Technology is one of the more successful aides for special needs students, according to the Richmond School District in an update of its inclusion policy.
iPads have apps that are great in engaging kids with special needs, said Kathy Champion, director of instruction, learning services.
For example, Touch and Learn Emotions helps kids who struggle with deciphering emotions by presenting four photos of facial expressions and a word such as tired.
Kids have to touch the photo that corresponds to this word.
Apps such as The Social Express work on understanding social situations by role-playing through 16 interactive lessons.
A review of the districts inclusion policy which seeks to integrate all learning abilities in the classroom was conducted in the spring of 2008 with the report released that November. An update was presented to the board last month.
Richmond schools are highly regarded for their inclusion methods, according to Champion, where people from outside the city enroll their kids.
This demand, however, has been a cause for concern for parents, according to the report. They feared a teachers diverted attention might affect the academic achievement of kids without learning disabilities.
Not all kids with special needs require an extra assistant present in the classroom.
(Besides,) theres always a range of ability in a classroom, whether theres a special needs student present or not. So regardless, a teacher needs to divide their attention between the students, said Champion
She also pointed to research from Simon Fraser University that has found more integration in classrooms leads to higher academic success for both students with and without special needs.
We are higher than the provincial average in school completion rates, including amongst those with special needs, she said. So I think people tend to share their own perceptions, but arent aware of the data.
Currently, special needs students make up about 10 per cent of the districts student population. Overall, this percentage hasnt increased over the years, but specific categories such as students with autism have.
Since the 2006-2007 school year, the amount of students enrolling with autism has steadily increased from 176 in that year to 274.
Incremental funding is provided for each student with special needs who enrolls to accommodate for the additional resources required, according to Champion.
After the update was presented to the board, the district entered a new phase in its review. Its currently facilitating smaller and separate discussions between a schools teachers and staff on a regular basis, rather than integrating them into a larger professional day.
These discussions hope to allow teachers to share their knowledge on, and teaching methods for, diversity in the classroom. The culmination of these conversations will result in a sharing day in early June.
