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Special Education Ideal Process (ongoing assistance (Parents and teachers…
Special Education Ideal Process
School's enrollment
The student has a clear documentation of his or her disability
Interview with parents - learn more about the child and parents' expectations
Plan IEP
1:1 - teacher - student (*if necessary)
The specific role (e.g., instructional, assistance with personal hygiene) that the aide will provide for the student.
Other natural supports, accommodations and/or services that could support the student to meet these needs (e.g., behavioral intervention plan; environmental accommodations or modifications; changes in scheduling; instructional materials in alternate formats; assistive technology devices; peer-to-peer supports)
The skills and goals the student should be planned to achieve that will reduce or eliminate the need for the one-to-one aide
The extent (e.g., portions of the school day) or circumstances (e.g., for transitions from class to class) the student would need the assistance of a one-to-one aide
A teacher is assigned to assist the student
Program, goals, observations, evaluation
goals
observations
evaluation
new plan
The student doesn't have any documentation and parents are unaware of the child's disability
Teacher observes student's behavior
Parents are invited for a meeting at school
the child is evaluated by specialists
Parents meet with teachers and discuss the diagnose to plan the IEP
APA
DeLorenzo, James P. SPECIAL EDUCATION FIELD ADVISORY (n.d.) Retrieved from:
http://p1232.nysed.gov/specialed/publications/1-1aide-jan2012.htm
Poker, Rosimar Bortolini. (2013). Plano de desenvolvimento individual para o atendimento educacional especializado – São Paulo - Retrieved from:
https://www.marilia.unesp.br/Home/Publicacoes/af-livro_9_poker_v7.pdf
ongoing assistance
Parents and teachers ongoing communication
specialists assistance
Teachers' weekly meeting
based at the capacity, interest, priority, necessity, resources, goals