Page 2
Le Lien Vol. XII, No. 1 - September 1999
Teacher's Ask: How do I effectively teach students with learning
disabilities in the French Immersion classroom?

by Ann Fitzgerald

Learning disabilities affect approxi- mately 10% of the population. At least 2 or 3 children in every classroom are experiencing a learning disability. If the French immersion teacher is to teach these students effectively, she needs to understand what learning disabilities are.

Generally, a learning disability is a dysfunction of the central nervous system in an individual of potentially average to above average intelligence. A learning disability is not related to intelligence. It is a problem in processing information. It may be manifested by a developmental delay or a difficulty in any of the following areas of functioning: attention, writing, reasoning, reading, social competence, emotional maturity, communicating, memory, spelling, calculation, coordination. There are no cures. A student who experiences a learning disability will grow up to be a learning disabled adult (Learning Disabilities Association of Canada, 1990). Furthermore, researchers have surmised that there can be a higher rate of under and unemployment amongst the learning disabled population (Adelman & Vogel, 1991). However, with the proper assessment, care, and instruction from professionals such as educators, the student can learn to cope with the disability and succeed in life.

For the student in New Brunswick having a learning disability, one step towards the goal of achieving success after graduation can be the development of bilingual skills. The role of the French immersion classroom teacher is paramount in the realization of this objective. In order to help the student, as well as

to cope with the added pressure of serving the needs of such a student in the classroom, the French immersion teacher can use a pro-active approach which includes seven actions:

1. Read the Cumulative Record of the student in September. This will save the student and the teacher from experiencing unnecessary frustration. Strengths and weaknesses as well as recommendations as to how to help this student in the classroom should be offered in assessment reports contained in the file. As a time-saver, the teacher can read the summary and the list of recommendations of an assessment report only, rather than reading it in full. Such information is usually found on the last page of the report.

2. Use the Resource teacher, be she unilingual or bilingual. This educator has received special training in the area of learning disabilities and can help the classroom teacher in many ways. For example, she can explain terminology found within reports. She can explain the child's difficulty in relation to classroom expectations. She can provide suggestions as to how to best instruct the student in the class. She can help the classroom teacher adapt classroom work for the student. She can provide the classroom teacher with material. She may be able to take the student out of the classroom for specified periods to complete an intensive program designed for that student. She can act as an assistant in the classroom. She can help devise a behavior plan. She can prepare summer work for the student to complete. She can help the teacher decide if a particular student is showing signs of a learning

disability. She can assess and report on the abilities of a student. She can serve as a link between the home and the classroom. If such support is not forthcoming due to the language of instruction, the school's French immersion teachers should address this issue with administrators.

3. Get to know the Special Education Plan (SEP)/Individual Education Plan(IEP). Any student who has been diagnosed as having a learning disability must have a Special Education Plan put in place. The SEP is a plan completed by those professionals involved with the student. Parents and students can and should have input into this plan as well. The plan outlines those individual goals and objectives which the student is to meet by the end of the school year. The plan will include any adaptations to the classroom program. The SEP can be adjusted during the school year, depending on the progress of the student. Parents have the right to insist that the SEP is implemented. Educators do not have the right to neglect the SEP. The classroom teacher should speak to the Resource teacher if there are any questions or concerns regarding the SEP.

4. Adapt the student's report card marks in accordance with the goals and objectives of the SEP. The student who has a plan in place should be marked according to her own progress and not in comparison to the progress of the rest of the class or to the curriculum objectives. It must be noted that report card marks should only be adjusted for those areas which are included in the SEP. Furthermore, the report card should indicate that the marks have been adjusted.
continued on page 3

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