The confusion between accommodation and remediation

“I wish I knew this at the beginning of the school year!” How many times have you realized that you could have done things differently as a parent, had you had better knowledge about your kid’s learning and development?

In this article, I would like to explain the differences between two critical terms: accommodation and remediation. These two terms often remain under-the-radar in many parent-teacher meetings and are the cause of fruitless attempts of improving students’ performance in school. Throughout my work as an educational specialist, I meet with many parents who are faced with many challenges in helping their children succeed with tasks that require cognitive/executive functions. These kids face different kinds of issues on a daily basis. The main two being homework and class performance.

Nevertheless, those issues surface much more in school than at home. Therefore, teacher-parent collaboration is essential. In the absence of effective cooperation, many parents end up feeling hopeless as they see how their children are not fulfilling their true potential as individuals and as learners. Many parents share with me their willingness to cooperate and meet with the school’s demands, but the issues seem to persist; they keep on getting negative reports from the teachers. Nothing seems to be working.

To learn more about their children, I ask parents many different questions seeking to clarify the areas of struggle.
For example, one parent explained to me how his son can read a chapter from the textbook but cannot recall what he read shortly after. A more significant problem emerged when the child started avoiding learning and showing outburst of anger. When the school administrator contacted the parents, the conversation revolved around the behavior and conclusion that the student might have ADHD or dyslexia [or both]. The teacher reported many ways to differentiate the teaching, some of which include moving the student’s seat closer to the board, breaking the tasks down into smaller tasks, and even working with the student one-on-one during lunch time. All these attempts ended up fruitless. The school’s recommendation was to send the student for an evaluation. Sadly, no one suggested discussing a plan of action to remediate to the child’s weak working memory, an essential executive function.

Parents know that when the issue pertains to their children their ability to control their emotions becomes compromised rapidly; some even admit that they feel physical aching during those meetings in school. Another ability that is weakened during these situations relates to asking the right questions, one of which could be the school’s ability to help the child.

If we want to help struggling students, we must clarify two types of appropriate supports. Theses supports fall into two categories: accommodation and remediation. Parents should find out whether the teacher and/or school are able and ready to provide students with these kinds of support. Some schools do so as part of their teaching style, other schools do not. Accommodation means providing support for the sake of achieving a result. For example, erecting a wheelchair ramp at the entrance of the City Hall is a support for the disables who needs to enter the building. Another example, when my student broke his finger in basketball practice, the nurse recommended that he will type his class-notes on the computer. These two cases are examples of accommodations where support is available for one to attain his/her goal. These accommodations are not meant to heal the disability nor the finger of my student. It will, nevertheless, help them achieve what they need to get.

In contrast to accommodation, remediation deals with the healing of the problem. The word remediation stems from the Latin word, remedialis, which means “healing, curing.” For example, a student who suffers from test anxiety and resorts to procrastination will benefit from sessions with a coach or a counselor who will help the student find out about causes and together form effective solutions. Moreover, the student may discover that her test anxiety stems from a fear of failure. The work with a coach will then focus on flexibility and problem-solving skills.

Another example of remediation could be a student with dyscalculia who struggles with understanding number-related concepts. It was the Kindergarten teacher who noticed the problem first. However, due to the child’s ability to remember answers rather than understand processes, the issue surfaced only in fourth grade. At that juncture, the teacher, who did not know the previous teachers, allowed the student to use a calculator in class. After a whole year of using a calculator, the student arrived in 5th grade unaware of the concept of place value. Needless to mention his arithmetic skills were below grade level. To remediate the student problem of dyscalculia, his 5th grade Math teacher will have to find the exact problem or use the student’s IEP (Individualized Educational Plan) to remediate a few years of Math deficit.

As you may realize, the ramifications of addressing a problem with accommodation rather than remediation can create a cycle of unproductive efforts and growing frustration. I have seen many parents who could not accept the idea that their child will be better off in a different school. These parents perceived their conversations with the school as utter humiliation. Unfortunately, there is a bad stigma for specialized schools. Even though these schools are fully equipped and dedicated for remediation, many parents still perceive specialized schools as institutes for troubled kids.

