Monthly Archives: October 2016

Supporting Students With Autism Disorsders

Last year, before beginning to teach PYP, I received an email from a teacher telling me that I will have a Grade 2 students in my class with special needs. This student had autism disorders. Honestly, I was quite astonished and puzzled. It was the first time ever I would teach one student having this kind of special needs. I read quite a lot to be more aware and to be able to give my utmost to my lovely student, Rosie.

After reading a great article on SPELTAC: “Ways to support ells with special needs” (http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/03/response_ways_to_support_ells_with_special_needs.html), I wanted to share to resources in English and merely in French language that I found on the Internet and thanks to the librarian at the Montpellier hospital.
But, before, I wanted to let you know one fact that shocked me: in Cambodian language, there is not even 1 word for autism. Read this article to understand how the autistic persons are viewed by the local population because of a lack of awareness:
http://www.phnompenhpost.com/national/care-autism-lacking-kingdom
In Phnom Penh, there are only 2 schools that support kids having these disorders: http://www.rabbitschoolcambodia.org/
 https://hagarinternational.org/international/contact/

  1. Free training online in French language: 

http://www.canalautisme.com/meacutethode-montessori–vie-sensorielle-et-vie-pratique.htmlhttp://www.langagequebec.ca/asofiles/troubles_dapprentissage_guide_enseignants.pdfhttp://stream.ac-creteil.fr/play2.php?vid=1653http://www.cyber-profs.org/clips_details.php?id=16&q=1000http://www.ac-grenoble.fr/ash38/spip.php?article39 :http://www.autisme-ressources-lr.fr/Bibliographies
http://www.autisme-ressources-lr.fr/IMG/pdf/ressources-scolarisation-autisme-enseignants-avs.pdf
 

2. Some handy and meaningful resources in French langue :

  • Organising the time and the environment: https://drive.google.com/file/d/0B-_N6qI3Bzofa3ltdDhZbjgxQ1k/view?usp=sharing
  • Modeling and differentiating the learners paths: https://drive.google.com/file/d/0B-_N6qI3BzofQTkxZTFhWU03Wmc/view?usp=sharing   https://drive.google.com/file/d/0B-_N6qI3BzofY0l1dVh6ODlxdVU/view?usp=sharing   https://drive.google.com/file/d/0B-_N6qI3BzofLURPUS1mWUlyWnM/view?usp=sharing
    https://drive.google.com/file/d/0B-_N6qI3BzofM1kzanpXazN6aWs/view?usp=sharing

3. PD in NZ and in Australia:

To my point of view, Australia and New Zealand are wellhead than France/Belgium/Switzerland (besides their training for ABA approach) So, if you are interested in this topic and you can apply for a PD, here is some of their programs:

http://www.autismnz.org.nz/training_programmes
https://drive.google.com/file/d/0B-_N6qI3BzofcjdoNkdaSE9GTEE/view?usp=sharing

Translanguaging in FL… I embark on a new adventure!

Here is my post that share ideas about how to use Translanguaging in FL to enhance students learning. Click on the link to hear my recording: https://drive.google.com/file/d/0B-_N6qI3BzofNTFRYW01R3BMNFU/view?usp=sharing

(lenght: around 9 minutes)

Here is an illustration of 3 strategies for translanguaging in FL.

  1. Writing Skills (Words Wall)
Students wrote the key vocabulary of our first unit in the target language, in English language as well as in their mother tong (here, in Vietnamese language)
Grade 5 students wrote the key vocabulary of our first unit  in our Word Wall, in the target language, in English language as well as in their mother tong (here, in Vietnamese language)

2. Reading Skills (Vocabulary Activity)

After reading a short book in the target language (for the book week), students worked on the vocabulary and filled this chart. They wrote down 5 new vocab in the target language, in English and in their mother tong (in Pastho language, in Hindi language, in Vietnamese language, in Turkish language... )
After reading a short book in the target language (for the book week), students worked on the vocabulary and filled this chart. Grade 5 students wrote down 5 new vocab in the target language, in English and in their mother tong (in Pastho language, in Hindi language, in Vietnamese language, in Turkish language… )
Same exercice in khmer language
Same exercise in Khmer language
Same exercice in Hindi language
Same exercise in Hindi language

3. Writing skills (Writing cards)

Multilingual and translanguaging activity with Grade 3 students: after a brainstorming to contrast French, English and Spanish languages, students write cards to greet a sick student in the 3 languages.
Multilingual and translanguaging activity with Grade 3 students: after a brainstorming to contrast French, English and Spanish languages, students write cards to greet a sick student in the 3 languages.
Detail of 1 card writing.
Detail of 1 card written by a Grade 3 student.
Other sample
Other sample
Other sample
Other sample