March/April - All Special Kids
Transcription
March/April - All Special Kids
ASK GENEVA, SWITZERLAND MARCH/APRIL 2010 Dear Parents, CONTENTS Assisted Technology Visual Spatial Awareness A Word from the Editor Assisted Technology ISSUE NO. 20 1 2/3 Boys Vs. Girls 4 Why Gender Matters 5 Tools for Learning 6/7 ASK Seminars 8/9 Weekly Social Drama 10 Fast ForWord Program 10 ASK Summer Camp 11 Calendar of events 12 ASK Newsletter Team: Joy Tong Jenny Jeffries Contributors: Zoe Caloghiris Dominique Le Bouteiller ASK - All Special Kids ASK C.A.R.E Center 150 Rte de Ferney, Room 425a 1211 Genève 2 Tel: 022 788 21 02 http://www.allspecialkids.org [email protected] There is no question that technology is the future for our children. These days toddlers in diapers know how to handle a computer mouse and young kids know how to download programs on computers and mobiles. Yet, there are many of us parents who still are not aware of the available assisted technology tools that can assist our children with learning differences to be more successful in their learning process and improve their independent living skills. Any kind of support tools and services are not be all and end all. Every child has different needs and for some, assisted technology may not be the right solution. In addition, a proper training is required and the parents need to reevaluate the training regularly to ascertain the progress is right on track. During my latest parent teacher conference, I had to carefully hold my emotion back, when one teacher challenged my intentional avoidance of using the word “ s pecial needs ” to discuss my daughter ’ s difficulties in front of her, whose presence was required by law. The words “ special needs ” can mean different things to different people. The term can create many arrays of feelings depending on the acceptance level of the parents. In some cases, it is used to benefit the child who may need extra support services but in many instances it is used as a label to differentiate the child from their typical developing peers. In my family, we choose not to use the word “ special needs ” to define Allegra. Since childhood, she was told she is special and unique . We repeatedly reinforce the message that she can do any- thing she wants as long as she puts her mind to it. Despite her numerous difficulties, Allegra walks tall. Her self esteem is much higher than many children that I have seen with or without learning difficulties. Personally, I do not believe in defining a child with his or her special needs, which may psychologically limit the child to fulfill their ultimate potential in life. Just like many parents, my sincere wish for Allegra is for her to live an independent and productive life, in spite of what label she may be given to wear at her school. Happy reading! Joy Tong & the newsletter team We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology. ~ Carl Sagan 2 Assistive Technology by Zoe Caloghiris ‘When selecting assistive technology it is mportant to consider the learner who will be using it, the environment and the context it will be used in and the practicality of its use ‘ Technology can be a wonderful tool and if used effectively it can help break down barriers for individuals with learning difficulties. From supporting children with their reading and writing, to helping them with their organization and note taking, assistive technology has the potential of helping individuals accomplish tasks and gain new skills that were previously out of their reach. It also reduces the learners ’ reliance on parents and teachers and helps them become more independent. Assistive technology refers to any item, piece of equipment, or product system that is used to increase, maintain or improve individuals ’ competence, whether their needs are physical, cognitive or social. These technologies may be purchased commercially off the shelf, modified, or customized. Assistive technologies range from lowtech equipment, such as a magnifying glass to high tech gadgets, such as a computer that responds to touch and allows a child to communicate more effectively. These resources can be adopted for use in schools, but also at home. When selecting assistive technology it is important to consider the learner who will be using it, the environment and the context it will be used in and the practicality of its use. To help guide you through the process of selection, the National Center for Technology Innovation and Center for Implementing Technology in Education ( 2006 ) has defined six clear steps. Six steps to finding a solution Identifying AT solutions to support a child ’ s participation is best done as a team process. By first examining the interests, abilities and needs of a child and the specific components of the activity where support for participation is indicated, AT solutions can be planned and implemented and the impact can be observed immediately. A sixstep process defined below is one example of a framework for AT decision making for young children. Step 1: Collect child and family information. Begin the discussion about the child ’ s strengths, abilities, preferences and needs. What strategies have been found to work best? Step 2: Identify activities for participation. Discuss the various activities within the environments that a child encounters throughout the day. What is