Practitioner Workshops 2

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Practitioner Workshops 1 | Practitioner Workshops 2 | Expert Workshops 1 | Expert Workshops 2

Friday, 28 February – 14:15-15:15

The following workshops are in alphabetical order by workshop title.

Hill, skill, will: promoting executive functioning skills development: Dr Thomas Sim

[learn_more caption=”Workshop Details”] This workshop focuses on how to apply current knowledge of executive functioning to children with learning difficulties, as well as typically developing children. It will address the core executive function processes and describe strategies for promoting these key cognitive capacities at the level of the individual child. To facilitate understanding and real life application, executive function is broken down into a “hill, skill, will” process. Hill includes setting SMART goals. Skill includes planning, prioritising, organizing, memory strategies, shifting mindsets flexibly and self-checking abilities. Implications for developing executive functioning skills in particular content areas – reading, writing and math – will be discussed. Finally, factors associated with developing the will – self-esteem, praise and motivation and changing habits – will be covered.[/learn_more]

[learn_more caption=”Dr Thomas Sim’s Bio”] Thomas Sim Wai TatDr Thomas Sim completed his PhD (Psychology) at the University of Tasmania under the International Postgraduate Research Scholarship focusing on the areas of Neuropsychology and Psycholinguistics. He has held various leadership, teaching, and research roles atthe Singapore Institute of Technology, SIM University, the University of Manchester, and Wheelock College. Thomas served as the Membership Chair of the Singapore Psychological Society from 2003-2004 and is a Member of the American Academy of Special Education Professionals. He is currently the Director of Training at the Dyslexia Association of Singapore and the Executive Director of the DAS Academy.[/learn_more]

Learning how to learn – identifying and enabling students with executive functioning difficulties in the school environment: Niamh Donnelly and Elly Gilbert

[learn_more caption=”Workshop Details”] In this workshop, Occupational Therapist, Niamh Donnelly and Speech and Language Pathologist, Elly Gilbert, will explore the link between executive functioning difficulties and language, social skills, and activities of daily living. Using real life case studies of children as examples, Niamh and Elly will illustrate the impact of these challenges on social and academic success in the classroom, and provide practical strategies for enabling these children in their everyday school life.[/learn_more]

[learn_more caption=”Niamh Donnelly and Elly Gilbert’s Bio”]Elly Gilbert and Niamh Donnelly are clinicians from Total Communication Therapy in Singapore. Elly Gilbert - SLPElly is a Speech & Language Pathologist from the UK, graduating with a Masters in Medical Science from the University of Sheffield. At Total Communication Therapy, Elly currently works with children from the age of 2 to 16 years with a range of speech, language and communication needs, including those with Specific Language Impairment, ASD and verbal dyspraxia. Niamh Donnelly - OTNiamh Donnelly is an Occupational Therapist from Ireland, graduating from the University of Ulster in Jordanstown. Niamh works with children and adolescents with a range of difficulties, including ASD, ADHD, motor dyspraxia, sensory processing, and feeding disorders. Elly and Niamh work closely with learning support staff and teachers in a number of local and international schools in Singapore, to ensure that all the needs of the child are taken into consideration.[/learn_more]

Linking positive behavior supports and academics: an integrated approach: Karli Koning and Melanie Shafaat

[learn_more caption=”Workshop Details”] In this, we give a brief overview of what behavior is and the function of behavior. Then using real life situations, introduce different methods of collecting data to inform the function of behavior. By using this data participants would work in small groups to discuss different implementation strategies that would address behavior management as it links to academic success. Both workshops are interactive and are applicable to all ages and grade levels. [/learn_more]

[learn_more caption=”Karli Koning and Melanie Shafaat’s Bios”] For over 10 years, Karli has worked as a certificated teacher in general education classrooms, self-contained programs for students with moderate-severe disabilities and inclusion programs for students with mild disabilities.   She holds a Masters in Education with endorsements in Special Education, Reading and K-8 Elementary Education and a graduate certification in Behavioral Interventions.  She is currently a candidate for board certification as a behavioral analysis.
A member of support teams, Karli has been a contributor towards district-wide school, class-room based and individualized systems,  finding academic and behavioral solutions for students. She has served as a consultant for fellow teachers, administrators, families and human service agencies. Using ABA principles in conjunction with Positive Behavior Supports, Ms. Koning is experienced in data collection, completing functional behavior assessments, designing programs that include scientifically proven behavior and academic intervention plans. With her experience in implementing tailored intervention programs, she has facilitated trainings for all levels of educational staff and community members.

