term investment Involves parents Don’t assume or place automatic blame on poor parenting Continuity across the age spectrum Learning is a continual process, and challenges will continue to affect people through all stages of their life.

Building resilience and inclusion : 

Building resilience and inclusion Accurate observation Learning styles Outputs 8 Common neurodevelopmental breakdowns (ref: Dr. Mel Levine) Language dysfunction Ineffective motor output Insufficient memory Weak production controls Insatiability and/or social distractibility Low mental energy Disorganization

Building resilience and inclusion : 

Building resilience and inclusion Accurate assessment Multi-sensory learning Teach to all of the senses Accommodate for over/under stimulation Importance of exercise to brain function Cross lateral activity may help children with focus, attention, and coordination. Including tactile activities may help children understand

Building resilience and inclusion : 

Building resilience and inclusion Fostering environments for learning Assess your capacity to be inclusive in community agencies Are there families who may not be included? Do you have capacity to adjust to include children who require extra support? If not, what should be happening? Be ready to make changes in services Expect inclusion of all segments of diversity.

Building resilience and inclusion : 

Building resilience and inclusion Technology and Equipment Examples Joystick mouse Tech -Talk device Voice recognition Universal Design Boardmaker

Promoting success, not failure : 

Promoting success, not failure If a child has accomplished an amount of learning, allowing more time to demonstrate their knowledge will not increase the amount. It will merely ensure that the amount is accurate. For example, it is possible to pour 1 cup of water in 10 seconds. The same cup may be poured more slowly in 20 seconds, however the amount will still be the same 1 cup.

No race to win or lose : 

No race to win or lose Education is not the filling of a bucket, but the lighting of a fire. W. B. Yeats

Barrier-free learning : 

Barrier-free learning Validates effort Acknowledges frustration Models difficulty and determination Celebrates ability and its culture – Western Society perspectives. Establishes a connection for wellness Positive attachment Emotional wellness Physical wellness

The Importance of Literacy for All. : 

The Importance of Literacy for All. Speak up in community about the issues. “Language” is how we communicate with each other, but “Culture” is where we experience the important sense of belonging. Share what you have learned with at least two other people, and ask them to do the same.

The world is as big as we make it. We are meant to be here together. : 

The world is as big as we make it. We are meant to be here together.