Page 33 - CARING and SAFE SCHOOLS in ONTARIO

FIGURE 8 (CONT.) WHY DOES SCHOOL PRESENT A PARTICULAR CHALLENGE TO STUDENTS WHO HAVE DEFICITS IN THESE AREAS?
Communication Disorders
Executive Function Deficits
Mental Health Problems
A communication disorder is any disorder and/or delay within the scope of practice for a speech-language pathologist and/ or audiologist, and includes problems such as speech-language disorders, hearing impairment, and reading and writing disorders. These difficulties lead to challenges at many levels in the classroom and in school, where students:
• are expected to learn through listening during much of the time spent in elementary school and most of the time spent in secondary school;
• need the foundation of oral language skills in order to learn to read and write;
• are required to follow instructions and directions delivered orally or in writing;
• are exposed to increasingly complex language from Kindergarten through Grade 12, and are expected to learn voca- bulary related to various subject areas;
• are generally expected to demonstrate their learning through speaking and writing;
• need well-developed receptive and expressive language skills to participate effectively in various learning activities (e.g., discussion, story retelling, problem solving, understanding word problems in mathematics);
• need strong oral language, reading,
and writing skills in order to generate, articulate, and focus ideas and to gather, interpret, and organize ideas and information for particular purposes in
all subject areas;
• rely on communication skills in their
social interactions and in developing relationships with peers and adults. These skills include the ability to interpret facial expressions and body language and to understand and respect personal space.
Being understood, achieving academic suc- cess, and developing a sense of belonging all depend heavily on effective communica- tion skills – and all contribute to healthy emotional development and self-esteem.
Students’ ability to regulate their own behaviour is an important component of academic success. Students with executive function deficits may have difficulty carrying out academic tasks that require them to:
• stay on task;
• solve novel problems;
• integrate new knowledge with
prior knowledge; and
• set goals and monitor progress
(Ontario Ministry of Education, 2005).
They also often have difficulty making smooth transitions between activities, classes, school settings, and home or community settings.
The developmental phase associated with puberty will often intensify the challenges faced
by adolescents with executive function deficits. Adolescents face higher expectations from parents and teachers, coupled with a decrease in teacher monitoring
and support. They are required
to absorb increasing quantities of more complex information in shorter amounts of time. Transitions, first
to high school, and then from high school to work or college/university also place increased demands on executive skills. Without appropriate understanding and support, students’ academic performance may dete- riorate and their susceptibility to behavioural conflicts may increase.
(Guare & Dawson, 2004)
Students with mental illness and other mental health problems may have difficulty:
• screening out environmental stimuli;
• sustaining concentration;
• maintaining stamina;
• handling time pressure and multiple tasks;
• interacting with others;
• responding to negative feedback;
• adapting to change.
Mental illness can affect many aspects of a student’s life, including family and peer relationships and school performance. It can often strike at a critical point in a student’s development.
Because mental health problems and symptoms of mental illness
are not always apparent, educators need to be alert to significant changes in a student’s work habits, behaviour, perfor- mance, and attendance. A pattern that continues for a long period, or recurs repeatedly, may indicate an underlying serious mental health problem or mental illness.
(Canadian Mental Health Association, n.d.)
Understanding Student Behaviour
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