Dr. Melanie Shafaat is a professional educator, trainer, and university faculty member and program developer with more that 30 years of working with differently-abled students, families, and national and international school systems. She has held positions in WA State Governor’s Council for youth with challenging behaviors, and has been a committee member for the US National Juvenile Justice Administration.
Melanie has master’s degrees in Behavioral Disorders and Learning Disabilities, and an Ed.D in Organizational Systems and Educational Leadership. As a national and international presenter throughout many US States and countries in Asia, Dr. Shafaat is presently working towards earning her Certification in Organizational Behavior Management. This new certification will enrich classroom, promote school-wide professional development opportunities as well as future conference and workshop topics that integrate the Principles of Applied Behavior Analysis using Positive Behavior Supports.
Since 2010 Melanie has worked as an ES Learning Support Specialist at Ruamrudee International School, and will be assuming the position of Coordinator of Special Services in the 2014-15 school year. [/learn_more]

Multilingualism and language and learning difficulties: Lori Rung and Noel Simon

[learn_more caption=”Workshop Details”] Our schools are filled with students who are learning English as a second, or even a third or fourth language. In English-medium international schools our goal is to help students achieve English literacy skills. There is a lot of research that says a mother tongue (or “home language”) support helps to develop all literacy learning, but what do you do with students who may hat do you do about the students who can speak several languages, but none of them well? • How do you identify these students? • Is it a language difference or a language, a learning difficulty, or both? • What are the best ways to support them? Through presenting related research and case studies, identifying multilingual students and strategies for working with them will be presented and discussed. A focus of the workshop will be a facilitated discussion where participants can share practical strategies they are using when working with their own multilingual students, with the goal of combining our knowledge about the subject.[/learn_more]

[learn_more caption=”Lori Rung and Noel Simon’s Bios”] Lori RungLori Rung is originally from the United States but has been teaching internationally for the last fourteen years. She has a Bachelor’s Degree in Elementary and Special Education from the State University of New York College at Geneseo, and a Master’s Degree in Special Education from Peabody College of Vanderbilt University in Nashville, Tennessee. In addition she has completed coursework and training in English as a Second Language and Gifted Education. She is currently the Grade 2 Learning Support Teacher at Western Academy of Beijing, where she has worked for the past eight years as both a homeroom and a support teacher. Prior to living in China, she has taught in Honduras, in Singapore and in public schools in New York, Texas and Tennessee in the United States. Since working in international schools Lori has had a special interest the relationship between learning and language differences in a multilingual context where English is the language of instruction.

Noel SimonNoel Erik Simon is a American trained Speech-Language Pathologist. He completed his undergraduate degree; Bachelor’ of Arts in Psychology at the State University of New York at Buffalo. He went on to complete a Master’s degree in Information Technology at American InterContinental University and a Master’s degree in Communicative Disorders and Sciences at the State University of New York at Buffalo. He has received his Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA). Noel has worked in a variety of settings including international schools, group homes, early intervention programs, and clinics. He has worked in positions in the US, Russia, Egypt, and Vietnam with children and adults with speech and language needs. He founded Global Speech Services as an umbrella group of speech therapists contracting with parents and international schools. He currently works as the whole school speech-language pathologist at the Western Academy of Beijing.[/learn_more]