preventing him/her from participating more? Step 3: What can be observed that indicates the intervention is successful? What is his/ her current level of participation and what observable behaviors will reflect an increase in independent interactions? What changes ( e .g., number of initiations, expression attempts, responses, reactions, etc. ) will you look for? Step 4: Brainstorm AT solutions. With the activity and desired outcomes established, you are now ready to discuss possible solutions with educators, family members, the physical therapist, and other people with whom the child interacts on a weekly basis. Do the child ’ s needs include supports for movement, communication and/or use of materials? Start with what is available in the environment ( what other children use ) and consider adaptations to those materials. A range of options that address specific support areas should be considered. The TAM Technology Fan, a new resource produced by The Council for Exceptional Children ( C EC ) and which is focused on identifying AT items for young children with disabilities, helps to facilitate this step. Step 5: Try it out. Determine when the AT intervention will begin and create an observation plan to record how the child participates with the AT supports. Step 6: Identify what worked. Selecting AT interventions is a continuous learning oppor- 3 Assistive Technology by Zoe Caloghiris tunity. Reflect on your plan and discuss what worked. What didn ’ t work? What should be done differently? Make modifications as needed and try again. Only by trying the AT can certain factors such as technology placement, amount of force, mounting, number of choices, etc. be determined and adjusted. dren with learning difficulties, for example, are often further hindered by poor organizational skills; high tech assistive technology such as handheld electronic organizers may appear as an exciting effective solution, however, a simple day planner may be quicker to learn to use and work just as well. Here are a just a few examples of the types of technologies you can find to help: If you are looking at more expensive high tech aids, it may be a good idea to test a variety of products before making a decision in which to invest. Look out for and ask about free demos or 30-day-trials which some companies may offer. Many specialists will also have access to assistive devices and may have catalogs or resources available for you to look through. a child who struggles spelling - spell check and word prediction software and electronic dictionaries a child who struggles with their thinking skills - visual tools including concept maps and webs with pictures, which can be found as computer programs with templates and example activities or simply home made. These can help the learner ‘ deal with facts and knowledge, memory and retrieval, and language and thinking ’ . a child who struggles using a regular computer mouse or keyboardkeyboard- more ergonomic mice and keyboards can be found, which the child may find more straightforward to use. a child who struggles to read printed text: text cameras which convert printed text in to digital text and then read it out loud to the user an older child who struggles with note taking - dictaphone devices an older child with poor memory skills - paper -based computer pens, which record someone speaking while they are taking notes and would allow the user to listen back to what the teacher was saying during any point of his/her note-taking. These are only a few examples, but by searching the web and talking to teachers, Educational Psychologists and other specialists, you may discover many, many more. New tools are coming out all the time; however you should not dismiss older or more traditional methods as these may still be more effective or adapted to your child. Chil- Here are some websites you can visit for information about Assistive Technologies: Assistive technologies for children with Autism: http://www.specialed.us/autism/assist/ asst10.htm Accessible technology for all: htt p://www.edt ech-associat es.com/ index.htm Assistive technology for kids with learning difficulties: http://www.greatschools.org/LD/assistivetechnology/assistive-technology-for-kidswith-learning-disabilities-an-overview.gs? content=702 Assistiveware: www.assistiveware.com/touchstrokes.php R e vo l ut io n W a it in g to H ap p en, by Sarah Jewell: Article from The Guardian ( 2008 ) on Assistive Technologies for individuals with Dyslexia. http://www.guardian.co.uk/education/2008/ may/06/link.link6 Inclusive technologies: http://www.inclusive.co.uk/ Assistive technology tools: “It is a good idea to test a variety of products before making a decision in which to invest. Look out for free demos and 30 trials” 4 Boys vs. Girls: Are Boys More Visual-Spatial Than Girls? “Researchers found that boys are years behind girls in the development of the area of the brain responsible for fine motor skills.” Nearly every time I present, whether it ’ s to an audience of parents or educators, I am asked, “ Are boys more visual-spatial than girls? ” I tend not to answer right away, waiting until we ’ ve discussed some identifying traits of children who favor this learning style. Eventually, I ask each participant to write down the name of a child they are fairly certain fits the profile of this type of