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Special Education Process in My Classroom (Signs of Struggling Student…

- - - - Determine whether or not the student should be checked for special needs
        
        Referral to a school counselor
        
        Continue researched-based intervention strategies and continue monitoring
        
        Ensure the child feels comfortable and supported
        
        Communicate with the child's parents
        
        Follow procedures recommended by psychologist or counselor and stay on top of the protocols
        
        Maintain frequent communication with teacher, parent, and counselor
        
        Be flexible and make appointments to communicate with parents
        
        Frequent reports on progress checks
        
        Make a portfolio for child to monitor closely
        
        Interactive learning
        
        Provide a variety of opportunities to learn in the classroom
        
        Give direct instructions
        
        Frequent progress checks
        
        Familiarize with your students' IEP to help them succeed
        
        Give immediate feedbacks
        
        Short and concise activities
        
        Repeat instructions
        
        Be clear; give examples of finished product
        
        Give oral instructions
        
        Cooperative learning activities
        
        Allow extra time for tasks and assignments
        
        Multi-sensory approaches
        
        Use rubrics to go over assignments and tasks thoroughly
        
        Modify texts for learning
        
        Communicate, work with, and collaborate with special needs child's other subject teachers
        
        Work with special education teachers if available
        
        Evaluate special needs testing outcome and develop an intervention and personalized special education program for the individual
        
        Sources
        
        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 https://www.youtube.com/watch?v=a2zySJwuizE
        
        Organisation for Autism Research. (2013). Understanding Autism: A Guide for Secondary School Teachers (Part I & II). Retrieved 10 September 2017, from https://www.youtube.com/watch?v=4yAAOI6JUsM
        
        Ripley, S. (2017). Collaboration Between General and Special Education Teachers. TeacherVision. Retrieved 10 September 2017, from https://www.teachervision.com/83781/collaboration-between-general-special-education-teachers
        
        SCHOOL OF ONE. (2017). YouTube. Retrieved 10 September 2017, from https://www.youtube.com/watch?v=HSTrI6nj5xU
        
        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)
        
        Continue more intensive, personalised instruction and intervention; use assistive technology, continue monitoring and discussing the student with STT