Educational Issues and Strategies for Children with VCFS

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Educational Issues and Strategies for Children
with VCFS

• Donna Cutler-Landsman
• Madison, Wisconsin USA
• donnal_at_mcpasd.k12.wi.us
• dcutlerl_at_wisc.edu
• Brisbane, Australia 2006

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Many VCFS children do show relative areas of
strengths. These include

• Math calculations (solving formulas)
• Reading decoding and understanding basic
  information
• Rote memory (especially for lists)
• Ability to remember well encoded information
• Spelling and grammar
• Simple focused attention
• Computer skills
• Word processing speed
• Kinesthetic abilities (such as learning dance or
  karate)
• Rhythm and musical talent
• Willingness to learn
• Pleasant personality

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Current Research and VCFS Learning Profiles

• Difficulty with problem solving, abstract
  reasoning or making inferences
• Poor executive function (ability to approach a
  new problem, solve it, and evaluate the
  performance, reasoning)
• Difficulty with initiative and self-regulation
• Problems with remembering multi-step directions
  or complex verbal information (slow processing
  speed and inefficient mental flexibility))

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Learning Profiles (contd)

• Deficits in attention (on task behavior and
  concentration)
• Problems with initial encoding of information
  (remembering new vocabulary, recalling
  information)
• Depressed working memory (ability to hold
  information in mind long enough to perform
  complex tasks)
• Easily frustrated and distractible
• Trouble with math problem solving and
  understanding the logic behind math concepts
  (inductive and deductive reasoning skills)

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Deficits (contd)

• Weak reading comprehension skills (drawing
  conclusions, using context clues, recognizing
  cause and effect, making inferences)
• Difficulty elaborating on thoughts in written
  form
• Low crystallized knowledge (language development,
  lexical knowledge, listening ability, general
  information and information about culture)
• Poor organization of information (synthesis,
  analysis, sequencing)
• Poor communication ability (inability to speak in
  real life situations in a manner that transmits
  ideas, thoughts or feelings)

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Deficits (contd)

• Weak receptive language skills (ability to follow
  simple instructions)
• Difficulty with visual reasoning (ability to do
  visual problem solving tasks, awareness of visual
  details, visual perception and judgment of lines
  and angles)
• Trouble with visual processing (ability to
  generate, perceive, analyze, store and manipulate
  visual patterns and stimulispatial relations,
  visual memory, closure speed, visualization, form
  constancy, spatial scanning, face recognition,
  recognizing magnitude)

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Additional Issues

• Difficulty with large group presentations, note
  taking, or gaining information from videos
• Variable test taking skills Will likely not
  generalize knowledge to novel situations, may not
  understand format of test, may make careless
  errors, may not be able to express knowledge in
  essay format, may tire easily, may not be able to
  recall learned information without cues, uneven
  test performance
• Various behavior challenges (attention deficit
  disorder, mood swings, internalizing problems,
  occasionally disruptive, impulsive, separation
  anxiety)
• Poor adaptive skills (needed for independent
  living)

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Accessing Special Education

• Most (90-100) of children with VCFS will require
  special educational services
• Early intervention is best ( before age 3)
• Needs will change as child matures
• Most children will need assistance throughout
  their school years in the areas of academic
  growth, social relationships and life skills
  development

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Educational Goals

• Many students with VCFS can progress through a
  typical school curriculum at a slower pace and
  with modifications. Others will need more
  intense instruction in a smaller, more structured
  setting. Most VCFS children need a small class
  format.
• Most students learn to read, do basic math and
  can understand a general social studies and
  science curriculum. Many reportedly excel in
  music, so this area may offer a positive outlet
  for a student who will likely have challenges
  with the regular academic curriculum.
• Dont underestimate what a VCFS child can achieve
  given a supportive learning environment and a
  carefully sequenced curriculum.