There are instances where accommodation is the best alternative, but in some instances remediation is the best option. Every parent should seek to understand the balance between these two approaches. The possibility of a blend of the two can also be explored.

Accommodation and remediation are thus two critical terms parents ought to know and understand. For students with learning disabilities, it is always better to inquire with the teacher about the difficulties of the student. Try to look for the facts. You would also want to remind yourself that managing your emotions during the meetings with the school’s representative will help you stay focused and ask the right questions. In addition, taking notes on the conversation will help you remember the key points when you follow up with the grade advisor or the school psychologist for further inquiry. Some of your questions should include trying to understand in which classes your child misbehaves or does not meet class expectations. Ask about the learning activities and the work environment. Find out about the activities your child performs rather well. Finally, ask what you can do at home to support the teacher’s endeavors and your child’s learning.

Showing curiosity and empathy with the teachers have proven to be very helpful. You do not have to agree with them, but mutual respect will surely enhance effective communication and progress. Understanding the differences between accommodation and remediation should change the way you encounter your child’s learning endeavors in school and home as well. Maintaining frequent communication with your child’s teachers by asking relevant questions will help you focus your efforts and resources effectively.

I wish you and your children a happy and successful first semester! Please remember that you can contact me with questions at contact@mrmizrahi.com.

Thank you,

Benjamin Mizrahi

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“How I Bring Out My Students’ Unique Skills”

I found this amazing article on using your children’s unique Skills that I wanted to share with you:

“I use a strengths-based approach in the classroom, and I look for ways to tell my students, “Man, I am so lucky to have you as a student!”

A child’s reality is created by the words adults use to describe him. If adults continually talk about student deficits, the student will define himself by what he lacks. This is often the case for kids with attention and learning disorders, who are reminded daily of the skills they’re missing. They think: If they see themselves as deficient, then what’s the point of trying at school?

Using a strengths-based model of teaching kids with disabilities gives kids the chance to redefine themselves and their education in terms of what makes them great — and kids with ADHD have a lot of great qualities. They tend to be more creative, innovative, hyperfocused, and have an incredible sense of humor, which are among the reasons I so love working with them.

[How to Snag the Attention of a Distracted Child]

Kids come with strengths and weaknesses, and harnessing the strengths leads to improvement across the board. It also creates a more engaged learner. In fact, a collection of Gallup data reported that kids who were taught in a strengths-based model earned higher GPAs and were absent from school less often. This is also true in the grownup world. We choose jobs based on our natural strengths, and probably wouldn’t show up to work if we didn’t have opportunities to use our skills on a daily basis.

Helping a child discover and leverage his unique skills helps him develop the confidence to be a learner, and the courage to overcome his weaknesses. Creating that positive atmosphere also makes collaborating with other teachers more productive and enjoyable as they begin to acknowledge one another’s aptitudes.

While adopting a strengths-based model consists mainly of shifting to a positive mindset—acknowledging and creating opportunities for students to let their skills shine— there are some tricks to effectively shift the balance.

1. Measure strengths. Some kids have an idea of their own abilities, but many don’t know for sure. Even if they do, taking a quiz gives them a chance to say, out loud, what makes them great. You can find a series of great tests at UPenn, which contribute to a body of research. You can also find a lower-key Multiple Intelligences questionnaire for free at Scholastic.

[Putting Kids in Charge of Their Learning Needs]

2. Notice and tell kids’ about their strengths daily. It’s important to a) identify what exactly students did well, and b) pair it with an acknowledgement of their effort. Talent alone doesn’t get anyone to the Olympics, my friends, and hard work needs its due credit. If you’re feeling like something is missing in your classroom, challenge yourself to compliment each student daily.