learner. With a show of hands I ask “ Who among you wrote down the name of a boy? ” Almost without fail, the boys have been identified by 80% or more of the participants. When I first began studying this learning style in earnest, I was concerned that I might be biased. Both of my children are visual-spatial and male, my husband is visual-spatial and male, 80% or more of my students ( at a private school for gifted children ) had been visual-spatial and male, and well over 80% of the families that had hired me to consult with or advocate on their behalf had visual-spatial male children. Hence, my quest to read as much as I could about the differences between the sexes regarding spatial abilities, particularly as related to successful learning. Historically, boys and men have long excelled in spatial ability tests over girls and women. Some authors have proposed a hunter-gatherer theory, predicting that men excel in spatial abilities such as navigation, map reading, and mental rotations because survival depended on the ability to hunt, hurl a spear through space at a moving target, and finding one ’ s way home. Women, on the other hand, required better spatial location memory in their work as gatherers ( S ilverman & Eals, 1992 ) . Other theories have postulated that spatial abilities are further enhanced by experience and that, once endowed with ability in a particular area, the individual continues to select activities that serve to further increase ability in that domain. We see this in the selection of many extracurricular activities where those with an innate ability to draw, for example, often choose visual arts classes. Are boys more visual-spatial than girls? Well, it could be argued that they appear to be more visual-spatial and at a younger age than girls: ...some of the regions involved in mechanical reasoning, visual targeting and spatial reasoning appeared to mature four to eight years earlier in boys. The parts that handle verbal fluency, handwriting and recognizing familiar faces matured several years earlier in girls ( Ripley, 2005, p. 55 ) . We have ample research to demonstrate that young boys don ’ t appear as “ school ready ” ( read “ left hemispheric ” and not visual-spatial ) as young as girls: …Virginia Tech researchers found that boys are years behind girls in the development of the area of the brain responsible for fine motor skills ( Sax, 2005, p. 95 ) . For a 1,500 Hz tone...the average girl baby had an acoustic brain response about 80 percent greater than the response of the average boy baby…that range of sound is critical for understanding speech, particularly from a female voice [which most elementary school teachers are]. The female-male difference in hearing only gets bigger as kids get older ( Sax, 2005, p. 17 ) . There are stronger connecting pathways within the female cerebellum brain than the male providing superior language and finemotor skills for girls than boys. A more active frontal lobe, which facilitates speech, thought, and emotion allows for improved verbal communication in girls ( Gurian, 2001, p. 27 ) . …girls are prewired to be interested in faces while boys are prewired to be more interested in moving objects ( Sax, 2005, p.19 ) . 5 ….Why Gender Matters in Every Classroom by Alexandra “Allie” Golon (www.visual-learners.com) The problem may lie, however, in what we regard as “ school ready ” skills. Seldom do we assess or monitor the development of spatial abilities, often an area of strength for many boys. Geography, an area most visualspatial learners excel in, is not typically introduced until the later grades, nor is higherlevel mathematics. Instead, “ math ” is about the rote memorization of seemingly meaningless facts and figures. Certainly we see plenty of visual-spatial women. Many girls have grown up to pursue careers as mathematicians, pilots, artists, musicians, designers and other “ righthemispheric ” domains. So why the disparity in what classroom teachers see, particularly during the elementary school age years? My personal observation is that girls, while they may have strong visual-spatial abilities and may prefer the right hemisphere of the brain ( as demonstrated by their response to instructional strategies that speak to that hemisphere ) , are predisposed to please their teacher and are not inclined to act out if bored, unchallenged, or unengaged. Boys, on the other hand, tend not to have any qualms about verbalizing their displeasure with a situation and ultimately becoming a behavior issue in the classroom. So boys are brought to me and girls, typically, are not. As Sax ( 2005, p32 ) wrote, The bottom line is that the brain is just organized differently in females and males. The tired argument about which sex is more intelligent or which sex has the “ better ” brain is about as meaningful as arguing about which utensil is “ better, ” a knife or a spoon. The only correct answer to such a question is: “ Better for what? ” Did you know that boys represent 90% of the discipline problems, 80% of the dropouts and two-thirds of the identified learning disabled in America ’ s classrooms ( Gurian, 2001 ) ? No wonder teachers and parents of boys far outnumber the teachers and parents of girls who request my services. I have long been plagued with the question, though, is this a “ b oy ” problem or a teaching problem? Take