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Testing Considerations

• IQ testing is not necessarily an accurate
  predictor of school performance. Some VCFS
  children show a large variation between
  performance and verbal IQ. Scores should be very
  cautiously used. The most common test used is the
  Wechsler Intelligence Scale for Children-Third
  Edition (WISC III). (Drawbackthe performance
  section is a timed test which causes VCFS
  children to appear less capable than they are)
  VCFS children have variable test taking skills
  and many give up easily when unsure of an answer.

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Testing Considerations

• use a wide variety of tests, but be sure to
  include tests that measure
• problem solving and reasoning ability
• expressive/receptive language
• memory skills
• auditory processing
• fine/gross motor skills
• non-verbal processing
• visual/spatial memory, and
• academic achievement.
• If behavior is a concern, checklists, rating
  scales and measures on ability to sustain
  attention are available to use.

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Important for Educators!

• Children with VCFS have a wide range of abilities
• Frequent testing/observation is needed to
  carefully plan an educational program
• Test taking skills are variable--students may not
  perform well on a given day
• Needs change over time
• Many children with VCFS can function in a regular
  classroom with modifications and
  accommodations--dont underestimate!

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Challenges in a School Environment

• Pace of instruction too fast for understanding
• Directions and details difficult to remember and
  process
• Visual processing of information may be
  problematic
• Previous learning of concepts may be limited, so
  school becomes more challenging as the child with
  VCFS matures
• Health issues add additional stress on child and
  family

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Ideal Classroom Environment

• Small teacher to student ratio
• Pre-teaching of skills, vocabulary
• Uncluttered, quiet environment with few
  distractions
• Predictable routine, organized
• Opportunities for experiential learning
• Flexible grading
• Access to computer aided instruction
• Instruction given in both oral and written forms

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Age Related Interventions

• Birth to Three
• Evaluation by speech and language professionals,
  occupational therapists and physical therapists
• Possible interventions include speech,with
  emphasis on intelligibility and language
  fundamentals, occupational therapy to improve
  fine motor skills, hypotonia, and balance and
  physical therapy to strengthen gross motor skills
• Play that promotes recognition of shapes,
  numbers, letters, counting, concepts like up and
  down

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Ages 3 to 5

• Continued speech therapy, occupational therapy
  and physical therapy if needed
• Pre-school to learn pre reading skills, social
  interaction skills, listening skills and to
  foster independence
• Play group to reinforce communication with others
  and to learn appropriate social behavior
• Other possible options for developing skills
  early music opportunities (ex Suzuki, Yamaha
  music, etc.), gymnastics, karate, soccer, etc.
• Intensive math readiness instruction

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What is a math disability?

• Persons with dyscalculia have trouble with
• Mastering facts by the usual methods, especially
  those involving counting.
• Dealing with situations involving money, bank
  accounts, budgeting, etc.
• Understanding the abstract concepts of time or
  the sequencing of events.
• Conceptualizing spatial orientation,
  directionality, left/right orientation, reading
  maps.
• Following sequential direction, organization,
  reversing numbers, and remembering specific
  facts.

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Skills Needed for Math Competence

• The ability to follow sequential directions
• A keen sense of directionality, of ones position
  in space, of spatial orientation and space
  organization. Examples include the ability to
  tell left from right, north/south/east/west,
  up/down/, forward/backward, etc.
• Pattern recognition and its extension
• Visualization the ability to conger up pictures
  in ones mind and manipulate them

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Competence Needs (contd)

• Estimation the ability to form a reasonable
  educated guess about size, amount, number, and
  magnitude
• Deductive reasoning the ability to reason from
  the general principal to a particular instance,
  or reasoning from a stated premise to a logical
  conclusion
• Inductive reasoning a natural understanding that
  is not the result of conscious attention or
  reasoning, easily seeing the patterns in
  different situation and the interrelationships
  between procedures and concepts.

