This text is part of the Teachers’ Week special booklet
Always attentive to the needs of their students, teachers who work with children with learning difficulties move mountains. The last pandemic months have not been easy, but these adaptation pros have done everything to support and motivate their students. (Virtual) visit to two schools.
At Sainte-Jeanne-d’Arc elementary school in Montreal, the team of five teachers of AMPLI classes (learning maximized through interactive language practices) give themselves body and soul to help their students, who live with language. “In the AMPLI class, we put communication at the center of learning in the different subjects taught; we leave a lot of room for interactions between the students and with the students to allow them a better understanding of the concept taught, “explains Djedjiga Ait Allioua, teacher of a class of 2and cycle.
Teach according to the profile
Each AMPLI class operates at a reduced ratio (about eight students per class), and students come from all over the territory of the Center de services scolaire de Montréal. The children, aged 6 to 12, present difficulties in the development of oral comprehension and expression which limit them in terms of socialization and school learning.
“We work according to the needs of the students. We seek to stimulate language via several entry points: visual, kinesthetic, interactive,” explains Patrice Galarneau. A language class teacher for nearly 20 years, he currently teaches students who are about to enter high school. “Of course, we work on their areas of interest, to work on their motivation and success,” he adds. “To keep students motivated, you have to listen to their needs, their emotional state and their pace. When we know the student well and support him while respecting all of this, he can only improve and be proud of himself,” says Marie-Pier Mallette, teacher in 2and year. A pleasant climate in the classroom also contributes to the child’s willingness to learn.
Challenges and discoveries
The pandemic has brought its share of challenges, first with distance learning, then with the wearing of masks. For the little ones, the mask made it difficult to learn the sounds – the masks with windows finally allowed, at least, to see the shape of the mouth. The mask could represent a sensory challenge, and blocks facial expressions, notes Lynda Mohammedi, who teaches children in the first cycle. “Our students often present other challenges, which makes it difficult to wear a mask. It creates one more barrier to communication,” says Ms.me Briefcase.
COVID-19 causes a lot of interference in the work, summarizes Mr. Galarneau: “We need to throw our arms even further, otherwise we won’t reach the children. “And during the few months that the distance education lasted, holding the attention of the students by videoconference was not easy: “Already, we have to go there individually to make people understand. From a distance, it was a great challenge for our students,” says Ms.me Ait Allioua.
Despite everything, the pandemic has imposed a digital shift. Some teachers have taken up computer programming, which offers a multitude of advantages. “It forces us to think outside the box. Coding, for example, allows for different problem solving than with paper and pencil, which is more difficult for some students,” believes Ms.me Mohammad. It can be used to integrate several subjects (vocabulary, mathematics, etc.), in addition to giving students a sense of competence and pride. “When you see smiles, complicity and commitment, you know the magic is happening,” says Mr. Galarneau.
Hearing loss: learning by doing
Myriam Chrétien teaches a special class of 3and primary cycle at the Saint-Enfant-Jésus school. His seven students have varying degrees of hearing loss. “Some have associated disorders; I have to meet everyone’s needs,” she says. Small classes facilitate communication and provide personalized support. “My planning is different for each of my students. One of my buds has no phonological awareness, meaning he has to learn to separate and distinguish syllables, while another is preparing to take his ministry exams. »
The teacher has set up an educational approach based on concrete projects: sewing, carpentry, winter outings, visits… “There is no specific material that exists for my students, I have to create everything they need “, underlines M.me Christian.
These projects provide a common experience, through which knowledge is acquired: reading, mathematics, writing, vocabulary learning, development of autonomy and curiosity, openness to the world. “I have to work on everything related to school subjects. It’s not just to learn, it’s to learn life. »
Adapt…again
The arrival of the pandemic had repercussions on the progress of students, but special classes were quickly allowed to return to face-to-face teaching, distance learning presenting all kinds of challenges. Just think of videos that cut off or are jerky, making lip-reading impossible for these students. The teachers also had to fight for access to the visor mask. Special projects also had to be redesigned; fortunately, the activities were transported to nearby Mount Royal (cross-country skiing, snowshoeing, sliding).
In short, the pandemic will have added a layer of unpredictability in this profession: “There is nothing routine, I have to adapt continuously. But that’s what keeps me going. They’re different students, but when I see the sparkle in their eyes, I remember why I’m doing it,” Ms.me Christian.