no offense teachers, as I am a classroom teacher as well, but my work with educators in classrooms all over the world has convinced me it ’ s the latter. Though well intentioned, too many of the teachers I have encountered continue to deliver instruction in an old and tired format of word-based lecture and textbooks. Their classrooms might be havens for word thinkers who can easily remember facts and figures and recite them on demand, but there is a significant population they have let fall through the cracks: gifted children, students with learning disabilities, English Language Learners, minority children, students who excel in the arts, and a whole host of other visual-spatial learners for whom the written and spoken word is the least effective method from which to receive new information. Ways we can help visual-spatial boys do better in school ( Golon, 2006 ) : • Allow for ample hands-on learning opportunities • Maintain a sufficient level of challenge – boredom comes more quickly to boys • Give them plenty of work space • Allow movement which helps stimulate and provides oxygen to the brain • Use symbolism, including diagrams, charts, graphs • Incorporate more images • Use computers and other media as often as possible Because I strongly believe in the value of spatial abilities and their application to successful careers in the 21st century, I would encourage girls to participate and become more proficient in activities of spatial awareness including reading maps, communicating directions, playing and building with construction toys ( K ’ Nex, blocks and LEGOs ) , manipulating puzzles and mazes, etc. Both articles contributed by Allie Golon “The bottom line is that the brain is just organized differently in females and males.” 6 Tools faor Learning: Removing Barriers, Empowering Learners, Achieving Results “Universal Design for Learning is a flexible approach to curriculum design that offers all learners full and equal opportunities to learn” Tools for Learning professional development is designed to help classroom teachers learn how to use accessible desktop and online tools to support the diverse learning needs of their students. These tools can remove barriers to reading, improve understanding of concepts, can empower learners to independently access and comprehend what they read, which can result in academic achievement. The framework of this approach to learning for all students came from the research of Universal Design for Learning® ( UDL ) developed by CAST ( C enter for Applied Special Technology ) . UDL is defined as “ a flexible approach to curriculum design that offers all learners full and equal opportunities to learn. Based on research on the diverse ways people learn, UDL offers practical steps for giving everyone the chance to succeed. ” Universal Design for Learning calls for... ·Multiple means of representation, to give learners various ways of acquiring information and knowledge, ·Multiple means of action and expression, to provide learners alternatives for demonstrating what they know, ·Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation. To best illustrate the tools behind “ Tools for Learning ” , the focus of this article will take a closer look at the technologies that can support literacy skills and also illustrate the first UDL principle, “ multiple means of representation ” . Tools for Learning With computers located in almost every classroom, an opportunity to use “ no cost ” tools to support literacy is here and now. These tools can be used by every student; some will use it for reading text but everyone can use them for writing and proofreading. What are these tools and where can they be found? These tools are ReadPlease 2003, Natural Reader, WordWeb and the Mac speech tool for the Mac computers. The first two readers ( text-to-speech software ) can be easily downloaded from the web and the Mac speech tool is already in the operating system that can be activated in Mac System Preferences. The first reader, ReadPlease 2003 ( www.readplease.com ) , can be installed on any number of computers and has features where you can adjust font size, reading speed and voices. This reader also highlights the words in yellow as it reads, an important feature for students who may have poor decoding or fluency skills. The second reader, Natural Reader ( w ww.naturalreaders.com ) has similar features as ReadPlease 2003 with an added feature of a mini-board. This mini-board can sit on the desktop and when students need to have information read whether in a software program or on the web, the student can select what needs to be read and then click the play icon to have it read. Installed on a desktop, these readers support literacy ( reading and writing ) for every student and provide independent access to curriculum and to the wealth of resources on the web. For decades we have determined that because a student could not decode efficiently, they could not understand the grade level content or the literature that may have been assigned. With the onset of e-books and e-texts, we can now offer access to content and the wealth of resources on the web. An essential tool that supports both reading and writing is WordWeb ( wordweb.info/ free ) ; a free dictionary/thesaurus for the PC with a 150,000 word dictionary and 120,000 synonym sets that can be used in any program or the web. After downloading and installing the software, simply place your cur- 7 By Kathleen H. McClaskey, M.Ed., EdTech Associates® www.edtech-associates.com sor on a word and press Control and right click; a window will appear with the definitions, how it is used in a phrase, the synonyms and antonyms ( if available ) . It will also pronounce the word, and if the word is not found you can cross-reference it to the web. When you select a synonym, the definition number will also be highlighted. Bookshare Bookshare ( Bookshare.org ) offers a repository of over 60,000 electronic books and textbooks at no cost for students who are U.S. citizens ( anywhere in the world ) and who are identified with a print or visual disability. Included in the membership, available to both schools and individuals, is a free download of Read:Outloud – Bookshare edition. This software includes text-tospeech and a set of reading comprehension features, but will read only Bookshare ebooks. With the Tools for Learning, Learning you can empower every student with the ability to proofread their writing and expand their vocabulary. When you install these tools on every computer in your school, you will be supporting literacy for ALL students. TextText-toto-Speech Tools • Natural Reader www.naturalreaders.com ) and ReadPlease 2003 ( www.readplease.com ) – free text-to-speech tools for the PC • WordTalk ( www.wordtalk.org.uk/ Home/ ) : a free text-to-speech program for the PC that works within MS Word and Outlook and highlights each word that is read. Includes a talking spell checker and a talking thesaurus. Upgraded in January 2009, WordTalk includes the ability to save settings and convert your text file to a wav or MP3 file. • Mac Speech Tool: This text-to-speech tool can be used in any program or on the web. Activate it by going to the Mac System Preferences. Alex is a natural voice found in the Leopard operating system. Writing Tools • MyWebspiration ( m ywebspiration.com ) – online graphic organizers developed by Inspiration that is currently free. • Ghotit ( ghotit.com ) - Online context spell checker service that is great for students with learning disabilities. Check out the downloadable Ghotit version that provides text-to-speech within the correction window. Tool to Support Reading and Writing • WordWeb ( wordweb.info/free ) : a free and comprehensive dictionary thesaurus that can be used in any program or on the web. Electronic Books ( ee -books or ee-text ) • Bookshare.org: A repository of over 60,000 books and textbooks ( see left ) • Complete Works of William Shakespeare: shakespeare.mit.edu/ • e-books and e-text links: www.edtechassociates.com/ebooks-etexts-andreaders.htm UDL Resources • National Center on Universal Design for Learning: www.udlcenter.org/aboutudl • UDL Guidelines - www.cast.org/ publications/UDLguidelines/ version1.html. Guidelines to help in designing flexible curricula. • UDL Guidelines Blog - udlguidelines.edublogs.org/. A forum for educators and education stakeholders • CAST Strategy Tutor - cst.cast.org/cst/ auth-login. Free online tool to support students in activities that involved online reading, research, and information collection “With the Tools for Learning you can empower every student with the ability to proof read and expand their vocabulary” 8 Universal Design for Learning Tools for Learning: Removing Barriers, Empowering Learners, Achieving Results Accessible Technology: Building a Plan for Learning Diversity By Kathleen McClaskey, President of EdTech Associates, Amherst, New Hampshire,U.S.A. www.edtech-associates.com Webster University, LLC Hall, Saturday, 13th March 2010, Time: 9h-16h30 Fees inclusive of breakfast & lunch: ASK member CHF200, Non-member: CHF325 (include one year membership & meals), Pay at door CHF350 The greatest challenge for teachers in the classroom is to instruct to a diversity of learners each day. In the world of accountability and improving outcomes for all learners, the question is what role accessible technology (desktop and online tools) has in supporting universally-designed instructional strategies and in developing effective learning skills with all students. Attendees will gain an understanding of the researched-based Universal Design for Learning (UDL) model by illustrating the three brain network - recognition, strategic and affective networks and the role they play in learning. Accessible desktop and online tools will be presented with how they can be leveraged to support UDL instructional strategies for teachers as well as the 21st Century learning skills for all students. In a step-by-step interactive demonstration, the audience will learn how to build a plan for learning diversity by applying UDL solutions in a lesson using technology tools. Workshop Learning Objectives As a result of this presentation, participants will be able to: • • • Acquire an understanding of the principles of the Universal Design for Learning Mode and how they are applied in research-based instructional strategies Gain practical ideas in using accessible technology to support students in developing effective learning skills in reading, writing, organizing and planning. Learn how to build an instructional plan for learning diversity with accessible desktop and online tools. What will it take for technology to be considered a critical component of education to help more students learn, achieve and reach their potential? A growing body of research exists to support the use of technology to assist the teaching and learning of literacy skills. Educators will learn how 21st Century tools can provide a new opportunity to remove barriers to learning and improve the literacy skills of students across all grade levels. This hands-on workshop will present how to use accessible desktop and online tools to support students in reading and vocabulary development. Participants will learn how to develop effective universally-designed instructional strategies in reading and vocabulary with the use of workshop tools that are presented. 