Special Education in the Classroom: : A Teacher's Process.

Detection detect

Intervention

Plan Implementation

Continued Support

Social Signs of Struggle

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Discreetly consult with parents to see if they have noticed any of the signs as well.

Discreetly consult with co-workers and administration.

Withdrawn?

Self harm or aggression towards others under stress?

File preliminary paperwork and arrange any meetings.

Physical Signs of Struggle

Academic Signs of Struggle

Perceived disinterest?

Low grades, or changes?

Difficulty concentrating?

Disinterest in other students?

Difficulty with fine motor skills and/or motor skills?

Speech Impediments?

Difficulty seeing the white board or reading?

Communication and IEP Meetings

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Set academic and social goals collaboratively Goal

Encourage student to set own goals.

Consult with parents, medical professional, and school administrator on what is feasible for students.

Assistive Technology technology

Assess what is already available for the particular need. What should be added to the classroom repertoire?

Differentiated Instruction Plan plan

In the Classroom classroom

Use assistive technology and the differentiated instruction plan in the class.

Monitor what strategies are working, and which are not.

Constantly collaborate with students and co-workers to discover new ways to implement the plan.

What are the students needs?

Learn as much as you can about a particular student's disability. Formulate how to accommodate the student.

Work with administrators to get the resources needed.

Encourage students to support and help the special education student.

What are different ways of organizing lessons and class groups to better accomodate the student?

Parent and Student parent and kid

Teacher teacher

IEP meetings every 4-8 weeks with all relevant personnel.

Constant communication via paperwork and interviews.

Continued Informal Progress Checks progress

Do informal weekly checks via email or phone calls with parents.

Monitor grades and social behavior.

Receive mentor-ship from experienced colleagues and administrators.

Constantly do research on more ways of differentiated instruction.

Make sure the student has access to every available resource possible.

Have the students self-monitor with a journal or other activity.

Flexibility in reforming plans that are not working.

A caring respectful attitude towards student's and their families.

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