LGBTQ: Lesbian, Gay, Bisexual, Trans and Queer.
“It takes no compromise to give people their rights...it takes no money to respect the individual. It takes no political deal to give people freedom. It takes no survey to remove repression.”
- Harvey Milk
It is important to keep in mind that LGBTQ rights are being debated, protested, and cemented right now. Being gay is not a new thing. LGBTQ rights have come a long way, especially in Canada, in a relatively short period of time. There still progress that remains, especially in a global context.
Gay Straight Alliances, or GSA’s, have become the primary strategy for inclusion of LGBTQ students in schools.
“This resource is intended to support students, teachers, administrators, parents/guardians and districts to develop and maintain safe school communities. In particular, its goal is to provide information and answer questions to assist in creating LGBTQ inclusive schools and classrooms at both the elementary and secondary levels.”
- NB Education and Early Childhood Development
The Department of Education and Childhood Development’s website has a guide for GSA’s and resource for implementing them.
http://www2.gnb.ca/content/gnb/en/departments/education/k12/content/lgbtq.html
GSAs in New Brunswick:
The following are a list of New Brunswick schools with active GSAs at the time of printing:
- Riverview High School
- Saint John High School
- Woodstock High School
- École L’Odyssée
- Moncton High School
- Fundy High School
- Nackawic High School
- Grand Manan High School
- Sir James Dunn Academy
- Minto Memorial High School
- Oromocto High School
- Ecole Ste-Anne
- St. Stephen High School
- Leo Hayes High School
- Tobique Valley High School
- Sir James Dunn Academy
- St. Stephen Middle School
- Harvey High School
- Leo Hayes High School
- Rothesay High School
- Bathurst High School
- St. Mary’s Academy
- Fredericton High School
- Harbourview High
- School McAdam High School
- NB Education and Early Childhood Development, 2015
The following are a list of New Brunswick schools with active GSAs at the time of printing:
- Riverview High School
- Saint John High School
- Woodstock High School
- École L’Odyssée
- Moncton High School
- Fundy High School
- Nackawic High School
- Grand Manan High School
- Sir James Dunn Academy
- Minto Memorial High School
- Oromocto High School
- Ecole Ste-Anne
- St. Stephen High School
- Leo Hayes High School
- Tobique Valley High School
- Sir James Dunn Academy
- St. Stephen Middle School
- Harvey High School
- Leo Hayes High School
- Rothesay High School
- Bathurst High School
- St. Mary’s Academy
- Fredericton High School
- Harbourview High
- School McAdam High School
- NB Education and Early Childhood Development, 2015
Dyslexia:
“Dyslexia is a language-based learning disability. Students with dyslexia experience difficulties with language skills such as reading, spelling, writing, comprehension, and pronouncing words.”
- International Dyslexia Association of Ontario.
To Know:
Of people with reading difficulties, 70-80% are likely to have some form of dyslexia. It is estimated that between 5-10% of the population has dyslexia, but this number can also be as high as 17%.
It is important to remember that dyslexia is something a person is born with. You can not grow out of it or cure it. People can learn to work with their dyslexia.
Some characteristics of people with dyslexia:
-Often gifted and creative
-Difficulty rhyming words and sounds
-Poor sequencing of numbers (12 for 21) and words (was for saw)
-Poor spelling
-Avoids reading aloud
-Difficulty organizing ideas to speak or write
-Avoids writing tasks
-Left/right confusion
-Slow to memorize alphabet and math facts
-Reading comprehension difficulties
-Trouble following oral instructions
-Appearing restless or easily distracted
Universal Accommodations:
Spell checker, photocopied notes, verbal notes, extra time, visuals, reduced reading materials, directions read to students, access to computer, and many more…
Useful information:
Useful Websites:
“http://www.ldac-acta.ca”
LDAC, Learning Disabilities Association of Canada.
“http://www.learningdisabilities.org.uk”
Foundation for People with Learning Disabilities.
“http://www.ncld.org”
National Center for Learning Disabilities.
“http://www.idaontario.com”
The International Dyslexia Association of Ontario Branch.