3. Bait for success. Some kids give up on school at a young age when they feel like a perpetual failure. As a teacher, it’s difficult to acknowledge a student’s talents if she never demonstrates those talents. It’s very important — especially for difficult students — to create situations where those learners can be successful, in order for you to point out how skilled they are. They might have a creative solution, a unique insight, or the ability to be helpful when no one else was around. Give them bonus points if they see that no one else was able to accomplish that task (even if it’s because no one else was there). Every day, find some way to tell them: “Man, I am so lucky to have you as a student!”

4. Give options. It can be hard to plan for a group with wide-ranging abilities. Did I say “hard?” It’s impossible. Almost. Providing options for a kid to show what he knows allows him to put his talents front and center and to take charge of his own education. This increases engagement and creates a more independent and self-advocating learner. It is an investment.

[Free Download: What I Wish My Teachers Knew About Me]

5. Teach collaboration. None of us accomplishes anything alone, and nobody is good at everything. Allow children to recognize each other’s specialties and use them together to create something great. Plan group projects, teach students to ask each other questions if they get stuck, and compliment one another throughout the process. Then watch your class collectively develop a great attitude as they learn!”

 

Source can be found here.

Focus Music

Music has a profound effect on our mood, blood pressure, and heart rate.

Research indicates that music strengthens areas of the brain (that, in a child with ADHD, are weak.) Music strengthens the auditory, visual/spatial, and motor cortices of the brain. These areas are tied to speech and language skills, reading, reading comprehension, math, problem-solving, brain organization, focus, and attention challenges.

Parents of children with ADHD should know that there are methods beyond medication and counseling to treat ADHD. One of them is music. Confirmed by multiple research studies to play a significant role in cognitive development, music can be used to help children organize their thoughts.

But not any music will do. Only certain classical music builds a bigger, better brain. Listening to jazz or pop doesn’t have the same beneficial effects. A study conducted by Donald Shetler, Ed.D., of the Eastman School of Music, found that kids who listened to classical music for 20 minutes a day had improved speech and language skills, a stronger memory, and greater organization of the brain.

Classical music is peaceful and harmonious making it one of the best options to listen to when studying. It seems that there is evidence that Mozart improves mental performance. They call it the “Mozart Effect.”

It is said that to study it’s necessary to have a quiet environment without distractions. However, for some, studying in a quiet environment can backfire. This ‘quiet environment’ can make you end up fighting boredom and succumbing to the allure of sleeping at your desk! This is why the importance of choosing the right music for studying can’t be underestimated.

Although some studies say that listening to music while you study isn’t good, for many people it’s vital. It’s calms them down, which can lead to productive studying. Music can also help elevate your mood and motivate you to study longer.

It helps you focus, reduce distractions, maintain your productivity and retain information when working, studying, writing and reading.

Music stimulates the brain

‘Nothing activates the brain so extensively as music’. So says Oliver Sacks, a doctor and researcher at Columbia University, who has used music as a complementary treatment for many of his patients.

Research backs up his claim. Pleasurable music is known to increase dopamine levels in the brain. Dopamine is responsible for regulating motivation, working memory and attention ( which is often found in lower levels in people with ADHD.)

This is one of the main reasons why there are benefits of music for kids to train their brains and achieve higher levels of self-control and focus – both at home and in the classroom.

Music provides organization

Children may struggle to focus and regulate their thoughts and behaviors to maintain a linear path. Music has a defined structure and can help regain a sense of organization. It can also guide them – many kids with attention issues have trouble following directions, and music can help them to stay attentive and interpret the rhythm and melody as direction.

Music therapist, Kirsten Hutchison, claims that the structure of music has a positive impact on kids’ ability to structure their activities in a timeline, as well as strategize their responses to the things around them. ‘The structure helps a child plan, anticipate and react,’ she says.

Music has a soothing effect

Music has the power to change our moods and influence our emotions. That’s why it’s only natural that certain types of music, mostly slow and tranquil, present a great opportunity for reducing the impulsiveness and restlessness that children with attention issues often suffer from.

But that’s not all. Music can also help to alleviate the symptoms of stress and anxiety.