Reading with colour: Tiong Peng Yap

[learn_more caption=”Workshop Details”] Some children find it easier to read with a coloured filter. They may even be wearing a pair of glasses with coloured lenses. One possible reason is Visual Stress – a photosensitive condition that affects the visual cortex and hinders reading. It is also known as Meares-Irlen Syndrome (or Irlen Syndrome) and it is often associated with Dyslexia. The workshop will cover the current scientific evidence of visual stress, how we can identify these children and how we can help them to remediate the issue. Words may appear to ‘move’ or ‘shimmer’ for some children suffering from the syndrome, but others might only report some general discomfort or some slowness in reading. The syndrome is amendable to therapy with colour and current research shows that the colour appropriate for each child is very specific and precise. However, even coloured paper will provide some relief for a child and it is possible for teachers and parents to try them out in school or at home. The process for a full clinical assessment of Meares-Irlen Syndrome (Visual Stress) is very detailed and it initially involves an eye examination to rule out eye (or visual) problems that may have contributed to the symptoms (refer to SENIA Conference Workshop 1) and subsequently a battery of tests to confirm the diagnosis. With the use of a precise coloured filter, studies have reported an improvement in visual comfort and perceptual clarity, reduction in perceptual distortions, reduction in visual fatigue and an increase in the speed of reading and visual search. The workshop will equip participants with the basic testing methodology covering the use of the Coloured Overlay Screener and the Wilkins Rate of Reading test and to recognise children who might benefit in using colour filters. This workshop will be useful for teachers, parents and allied-health professionals.[/learn_more]

[learn_more caption=”Tiong Peng Yap’s Bio”] Tiong Peng YapTiong-Peng Yap is a senior consultant optometrist with a special interest in childrenwith specific learning difficulties and their vision development. Trained in the U.K., he has lectured regionally on the topics ‘Dyslexia and Vision’, ‘Visual Stress’ (Irlen Syndrome), ‘Computer Vision Syndrome’, ‘Contact Lenses’ and ‘Low Vision’. He was responsible for teaching the courses ‘Geometrical Optics’, ‘Physical Optics’, ‘Binocular Vision’ (Orthoptics) and ‘Visual Neurophysiology’ at Singapore Polytechnic and the University of Manchester. Tiong is currently involved in Children Amblyopia (Lazy Eye) research at the University of New South Wales (Australia) and he is working full-time in Paediatric Optometry and general practice at IGARD Group (Singapore). Acknowledgement: This workshop was first delivered by Tiong-Peng Yap in February 2011 jointly with Professor Bruce Evans (City University London and U.K. Institute of Optometry) at the ‘Vision and Learning’ Forum organized by the People’s Association, Singapore; and the First Paediatric Optometry Symposium held at the Singapore Polytechnic. It was updated in 2014 with additional information from Professor Evans and Professor Arnold Wilkins (University of Essex, U.K.). An article on ‘Dyslexia and Vision: Current Evidence and Clinical Interventions’ has been published on the Medical Grapevine (Asia) in 2013 by Tiong-Peng Yap.[/learn_more]

Skill-screening of first graders: Edeltraud Gross-Baetz and Sandra Scheiner-Meise

[learn_more caption=”Workshop Details”] Children acquire sensory skills, motor skills and phonemic awareness at different speeds. At the German School Shanghai there is a support system for all these areas in place. To determine the support that each student needs we have developed a screening system, that allows us to identify areas of need for each student in a very time efficient way. In this seminar we will explain and demonstrate this process.[/learn_more]

[learn_more caption=”Edeltraud Gross-Baetz and Sandra Scheiner-Meise’s Bios”] Edeltraud GrossbaetzEdeltraud Gross-Baetz, German, Co-ordinator for Special Needs at German School Shanghai, Special Needs-Teacher since 2009 at German School, Shanghai. Specializes in: diagnosis, dyscalculia, ADS/ADHS, psychomotoric therapy, coaching, reading. Sandra Scheiner-MeiseSandra Scheiner-Meise, German, Special Needs Teacher at German School Shanghai since 2012. Learning and behavior disorder[/learn_more]

Transition to college for secondary school students with learning needs: Kathy Manuel

[learn_more caption=”Workshop Details”] A program to help high school students with learning needs become self-advocates and learn the tools and strategies they need for success in post secondary education.[/learn_more]

