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Determining Special Needs (Remove other determine factors of learning…
Determining Special Needs
Remove other determine factors of learning disability
Eliminate external factors
Connect with other adults in students life Ask adults if they notice anything different about student recently, also ask about addressing changes in behavior
Parents
Previous teachers
Coaches
Family problems
Stress with Friends
School Stress
Warning Signs of struggling students
LiMai Teachers Suggestions for struggling students
Warning signs from LIMAI teachers
:
-poor English ability
-consistent shyness
-consistently unfocused "eye wander around the room"
-Inability or struggle to read
-Student held back more than once
-Constant victim of bullying
-poor grades!
Empirical research
Difficulty with reading and/or writing
Problems with math skills
Difficulty remembering
Problems paying attention
Trouble following directions
Poor coordination
Difficulty with concepts related to time
Problems staying organized1
A child with a learning disability also may exhibit one or more of the following2:
Impetuous behavior
Inappropriate responses in school or social situations
Difficulty staying on task (easily distracted)
Difficulty finding the right way to say something
Inconsistent school performance
Immature way of speaking
Difficulty listening well
Problems dealing with new things in life
Problems understanding words or concepts
Learning Disabilities Association of America. (n.d.). Symptoms of learning disabilities. Retrieved July 8, 2017,
If determined to not be external factors
Limai Chinese (American) School does not have Special Education support, children with exceptional needs are expected to behave in class like their less exceptional counterparts.
LiMai Teacher Strategies
coping with students various needs
Letting student copy every word of notes from the board :star:
Allow student to draw during lessons if content is to difficult :pencil2:
1 on 1 instruction when appropriate :star:
Taking protective measures to protect exceptional students, Keeping scissors locked in a drawer, keeping special students away from bullies :smiley:
Empirical Strategies
Direct instruction (DI) is a scientifically-based instructional approach that has proven results for students with disabilities. The DI approach uses detailed teaching procedures that are presented in a specific order (Tarver, 1999). It is built around the concept that every child can learn if we teach them carefully and teachers can be successful with effective instructional delivery techniques.
Self-monitoring is a behavior management strategy, effective for helping students improve their academic performance and attention behaviors (Mitchum, Young, West, & Benyo, 2001). It is a student-centered strategy that can be used to increase on-task behavior of students by encouraging them to monitor their own behavior. Students with behavioral and academic difficulties typically have limited awareness and understanding of their own behavior and its effects on others. Self-monitoring interventions equip students to recognize and keep track of their own behavior
ClassWide Peer Tutoring (CWPT) is an instructional strategy designed to effectively teach specific information to students with a variety of skill levels.
Martel, H. A. (2008, August). E ective Strategies for General and Special Education Teachers. Retrieved July 11, 2017, from
http://commons.emich.edu/cgi/viewcontent.cgi?article=1251&context=honors
If determined to be external factors:
Continued discussion with other adults involved in students life to monitor progress
Work within appropriate means to manage classroom behavior