Music is social

Writing, practicing and performing music are all social activities. That’s why music therapists are eager to use these forms of social practice in order to help children with ADD to learn appropriate behaviors in social situations.

Children can learn how to listen to others with attention, recognize how to anticipate changes, get to know the social rules of taking turns in performance and generally follow cues that might not be as effective when generated outside a music therapy session.

Music therapy means many things – it can be listening to music, creating it or playing together with recorded music. It can even be composing music or writing song lyrics. All of this helps children to communicate their moods and feelings, while simultaneously reducing their level of anxiety and restlessness. Music therapy is versatile and readily available – a great option for complementing traditional treatments of ADD in children.

Feel free to use my Youtube Playlist on music proven to help focus:

 

17 Ways to Help Students With ADHD to Concentrate

Research shows that students with ADHD can concentrate better when they’re allowed to fidget (here’s a link to the study). But what if this becomes a distraction for the rest of the class? We received hundreds of Facebook comments from teachers, parents, and students with great ideas for letting students quietly fidget, and here are some of our favorites:

1. Squeeze Balls

Squishy balls, stress balls, koosh balls, hand exercisers… there are dozens of objects that can be squeezed quietly. Teacher tip: make sure that kids use them under their desks for minimal distractions to others. Fun activity idea: fill balloons up with different items (seeds, playdough, flour, etc.) to squish.

2. Fidgets

Fidgets are small objects that help keep students’ hands occupied. You can buy these on my facebook page or use objects like beaded bracelets, Rubik’s Cubes, or slinkies.

3. Silly Putty

Silly putty, playdough, or sticky tack can also keep students’ hands occupied.

4. Velcro

Tape a strip of the hard side of velcro under the student’s desk. It gives them something to touch. Many types of objects can work, such as emery boards or straws.

5. Gum or Chewable Necklaces

Chewing gum can help keep some ADHD students focused. In no-gum classrooms, necklaces with chewable pieces can also work. You can also wrap airline tubing or rubber bands at the ends of pencils for students to chew.

6. Doodling

Doodling can help many students focus, not just ones with ADHD (here’s the research if you’re interested). Some students also benefit if they can draw during storytime or a lesson.

Infographic of 17 ways that can help students with ADHD concentrate

7. Background Noise/Music

A fan in the back of the room can help some students focus. Letting them listen to music on headphones (as long as it doesn’t interfere with what’s happening in class) can also help. One teacher had success with an aquarium in the back of the room — the students liked hearing the calming swish of the water.

8. Chair Leg Bands

Tie a large rubber band (or yoga band) across both front legs of the chair for students to push or pull against with their legs.

9. Bouncy Balls

AKA yoga balls, stability balls, or exercise balls. These are potentially great for all students, not just ones with ADHD.

10. Swivel Chairs

Kids can twist a little bit from side to side. A rocking chair also works.

11. Wobble Chairs

Similar to swivel chairs or disk seats, these chairs let students rock within their seats. Teacher tip: don’t let students wobble too much, or they may fall off!

12. Disk Seats

These sit on a chair and allow students to rock in their seats (without being as dangerous as rocking the entire chair). Cushions can also work.

13. Standing Desks

Great for all students, not just ones that need to fidget. Learn how students brought standing desks into their classroom in this Edutopia community post: Using Stand Up Tables in the Classroom. If it’s within your budget, you can also use treadmill desks.

14. Desks with Swinging Footrests

A built-in footrest can help reduce the noise that would otherwise happen with foot tapping.

15. Stationary Bikes

Putting a stationary bicycle at the back of the classroom is a great way to help students be active, with the added benefit of exercise!

16. Classroom Space for Moving Around

Clear an area in the side or back of the room to let students stand, stretch, dance, pace, or twirl. If you’re brave, you can set up small trampolines for students to jump on.

17. Flexible Work Locations

Students don’t have to do their learning at their desk. One student did his work at the windowsill, while another moved from one desk to another. Having different learning stations can benefit all types of students.

Source: https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget