Neurological
disability
04
Students with neurological disability may have structural, biochemical or electrical abnormalities in the brain, spinal cord or other nerves.
Some indicative examples of this type of disability include; epilepsy, autism spectrum disorder (ASD), Specific Learning Disability (SLD),
cerebrovascular diseases including cerebral palsy, multiple sclerosis and traumatic disorders of the nervous system.
What might be the issues for teachers working with students with neurological disability?
For you
For school
Professional learning
Knowing what the individual needs are of each student you teach is
important. These can often change and finding professional learning
to support your own growth can be difficult. Seek out information on
brain function and consult other staff who have taught students with
neurological disability.
Pedagogy
Upskilling all staff on how to provide the best learning opportunities
and outcomes, needs to be supported by what works best for each
child. A supportive culture is established when everyone takes
responsibility for learning how to teach all students more effectively.
Differentiated curriculum
Students may have gaps in their learning and have preferences for
different teaching methodologies. Work closely with the family and
support staff to achieve the best possible learning outcomes by
using intensive teaching and scaffolded practices to meet individual
need.
Consistent practices
Establishing a whole of school focus where each staff member has
a role to play in meeting the social and educative needs of students
with disability can take time to implement. Strategies that include
predictable routines, rules and structures should be circulated with all
staff to reduce processing difficulties for students.
Organisational matters
Consider that the layout and stimulus in the classroom can effect
student engagement. It’s important to prepare students for transitions.
ASD students have difficulty coping with change and may lead to
increased anxiety or reactions. Speak with parents and families to
determine what works effectively for each student.
Change management
Managing the additional needs of students with neurological
impairment with regard to transition, moving classes or teachers adds
another layer to every day operations.
Identify planned changes and implement strategies over time to assist
student and family transitions.
Safety
Ensure a risk assessment has been undertaken to promote a safe
environment. This should outline suitable responses required for
specific situations for the individual student with disability and the
remainder of the class.
Engaging with families
Ensure families feel they are involved in the learning plans of their
child. Encourage families to contribute formally to learning plans and
include long term outcomes. Building strong relationships with
effective communication processes between school, families and the
student will support their overall education goals.
Families
Parents and families can provide history that supports the
development of a student profile as to key interests, likes / dislikes, and
positive motivators for students with a neurological disability. Seek out
information about the student as often as possible to seek to build
positive relationships with families.
Interagency support
Ensure clear communication exists between interagency groups,
families and the student. Allow time to hear all voices in meetings and
include teachers in the planning. Access interagency supports as often
as possible and include staff in school social functions to build the
relationship connection.
Transitions for students
with a neurological
disability
Aspects of change can be traumatic
for students. Consider the table and
how you can apply them this to your
practice.
Ministry of Education Ontario 2007 p37
TIP S FO R TE ACH ERS
FACIL ITATING TR A NSITIONS
To facilitate transitions:
Examples
Begin preparing the student
well in advance of the expected
transition.
• A calendar is used daily to count down the days until a
class trip.
• Pictures and stories of the trip destination are reviewed
for several days prior to the trip.
Plan transition steps to allow the
student to gradually become
familiar with change.
• A schedule of visits is arranged for the student to adjust
to the new school. Scheduled timelines and things to see
are increased for each visit.
Use consistent cues or routines to
signal transitions
• A ‘transition object’ is carried by the student during the
move to the next class.
• The same song or phrase is heard by the student before
the start of a routine activity.
Neurological disability 04
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Neurological disability
Strategies for you:
Activity
• Sharing with others may be an issue and practice and role modelling is important.
• Clearly demonstrate and show what tasks are required and repeat.
• Provide visual schedules with pictures to increase understanding.
• Monitor the physical environment to ensure that the sensory distractions are minimised.
• Demonstrate and model effective social skills.
•Check frequently for understanding
• Use a positive reinforcement strategy for motivation.
•Include academic modification relevant to individual need - don’t assume the same needs
for each student with a similar impairment.
•Be aware many students may be able to read well without understanding- break into chunks
for meaning.
•Establish a routine for home /school communication and have students involved in the
development to create ownership – use of stickers, pictures, stamps.
•Increase motivation by providing brief breaks in teaching sessions and rapid reinforcement
of activities that a student enjoys.
•Allow the student several readings of a passage before asking comprehension questions.
This may include reading the passage to the student.
• Allow the student to answer questions using the computer.
•Use a home communication journal as a literacy tool to connect school to home with
positive and constructive comments.
• Provide a quiet space to work or chill out.
•Socialization strategies include practicing changing topics in conversation and learning
when to contribute. Use of tapes and scripts may be of use.
Select a book suitable for a
student you teach and consider it
your teaching tool.
What is the message it conveys,
how is it adapted for the needs of
the student?
How could the student with
disability and additional learning
needs use this text in peer
teaching students without
disability?
Strategies for school:
Case Study
•Additional support maybe required for students to move between classes or access to
playground.
•Use interactive technologies to display positive engagement in learning. These can be
replayed to show correct role modelling as required.
•Consideration of the likes, dislikes, strengths, needs, and interests of a student can help to
make materials and tasks more engaging.
•Concrete examples and hands-on activities provide students with opportunities to learn by
seeing and doing.
•Provide processes for students to keep up to date with school work by using an online
system with teacher or support staff.
• Provide visual schedules of time/location of events and whole school timetables.
•Students may need assistance carrying books or school items- consider a buddy or system
to support this.
• Implement additional timelines for completion of work including support for external exams
•Simplify information and make it easier for the student to understand verbal information;
using clear and concise language, breaking instructions and tasks into smaller steps, and
using visual supports.
•Information and materials should be organised in such a way that important or key
components are highlighted and easily identified by students.
Mrs S. was contracted for a relief
day every Monday at a new school.
No one informed her that Tommy
had ASD, but she soon realised
she needed to try an alternative
approach. She documented all of
the behaviours that she was unsure
on how to respond. After school,
she accessed his file and called the
family. They were appreciative that
she had been calm and respectful
of their son and was keen to learn
how to best meet his needs. Mrs S.
had a meeting with a teacher who
had taught Tommy before as well
as 2 of his support team and family.
Tommy was included as part of the
meeting. It would take a while for
Tommy to get used to the change
in routine and for Mrs S. to learn
how to get the best from Tommy.
The family knew to prepare Tommy
for a different teacher on Mondays
and were glad Mrs S. acted so
promptly to learn how to best meet
Tommy’s needs.
Further Reading
Cerebral Palsy Australia cpaustralia.com.au
Multiple Sclerosis Australia www.msaustralia.org.au
Epilepsy Action Australia www.epilepsy.org.au
Autism Spectrum Australia www.autismspectrum.org.au
References
Flynn, D. (2016) Inclusion strategies for students with autism spectrum disorders.
www.learnnc.org/lp/editions/every-learner/6692 (Accessed November 10, 2016)
Department for Education (2016) Information about neurological disorders https://councilfordisabledchildren.org.uk/
sites/default/files/field/attachemnt/merged-neurological-disorders.pdf
Queensland Government (2016) My Child has a neurological impairment. https://publications.qld.gov.au/storage/f/201404-04T00%3A47%3A09.644Z/my-child-has-neurological-impairment.pdf ) (Accessed November 10, 2016)
04 Neurological disability
Shally, C. 2007, Since We’re Friends:
An Autism picture book, Centeron,
AR: Awaken Specialty Press
Bishop, B. 2011, My Friend with
Autism, New Horizons Texas
Cook O’Toole, J. 2013, The
Asperkid’s (Secret) book of Social
Rules: The Handbook of Not-so
Obvious Social Guidelines for
Tweens and Teens with Aspergers
Syndrome, Kingsley Publishers,
London
What’s Up With Josh? Medikidz
explain ADHD http://www.
medikidz.com
Take away
How does your
visual timetable
support learning?