Tag: MEDS

A Path To Inclusion: Disability Awareness Course for Educators

Posted on by Melissa Lyon

Are you a person who is interested in making K-12 schools more inclusive for people with disabilities? If so, check out the video below that outlines the highlights of my applied research project that I created for the part-time VIU Master of Education in Special Education program. My project is an online course for educators on the topics of disability awareness and inclusion. 

As a person with a disability myself, I have a unique perspective of experiencing Special Education from both sides; both as both a student and as an educator. In this video I give you a short introduction to my life as a person with both cerebral palsy and epilepsy. I also outline what the research says regarding teachers’ concerns about inclusion, and what the experts state should be done to alleviate these concerns to create greater inclusivity in the classroom. As the video concludes, I provide an overview of the online course that I created for teachers and teaching assistants that is based on the research that I have conducted. 


After watching this video, if you would like to view the course I have created, you can find the login information and a print overview of the course here. I would welcome any feedback you have on the course. Enjoy the movie! 

~ Melissa Lyon

YouTube Video Link

** Thank you to Dr. Bob Esliger for being an outstanding supervisor for my applied project!

A Picture Book for Emotional Regulation in Early Childhood

Posted on by lissethelias

Adriana Elias, MEDS student

The video below presents a picture book for emotional regulation. This picture book is written in Spanish and has English audio. Besides, the infographic summarizes the main concepts depicted in the story. Through this applied project, I developed this story to reinforce emotional skills like identifying feelings and communicating them. Whit this learning tool, readers can practice acceptance and understanding of feelings using curiosity and kindness. Emotional abilities can reinforce other skills, like boosting self-confidence, improving performance, developing decision-making skills, supporting independence, and enhancing sociability. The earlier we start this learning process, the better children can master these abilities and improve wellness.

References:

  • Domitrovich, C., Durlak, J. A., Stanley K. C., & Weisberg, R. P. (2017). Social-Emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2). https:/doi.org/408-416. 10.1111/cdev.12739
    Cambridge University Press (2021). What is dialogic reading? https://www.cambridge.org/elt/blog/2019/04/18/dialogic-reading/
  • Breugelmans, S., Ambadar, Z., Vaca, J., Poortinga, Y., Setiandi, B., Widiyanto, P., & Philipot, P. (2005). Body sensations associated with emotions in Raramuri Indians, rural Javanese, and three student samples. American Psychology Association, 5(2), 166-174. https://doi.org/ 10.1037/1528-3542.5.2.166
  • Goleman, D. (1995). Emotional intelligence. Bantam Books.
  • Nummenmaa, L., Glerean, E., Hari, R., & Hietanen, J. (2013). Bodily maps of emotions. Proceedings of the National Academy of Sciences of the United States of America PNAS, 111(2), 646-651. https://www.pnas.org/content/111/2/646
  • Llenas, A. (2012). The color Monster. Flamboyant.

Preservice Teachers’ Understanding of Dyslexia in Relation to Effective Reading Instruction

Posted on by kimberlywatson

All students are capable of learning and should be given the necessary tools they need to succeed.  My belief in this fundamental concept led me to the Master of Special Education (MEDS) program at Vancouver Island University.  One of my personal and professional goals is to provide a better quality of instruction for all students and to inspire educators to see new or different perspectives on existing teaching practices.

Influenced by my passion for educating students with dyslexia, I researched literature suggesting that many educators continue to believe misconceptions and myths about dyslexia.  The literature has also indicated that preservice teachers are not being adequately prepared to recognize dyslexia within the context of an inclusive classroom or provide effective reading instruction.  Curious about how preservice teachers are being prepared for the inclusive classroom, I decided to research preservice teachers’ understanding of dyslexia in relation to effective reading instruction. 

My qualitative research study uses a case study approach to gain valuable insight into preservice teachers’ experiences and perceptions about dyslexia.  Four participants were interviewed over the course of two semesters using a semi-structured format.  Preliminary data has indicated that many participants share similar beliefs surrounding dyslexia and many unexpected findings continue to surface.  The aim of my study is to help preservice teachers understand the importance of this area of special education to promote a further inclusive environment that enables all students to reach their potential.  This research may also contribute to the advancement of knowledge by providing feedback for the standards of university undergraduate education programs at higher-level institutions.

Are you curious about dyslexia?  Perhaps you are looking for some classroom strategies to support students with dyslexia?  Are you wondering about the process and application to the Research Ethics Board?  Please, don’t hesitate to ask me anything!

Improving Inclusive Teaching Practice by Reducing Role Conflict and Ambiguity for Learning Support Teachers

Posted on by andreahoeving

Many teachers in learning support roles face the challenge of managing a wide array of tasks that fall outside of the expectations of a typical classroom teaching position while also carrying the expectation that their time is best spent in direct teaching. Conflict arises when spending time on indirect and administrative tasks, which is important and time consuming, is de-valued and the fact that these tasks are key components to providing services for students is overlooked. This leaves teachers in learning support roles with conflicting expectations and assumptions of what is important and how this is to be acted out, often leading to job attrition. This research explores the question: Could a planning tool be used to more clearly and effectively utilize LST time and, by extension, improve the working environment and job satisfaction of the LST? Using the methodology of design-based research, both qualitative and quantitative data was collected through survey, interview and focus group meetings to explore discrepancies in the perceptions of the roles LSTs fulfill related to the needs of the students they work with from the perspectives of elementary classroom teachers, school administrators and LSTs. The data collected indicated that all three groups exhibited incongruencies between what specific activities they saw as valuable and how they felt LSTs should spend their time. Having specific jobs outlined, as in a planning tool, clarified perceptions of how time would be best spent, enabling team members to plan with a unified vision.

Please click the link to watch my 3-minute thesis:

https://viu.video.yuja.com/V/Video?v=659114&node=3177186&a=464021169