[learn_more caption=”Kathy Manuel’s Bio”] K Manuel photoKathy Manuel has worked with high school students with learning needs for over 30 years. She helped to develop the high school Learning Support program at Hong Kong International School where she worked from 2002 to 2012. She is now teaching at Saigon South International School. Kathy has a M.Ed. in Language and Learning Problems from York University in Canada.[/learn_more]

Using movement to support behavior: an in class intervention: Anthony Donovan

[learn_more caption=”Workshop Details”] ‘Movement to support behavior’ – using a 4 part intervention model to energize or calm students in order to perform and improve responses. The workshop will provide a practical demonstration and handouts to utilize the method, so be ready to move! The method can become part of daily routine or used when desired. It incorporates elements of posture, breathing, coordination, stretching and calming the focus. I will also introduce the 4 part ‘stepping rhythm’ to focus students attention and prepare the for learning. I will conclude by looking briefly and making suggestions for ‘practical pleneries’ a dynamic way to re-present the learning focus and material in a fun and quick way.[/learn_more]

[learn_more caption=”Anthony Donovan’s Bio”] Anthony DonovanOriginally a PE teacher in both Secondary and Further Education colleges, Anthony retrained as a Dance/Movement therapist at Roehampton Institute, London. This enabled him to work at the Hope Centre in London, which is a Cognitive Education centre. Here I worked with a variety of learning and developmental needs and used movement and cognitive processes to support a child’s progress.

Currently, Anthony is enjoying international education and is now at the British International School, Phuket as the Additional Needs coordinator. There, they have movement groups throughout primary to support developmental, behavioral and sensory needs. Anthony has introduced the ‘4 part movement’ model to classroom teachers to prepare the students for learning and that is what he is looking forward to sharing in this workshop![/learn_more]

Using visual, tactile and sensory tools with special needs students: Kanni Krishnan

[learn_more caption=”Workshop Details”] Understanding social nuances and effective communication are crucial in enhancing interpersonal relationships and achieving successful social outcomes. Everyone, including those with special needs or learning difficulties have the potential to increase their social awareness and their level of communication so that they are able to identify, respond to and even initiate conversations in challenging situations. Using Visual, Tactile and Sensory Tools with Special Needs Students will introduce to participants the different tools/visual aids (like Strength cards, Feeling Cards, Coping Cards etc. ) particularly the attractive educational Kimochis, that can be used, to facilitate conversations about social situations, feelings and emotions for children with special needs. Along with the other visual resources, the Kimochis (means “Feelings” in Japanese) can be used as alternative/augmentative communication device to teach children with special needs skills to self regulate, manage their emotions and handle interpersonal situations effectively. [/learn_more]

[learn_more caption=”Kanni Krishnan’s Bio”] KanniMs Kanni Krishnan is an experienced educator with over 20 years of service with the Ministry of Education. Ms Kanni began her career with MOE as a teacher and went on to work as a Guidance officer with MOE HQ, Head of Department (Pastoral Care), School Counsellor and Counsellor at AST, MOE. While her main focus has been supporting/counselling students ( including special needs students with ASD and ADHD), Kanni has also orgnaised and conducted training for schools in Sexuality Education, Student Behaviour Management, Crisis Management and Suicide Awareness. Her current interest is in Sand play therapy. Kanni has a Bachelor of Arts (National University of Singapore), post Grad Diploma Education (NIE) and Master of Arts in Applied Psychology –Counselling (Nanyang Technological University).[/learn_more]

What’s in your math toolbox?: Tilson Crew

[learn_more caption=”Workshop Details”] Need a jolt of energy put in your mathematics instruction? Come in and consider how to use literature, manipulatives, and models to make meaning for all students.[/learn_more]

[learn_more caption=”Tilson Crew’s Bio”]Tilson Crew began her career in education in 1989.  Specializing in Grades K-8, she has worked in private schools, parochial schools, military schools and public schools in Germany, The United States, and Singapore.  After several years as a classroom teacher, she earned her Masters Degree in Educational Leadership and focused on research surrounding improving instructional practice and content knowledge in the area of Mathematics. Currently, Tilson holds the position of Mathematics Coach at UWCSEA East.[/learn_more]