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Mathematics Remediation

• Should begin pre-kindergarten
• Focus on building number sense
• Emphasis on understanding the language of
  mathematics
• Formal teaching of math symbols and their
  relationship to number concepts
• Use of a number line, thermometer, etc. to teach
  relationships
• Instruction in mental visualization to aid in
  understanding math relationships

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Math Remediation

• Formal practice with magnitude problems, greater
  than, less than, etc. (start with gross
  differences and then incrementally move to more
  subtle variations)
• Formally teach math strategies (ex. min strategy,
  commutative property)
• Additional practice--teach children informally in
  the home (elevator, stairs, table setting, etc.)
• Examples of commercial programs Number Worlds
  (SRA company), On Cloud Nine Math, Singapore Math
• Use computer games

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Interventions Ages 5 to 8

• Evaluation for school assistance before entering
  formal education program (neuropsychological
  testing, speech and language skills, etc.)
• Continued speech, occupational and physical
  therapies if needed
• Therapy to improve memory, attention, and
  cognition
• Home/school program to teach independence skills
• Social skills instruction
• Additional instruction in math and reading
  including after school/home involvement (ex.
  Kumon, Number Worlds, etc.)

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Teaching Literacy

• Comprehension--understanding what is read
• Concepts of Print--left to right, cursive, titles
• Fluency- expression, phrasing, pace, intonation
• High Frequency Words
• Literary Appreciation--understanding differences
• Phonemic Awareness--sounds, syllables, rhyming
• Phonics--letters make sounds
• Reading Strategies
• Vocabulary/Concept Development

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Where does the breakdown for children with VCFS
likely occur?

• Vocabulary/Concept Development
• Reading Strategies--understanding how to approach
  reading, re-read for understanding
• Print Issues
• Comprehension Difficulties--results when these
  areas are not addressed

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Vocabulary/Concept Development

• Pre-teach vocabulary for story
• Teach concepts of word roots, prefixes, suffixes
• Teach strategies for using context clues
• Relate story to familiar events or people
• Use text that will enhance childs understanding
  of the world (more non-fiction)
• Use direct instruction to teach literary elements
  (ex. character, setting, story climax resolution)

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Reading Strategies

• Use reading aloud to child to model thinking
  strategies
• Assess childs reading level (lexile, grade
  level) and teach within the zone of proximal
  development
• Use visual templates to map story elements to aid
  memory
• Teach methods to attack different types of
  text--example scan, question, reread, etc.
• Use guided reading/small group instruction

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Consider Visual Spatial Deficits

• Use text that is uncluttered
• Enlarge print
• Teach child how to scan print with eyes
• Experiment with lighting, color of paper
• Limit the amount of text on one page
• Use the computer to present text and aid in
  reading

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Comprehension

• Teach child how to make connections or use direct
  instruction to assist child in doing this
• Teach child to question what is read
• Model how to determine importance of words or
  sentences
• Teach child how to visualize or create images as
  he/she reads
• Use direct instruction to teach how to make
  inference, understand cause and effect, and
  synthesize selection
• Teach child to reread for meaning, use picture
  cues, how to retell a story (give structure), how
  to predict

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Ages 5-8 (contd)

• Books on tape
• Direct instruction in skills rather than a
  discovery approach to learning, especially in
  math.
• Material presented visually as well as verbally,
  preferential seating, FM system
• Instruction on memory techniques, test taking
  skills, and cues to sustain attention
• Drill and practice activities to help encode
  information into memory. Repeat, review, repeat,
  review....
• Break study sessions into small segments
• Give opportunities for creative projects
• Teach keyboarding and provide access to computers

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Ages 9-11

• Continued support through special education at
  school
• Continued therapy, if necessary
• Continued additional interventions in math and
  reading
• Participation in a friendship group or other
  organized activity
• Social skills training
• Continued training and monitoring of independent
  living skills
• Optional involvement in after school activities
  such as sports, music, dance, etc.
• Direct instruction in organization skills, test
  taking, school success strategies

