Special Education and Mental Health

Katie Cosentino Final Mind Map

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Special Education and Mental Health by Mind Map: Special Education and Mental Health

1. Case Studies

1.1. A.B.C.

1.1.1. Antecedent

1.1.2. Behavior

1.1.3. Consequence

1.1.4. Always consider the bigger picture!

1.2. We will never have all the information we want or need about a student's situation, and need to work with what is available to us.

1.3. student

1.4. Many perspectives on each scenario

1.4.1. teacher

1.4.2. parents / guardians

1.4.3. counsellor

1.4.4. psychologist

1.4.5. siblings / peers

1.5. It's okay to try something different if an approach is not working

1.6. Communication between parties involved is key

1.6.1. Consistency of approaches between all parties involved

2. IEPs (Individualized Education Plans)

2.1. Living documents, an ongoing process of construction and revision

2.2. I.P.R.C. Review

2.3. Standardized intelligence testing and analysis

2.3.1. Cultural bias inherent to these forms of testing

3. Response to Intervention

3.1. 80% of students in Tier 1: Primary Level of Prevention - Instruction / Core Curriculum

3.2. 15% of students in Tier 2: Secondary Level of Prevention - Intervention

3.3. 5% of students in Tier 3: Tertiary Level of Prevention - Instensive Instruction

3.4. Students can move through the tiers throughout their academic careers

4. Applied Behavioural Analysis

5. De-stigmatize Special Education and Issues Around Mental Health

5.1. The power of labels

5.1.1. "I'm not stupid, I just learn differently."

5.2. Creating learning environments to accommodate learners with special needs

5.2.1. Universal Design for Learning (UDL)

5.2.2. Differentiated Instruction (DI)

5.2.3. Maintaining open communicaiton between learners, parents, teachers, consellors, etc.

5.2.4. Culturally relevant pedagogy

5.2.5. Students who struggle in some academic settings may thrive in others!

5.3. productive and age appropriate conversations with peers regarding special education

5.4. Avoid putting caps on learning when possible

5.4.1. Special education can help students meet curriculum objectives with appropriate modifications and accomodations - not just "making it easier"

6. Privilege as a Key Factor of Success

6.1. Advocacy or lack thereof of parents / guardians

6.2. Access to testing / additional support

6.3. Overdiagnosis and stigmatization of marginalized groups

6.3.1. How might this situation change if a student is...

6.3.1.1. LGBTQ+?

6.3.1.2. A racialized minority?

6.3.1.3. Indigenous?

6.3.1.4. Living in poverty?

6.3.1.5. Homeless?

6.3.1.6. An English Language Learner?

6.3.1.7. A refugee?

6.4. Geographic proximity to services

6.5. Financial access to services

7. There are many different and diverse ways students may require special education or mental health support

7.1. Trauma

7.2. ADHD

7.3. Autism Spectrum Disorders

7.4. Eating Disorders

7.5. Beahvioural Disorders

7.6. Intellectual Exceptionalities

7.6.1. Students with developmental delays

7.6.2. Students who are gifted and talented

7.7. Emotional Disorders

7.8. Physical Disabilities

7.8.1. Limited mobility

7.8.2. Deaf / Hard of Hearing

7.8.3. Blind / Low Vision

7.9. Some students may present with multiple exceptionalities

7.10. There is no one-size-fits-all approach: what works for some students may not be effective for others!

7.11. DSM5

8. Teacher Mental Health and Burnout

8.1. fostering positive relationships with students

8.2. setting boundaries around work/life balance

8.3. Accepting that nobody is perfect - including teachers.

8.4. Mindfulnesss / wellness exercises

8.5. Teacher mental health has an impact on student mental health

9. STUDENTS WILL SUCCEED WHEN THEY CAN.