Special Education in the Classroom by Sasie Hasegawa
Special Education in the Classroom
by Sasie Hasegawa
1) RECOGNITION: Understand and assess the diverse learning styles in the classroom
Identify students who are struggling based on performance and behavior
Document specific signs of issues observed. Include the date of the occurence, specific notes, and deficit skills.
Speak with parents about the child's performance
Discuss and observe with parents if this is an issue that can be 'solved' or if this needs to be addressed from outside help from a school-based pre-referral team. [PROCEED to STEP 2]
Discuss if this is an issue that can be resolved in the classroom.
Work with the student and monitor their progress. If student's scores and behavior excels there is no need for a Sp Ed program or referral.
Work with a Student Centered Team consisting of teacher, parents, administrator, nurse, school counselor, general education teachers to start RTI Process
High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs (
Frequent monitoring of progress to make results-based academic or behavioral decisions (
Application of child response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies) (
If none of these processes work... [PROCEED TO STEP 3]
REFERRAL for Special Education Evaluation
School will obtain consent from parents/legal guardians
If approved...[PROCEED TO STEP 4]
As the student's teacher I am responsible for providing documentation of the problems within 60 days of referral.
[PROCEED TO STEP 5]
Meet with all other evaluators in the process from step 4 to determine eligibility
Child is deemed not eligible
Child is deemed eligible .... [PROCEED TO STEP 6]
RECEIVING IEP (Individualized Education Program)
Implement the IEP
:red_flag: SOURCES in APA:
Special Education Referral Process. (n.d.). Retrieved September 13, 2017, from