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Organizational Skills

• Use an accordion folder (folder with pockets
  labeled for each subject)
• Use an assignment notebook daily (have teacher
  sign, check, and assist)
• Post assignments in the room
• Clean desk and backpack on a regular basis
• Teach child to file papers immediately after use
• Have parents monitor homework completion
• Schedule a specific study time each night
• Help child keep a calendar and plan for long term
  assignments

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Ages 12-15

• Continued support through special education
• More intensive assistance with study skills
• 1-1 tutoring assistance with academic subjects
• Continued after school remediation in math and
  reading
• Direct training in memory techniques
• Career exploration and job shadowing
  opportunities
• Continued direct instruction with social skills
• Continued independent living skills training
• Consider away from home experience for a short
  time period (camp, travel)
• Optional involvement in after school activities
• Consider training in music

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Issues for Early Teens

• As the academic demands increase, VCFS students
  may need more support to succeed. If left
  without adequate assistance, students may develop
  more serious behavioral difficulties. Many will
  lose their self confidence and will not take
  risks in front of their peers.
• Teachers must be understanding and flexible.
  Memory problems, attention deficits, and the
  medical challenges of VCFS are major obstacles to
  overcome for a young adolescent. Penalizing or
  criticizing students for misinterpreting
  directions or forgetting parts of assignments
  will erode students self esteem and is
  inappropriate.

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School Environment Issues

• All staff should be aware of the challenges of
  VCFS
• Teachers need to be willing to alter requirements
  (Examples allow for late work, modify
  expectations, allow test retakes, supply notes,
  etc.)
• School should provide 1-1 tutoring assistance, or
  at the very least small group support
• Adults should watch carefully for signs of stress
  overload and mental health issues
• Orchestrated friendship groups can be set up by
  staff at school if necessary

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Ages 16-18

• Continued support through special education
• 1-1 tutoring assistance
• Vocational assessment to determine possible job
  placements
• Work experience opportunities
• College/post secondary explorations and planning
• Life skills assessment and independent living
  skills training

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Ages 16-18 (contd)

• Possible driving training
• Direct instruction in sex education and legal
  issues associated with adulthood
• Direct assistance with connecting family to
  community based supports for adults with special
  needs
• Social skills training if needed
• Opportunities to participate in clubs, sports,
  music groups, etc.

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Ages 18-21Transition to Adulthood

• Placement in a college program, technical school
  or work apprenticeship program
• Additional training in independent living skills
• 1-1 tutoring assistance
• Job coaching in a work environment
• Possible away from home living opportunity in a
  dorm, apartment, etc. with assistance
• Continued social skills assistance if needed
• Assistance with applying for community support

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What can a parent do?

• Many children can be a part of the regular
  education system with additional support from
  home.
• Help your child get organized, check backpack,
  make a calendar, etc.
• Break large assignments down into smaller units,
  re-explain abstract concepts using simple
  language and several concrete examples.
• Ask your child to repeat back to you what they
  understand, do this several times until you are
  sure that they really understand a concept
• Study in small chunks over several days

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You can do it..

• Encourage social skills, arrange play, even if it
  is with younger children. Teach proper social
  interactions and be aware of teasing and
  rejection by peers. With older children, enroll
  them in activities such as camps, scouts,
  religious youth groups, music ensembles, etc.
  Teach them how to get along with others,
  understand jokes, and empathize.
• Consider delaying entrance into school of
  children who are on the young side.
• Have your child make flash cards and use them to
  help memorize information. Also use play acting,
  emotional imaging, experiential (hands on)
  learning, and mnemonics. Make homework fun!
• Encourage physical activity (karate, golf,
  tennis, etc.). Brain research shows a positive
  correlation between music and math skills.
  Studies also show that regular exercise helps.
• Hire a tutor and consider supplemental programs
  (Fast Forward, Sylvan Learning, Kumon, etc.)

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Strive for Success

• Realize children will need parental support,
  tutoring, a supportive school environment and
  extra help to make the most of their educational
  experience. Given the right environment for
  learning, VCFS children can be successful,
  productive adults.