Special Education Process in the Classroom
✅Being mindful of signs that could indicate potential special needs
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Signs Include but are not limited to:
Delayed speech
being withdrawn
relying on other classmates or adults
avoidance behaviour
acting out
Pronunciation problems
Difficulty learning new words
Difficulty learning to read
Trouble learning numbers, the alphabet, days of the week, or colors and shapes
Poor concentration
Difficulty following directions
Poor grasp of a crayon or pen
Difficulty with buttoning, zipping, and tying
Use research-based intervention strategies and, make use of assistive technology; record data
🖊 👥Discuss signs of special needs in PLC meetings and discuss observations, as well as intervention strategies
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Discuss observations with PLC or Student Welfare Team Monitor for evidence that the research-based intervention strategy is effective;
Monitor for evidence that the assistive technology is effective;
Effective: Continue researched-based intervention strategies and continue monitoring
⚠ Ineffective: Refer to the STT to develop targeted research-based strategies of intervention ; cooperate with parents ; try personalised assistive technology
Monitor, discuss with STT and evaluate targeted intervention strategy (usually for at least 6 weeks)
Effective: Continue more intensive, personalised instruction and intervention; use assistive technology, continue monitoring and discussing the student with STT
Ineffective: high intensity intervention is urgently required; referral for special needs testing
Evaluate special needs testing outcome and develop an intervention and personalised special education program for the individual
Sources
Common Research-Based Intervention Strategies for all Students
change groupings
give direct and simple instructions
change seating arrangements
give clear feedback, and let him/her know what he/she is doing right and what he/she is doing wrong
ask students how they prefer communicating
develop signs or hand-gestures that indicate whether he/she want s to be called on or not
use plenty of visuals in instructions
have a clearly structured class procedure
be consistent and predictable with instructions and homework assignments
eliminate sensory distractions
provide study guides
expose students to course material prior to the lesson
Academic Modifications
adapt content or format of assignments
read aloud directions on tasks
allow more time on tests or assignments
provide multiple choice questions
provide word banks
Organisation for Autism Research. (2013). Understanding Autism: A Guide for Secondary School Teachers (Part I & II). Retrieved 10 September 2017, from
Feldman, R. (2017). Response to Intervention Tiers for Instruction | RTI Action Network. Rtinetwork.org. Retrieved 9 September 2017, from http://www.rtinetwork.org/essential/tieredinstruction
McGraw-Hill Education PreK-12. (2013). Response to Intervention (RTI): The three tiers of RTI instruction. YouTube. Retrieved 10 September 2017, from