Depression:
Depression is a medical condition that has a huge impact on the body and mind. It has the ability to have a huge effect on the emotional, physical, behavioral, and cognitive state of a person. There are a few different kinds of depression, such as postpartum depression or seasonal depression, though the most common type is known as major depressive disorder. Having depression can have a major impact on how students learn and perform in schools, and can lead to such extremes as students dropping out of school, losing touch with friends and family, or even committing suicide. There are many different factors that come into play when it comes to depression. Sometimes it can be caused by chemical imbalances in the brain. Other times, it can be caused by outside sources such as stress, trauma, substance abuse, or chronic illness. When considering students that may have depression, it is immensely important to not offer counseling to students. Only trained professionals should do this. It is our job as teachers to provide an accommodating learning situation for students who show the symptoms of depression, or those who have been clearly diagnosed. According to the British Columbia Ministry of Education, it is important to keep records of observations and consult with a school councilor about concerns you have with a student. (BC Ministry of Education, p. 23) It is also absolutely necessary to create an inclusive learning environment where the student can feel supported, even if they do not publicly struggle with their depression. Some of the recommended ways to create an inviting classroom include the following:
Sources for this section: British Columbia Ministry of Education. Teaching Students with Mental Health Disorders. 2001. Accessed at: https://www.bced.gov.bc.ca/specialed/docs/depression_resource.pdf Mood Disorders Association of Ontario. What Is Depression? 2016. Accessed at: http://depressionhurts.ca/en/about/ |
Anxiety Disorders
There is no doubt that everybody experiences anxiety at some point in their life, but when it becomes such a regular occurrence that it affect’s a person’s everyday life, then there is a good chance that this person is suffering from an Anxiety Disorder. Anxiety Disorders are considered mental illnesses that can have an immensely adverse effect on a person’s quality of life if left untreated. There are many different kinds of Anxiety Disorders, such as Phobias, Panic Disorder, Social Anxiety Disorder, Generalized Anxiety Disorder, and Post-Traumatic Stress Disorder. Essentially, these disorders can affect anybody at any age, and are the most common mental health issues documented. Students are arguably the most affected by these disorders, as chronic bouts of anxiety can severely inhibit a student’s ability to learn and function properly in the classroom.
As with depression, having an inviting classroom environment is key to allowing those battling anxiety disorders to feel accepted and confident in themselves. The website provided by The Children’s and Adult Center for OCD and Anxiety, located at www.worrywisekids.org is a fantastic resource that provides methods in which the classroom environment can allow students with anxiety disorders to flourish without affecting the rest of the class as well. Also included on this website is methods of working outside the classroom as well, such as recess and lunchtime activities, large groups and assemblies, and field trips. They state that “Anxious children perform best in a calm, supportive, but organized classroom. Because change and uncertainty can be unsettling, a structured classroom, calmly disciplined will let children feel safe and know what to expect. An ideal situation is a teacher who maintains authority positively, using reason and respect rather than fear for punishment” (The Children’s and Adult Center for OCD and Anxiety, 2016).
Anxiety disorders are becoming more common in classrooms today, and it is important that we learn how to plan our classrooms to accommodate those battling them.
Sources for this section:
Canadian Mental Health Association. Anxiety Disorders. 2016. Accessed at: http://www.cmha.ca/mental_health/understanding-anxiety-disorders/#.WDN0-_krJhE
The Children’s and Adult Center for OCD and Anxiety. Sample Accommodations for Anxious Kids. 2016. Accessed at: http://www.worrywisekids.org/node/40
There is no doubt that everybody experiences anxiety at some point in their life, but when it becomes such a regular occurrence that it affect’s a person’s everyday life, then there is a good chance that this person is suffering from an Anxiety Disorder. Anxiety Disorders are considered mental illnesses that can have an immensely adverse effect on a person’s quality of life if left untreated. There are many different kinds of Anxiety Disorders, such as Phobias, Panic Disorder, Social Anxiety Disorder, Generalized Anxiety Disorder, and Post-Traumatic Stress Disorder. Essentially, these disorders can affect anybody at any age, and are the most common mental health issues documented. Students are arguably the most affected by these disorders, as chronic bouts of anxiety can severely inhibit a student’s ability to learn and function properly in the classroom.
As with depression, having an inviting classroom environment is key to allowing those battling anxiety disorders to feel accepted and confident in themselves. The website provided by The Children’s and Adult Center for OCD and Anxiety, located at www.worrywisekids.org is a fantastic resource that provides methods in which the classroom environment can allow students with anxiety disorders to flourish without affecting the rest of the class as well. Also included on this website is methods of working outside the classroom as well, such as recess and lunchtime activities, large groups and assemblies, and field trips. They state that “Anxious children perform best in a calm, supportive, but organized classroom. Because change and uncertainty can be unsettling, a structured classroom, calmly disciplined will let children feel safe and know what to expect. An ideal situation is a teacher who maintains authority positively, using reason and respect rather than fear for punishment” (The Children’s and Adult Center for OCD and Anxiety, 2016).
