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Special Needs Referral Process (Teacher and/or parent identify a…

- - - - Learning or behavioural concerns persist
        
        Establish a record of concern in a school database for special needs/at risk students
        
        Continue to keep this updated with feedback from assessment, observations and decisions made throughout the duration of the child's enrollment.
        
        Consultation and Collaboration
        
        Teacher brings assessment and observation data to the attention of their line manager who should coordinate a team meeting.
        
        A Student Centered Team (SCT) consisting of the teacher, the parent/guardian, an administrator, other general education teachers, nurse, guidance counsellor etc. should be established.
        
        Meet to discuss child's needs, share strategies, give support, identify goals and develop an action plan.
        
        The action plan could involve measures such as in-class support, various differentiation strategies, personal development for the teacher, cross class grouping, social/behavioural strategies etc.
        
        Document decisions made and outcomes of the meeting.
        
        Teacher adapts curriculum and classroom environment to accomodate student needs
        
        Child's progress reviewed.
        
        Teacher documents progress and reports back to the team.
        
        Strategies are unsuccessful
        
        Referral for assessment
        
        A referral for determination of eligibility for special education services can be initiated by school personnel, parents/guardians or any other person involved in the education or care of the child.
        
        Click here to view an example referral form.
        
        Parental Consent
        
        Parental/guardian consent should be obtained to begin the evaluation phase of the referral process.
        
        Special education evaluation
        
        Following a referral to the local school district or education board, a non-discriminatory, multi-factored evaluation should take place.
        
        Evaluations might measure: intelligence, achievement, behavioural, disability specific issues, medical issues etc.
        
        Informal data such as observations and previous documentation should also be considered during the evaluation.
        
        2 more items...
        
        Strategies are successful
        
        Student's progress is monitored
        
        The class teacher and the special needs coordinator/guidance councellor should continue to monitor the student's academic and behavioural performance.
        
        Parental inclusion
        
        During the consultation and collaboration phase, a nominated member of staff should make contact with the parent. Ongoing parental involvement should occur.
      - No ongoing concerns
        
        Continue ongoing assessment as per the class program.
      - Inclusive Education provides New Zealand educators with practical strategies, suggestions and resources to support the diverse learning needs of their students.