9 The Visual-Spatial Classroom: Differentiation Strategies that Engage Every Learner By Allie Golon Former Educator, Author & Internationally recognized expert on Learning Styles Webster University, LLC Hall, Saturday, 24th April 2010, Time: 9h-16h30 Fees inclusive of breakfast & lunch: ASK member CHF200, Non-member: CHF325 (include one year membership & meals), Pay at door CHF350 Brain research has demonstrated that no learning can occur without engagement of the right hemisphere, which activates attention. All students, regardless of age, learning style, gender or IQ, learn best with strategies that employ color, humor, music, movement, exaggerated size, visualization, and hands-on activities. The majority of today’s students are visual-spatial learners (VSLs), with powerful right-hemispheric abilities, such as imagination, intuition, creativity, technological proficiency, artistic expression and emotional responsiveness. While auditory-sequential students excel in traditional skills—reading, spelling, handwriting, calculation, and memorization, VSLs have gifts crucial to success in the 21st century. Every student must be encouraged to develop these right-hemispheric strengths. Objectives for Participants Participants will acquire an overview of different learning styles, understand the necessity of finding and serving visual-spatial learners, learn the distinction between visual-spatial and auditory-sequential learning styles, recognize the characteristics of visual-spatial learners, discover techniques to increase engagement of all students, regardless of learning style, empower visual-spatial learners to succeed in the classroom and beyond. Specific teaching strategies have been drawn from the books, Raising Topsy-Turvy Kids: Successfully Parenting Your Visual-Spatial Learner, If You Could See the Way I Think: A Handbook for Visual-Spatial Kids and The Visual-Spatial Classroom: Differentiation Strategies that Engage Every Learner. 10 Weekly Social Drama SOCIAL SKILLS BUILDING THROUGH ROLE PLAY Crossroads Church, Ferney Voltaire, Mondays – 4:30 to 6:00pm Cost: Friends of ASK: 350CHF for 10 sessions Non-ASK: 385CHF for 10 sessions ASK Weekly Social Drama Program is an afterschool program for children to develop certain social skills through role play and fun games activities that will improve your child’s interactions with his or her peers and siblings, at the same time improve their self confidence. Contact: [email protected] Fast ForWord® Reading & Learning Intervention Program AFTER SCHOOL PROGRAM 12 weeks Program – CHF550 per month Please contact ASK for more information, if you are interested in the after-school program at the center or off site home program. Contact: Joy Tong - Email: [email protected] - Tel: 022 788 2102 11 2010 ASK Bi-Lingual SUMMER CAMPS ~ sharing ~ communication ~ cooperation ~ ~ conflict resolution ~ empathy ~ self-control ~ ~ self-awareness ~ self-confidence ~ Morning Tutoring, Learning Social Skills & Life Skills Summer Fun Activities Geneva Secondary School, avenue de Châtelaine 95, 1219 Châtelaine First week: July 19th - 23rd, 2010 Second week: July 26th - 30th, 2010 Third week: Aug 2nd - 6th, 2010 Fourth week: Aug 9th - 13th, 2010 Morning Tutoring Program - HALF DAY: CHF550 ASK Social Skills Camp - FULL DAY: CHF775 Morning Tutoring & Social Skills Afternoon - FULL DAY: CHF975 Contact: [email protected] - Tel: 022 788 21 02 12 CALENDAR OF EVENTS http://www.allspeicalkids.org - contact: [email protected] ASK-Geneva Upcoming Events MARCH 2010 PARENTS GET-TOGETHER (COFFEE MORNING) 1. Thursday, 4 March - 10h to 12h, Where: ASK office, Rm 425a, 2. Thursday, 18 March -10h to 12h, Where: Vufflens-le-Chateau, Vaud WEEKLY SOCIAL DRAMA 1, 8, 15, 22 March - Crossroads Church, Ferney - 16h30 to 18h C.A.R.E. LECTURES FOR PARENTS Tools for Learning - Kathleen McKlaskey Friday, 22 January - 19h30-21h30, Webster Uni, Rm A13/15 ASK - ANNUAL SEMINAR SERIES Universal Design for Learning - Tools for Learning: Removing Barriers, Empowering Learners, Achieving Results Accessible Technology: Building a Plan for Learning Diversity By Kathleen McClaskey Saturday, 13th March - 8h30 - 16h30, Webster Uni, LLC Hall APRIL 2010 WEEKLY SOCIAL DRAMA 12, 19, 26 April - Crossroads Church, Ferney - 16h30 to 18h PARENTS GET-TOGETHER (COFFEE MORNING) No Events - Spring Break C.A.R.E. DISCUSSION FORUM FOR PARENTS Raising Topsy Turvy Child by Allie Golon Tuesday, 9 February - 19h30-21h30, Webster Uni, Rm A13/15 ASK - ANNUAL SEMINAR SERIES The Visual Spatial Classroom - Differentiation Strategies that Engage Every Learner By Allie Golon Saturday, 24th April- 8h30 - 16h30, Webster Uni, LLC Hall