Anxiety disorders are becoming more common in classrooms today, and it is important that we learn how to plan our classrooms to accommodate those battling them.
Sources for this section:
Canadian Mental Health Association. Anxiety Disorders. 2016. Accessed at: http://www.cmha.ca/mental_health/understanding-anxiety-disorders/#.WDN0-_krJhE
The Children’s and Adult Center for OCD and Anxiety. Sample Accommodations for Anxious Kids. 2016. Accessed at: http://www.worrywisekids.org/node/40
ADHD
ADHD, or Attention Deficit Hyperactivity Disorder, is a mental health disorder that is primarily diagnosed in children and teenagers. It is the most common mental health disorder that is diagnosed at an early age, and like depression and anxiety, can have a severe impact on a child’s ability to function and learn in the classroom. Unlike depression and anxiety, however, ADHD causes a burst of activity in the affected child instead of inhibiting work ethic or causing panic. Healthline.com describes some of the symptoms of ADHD as “self-focused behavior, emotional turmoil, fidgetiness, inability to finish tasks, lack of focus, [making] mistakes, and daydreaming” (HealthLine, 2016). Some children may experience symptoms like this and may not actually have ADHD, but there is no doubt that a child experiencing the inability to focus or control their behavior in a classroom can lead to issues; not only for the individual, but for the classroom environment overall.
While it can certainly be frustrating to work with a child that has ADHD, there are methods that can be used to make the classroom, but the child will most often have it much worse than the teacher. “Students with ADHD pay the price for their problems in low grades, scolding and punishment, teasing from peers, and low self-esteem. Meanwhile, you, the teacher, wind up taking complaints from parents who feel their kids are being cheated of your instruction and feeling guilty because you can’t reach the child with ADHD” (Helpguide.org, 2016). Inclusion is one of the key factors in ensuring that every child is able to have a solid education in their school years, but students with ADHD may need some specific assistance with learning and being evaluated in the classroom. Helpguide.org has a list of some methods that teachers can use to help a student with ADHD. These include:
Sources for this section:
HealthLine. 7 Signs of Attention Deficit Hyperactivity Disorder (ADHD). 2016. Accessed at: http://www.healthline.com/health/adhd/signs#Overview1
Helpguide.org. Teaching Students with ADHD: Helping Students with Attention Deficit Disorder Succeed at School. 2016. Accessed at: http://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm
ADHD, or Attention Deficit Hyperactivity Disorder, is a mental health disorder that is primarily diagnosed in children and teenagers. It is the most common mental health disorder that is diagnosed at an early age, and like depression and anxiety, can have a severe impact on a child’s ability to function and learn in the classroom. Unlike depression and anxiety, however, ADHD causes a burst of activity in the affected child instead of inhibiting work ethic or causing panic. Healthline.com describes some of the symptoms of ADHD as “self-focused behavior, emotional turmoil, fidgetiness, inability to finish tasks, lack of focus, [making] mistakes, and daydreaming” (HealthLine, 2016). Some children may experience symptoms like this and may not actually have ADHD, but there is no doubt that a child experiencing the inability to focus or control their behavior in a classroom can lead to issues; not only for the individual, but for the classroom environment overall.
While it can certainly be frustrating to work with a child that has ADHD, there are methods that can be used to make the classroom, but the child will most often have it much worse than the teacher. “Students with ADHD pay the price for their problems in low grades, scolding and punishment, teasing from peers, and low self-esteem. Meanwhile, you, the teacher, wind up taking complaints from parents who feel their kids are being cheated of your instruction and feeling guilty because you can’t reach the child with ADHD” (Helpguide.org, 2016). Inclusion is one of the key factors in ensuring that every child is able to have a solid education in their school years, but students with ADHD may need some specific assistance with learning and being evaluated in the classroom. Helpguide.org has a list of some methods that teachers can use to help a student with ADHD. These include:
- Seat a child with ADHD away from windows and near your desk.
- Create a quiet area free of distractions for test-taking and study.
- Give instructions one at a time.
- Make sure the student has a system for writing assignments and important dates.
- Keep instructions simple and structured using charts and other visual aids.
- Allow for frequent breaks.
Sources for this section:
HealthLine. 7 Signs of Attention Deficit Hyperactivity Disorder (ADHD). 2016. Accessed at: http://www.healthline.com/health/adhd/signs#Overview1
Helpguide.org. Teaching Students with ADHD: Helping Students with Attention Deficit Disorder Succeed at School. 2016. Accessed at: http://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm