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Procedure for Identifying and Supporting Students with Disabilities…
Procedure for Identifying and Supporting Students with Disabilities
After Acceptance into the School :checkered_flag:
Teacher observes signs that the student may need additional support beyond typical classroom differentiation. :warning:
Consults individually with other teachers or special needs teacher or counselor. :speech_balloon:
The teacher updates their differentiation strategies or uses another strategy that has worked for other teachers. :arrow_double_up:
Student shows signs of improvement, or observed signs disappear. :<3:
Student does not show signs of improvement and signs worsen.:!:
Teacher files a student review request to the special needs department. A meeting of all student subject teachers, homeroom teacher, and special needs deparmtnet is held to determine if further action is necessary. :hammer_and_pick:
Other teachers do not observe similar signs. :red_cross:
Other teachers also share similar observations of the student. :check:
Before Acceptance into the School :checkered_flag:
Application form does not indicate any prior signs of learning disability.
:smiley:
Application form indicates that the student may or does require additional support. :red_flag:
Student has a disability that the school believes can be supported based on current school resources. :check:
Student information is reviewed and parents are contacted to discuss a suitable plan to maximize support while the student is at school. :phone:
Student subject teachers and homeroom teacher are contacted by the special education department to inform them that they have a student with disabilities in the class. :pencil2:
Student needs to be occasionally pulled out/pushed in for additional support. Homeroom and subject teachers are informed of the pull-out/push-in schedule. :silhouettes:
Student is judged to be able to participate in mainstream class. A specific accommodation plan is provided to the homeroom and subject teachers. :check:
After 2-3 weeks, special needs teachers meet with homeroom and subject teachers to track progress or to address any issues or problems. :recycle:
Student shows signs of improvement and adjusts are made. :check:
Student shows signs of improvement and is judged to no longer need additional support. They are exited from the program. :<3:
Student shows either little to no progress, or additional signs have been observed. Accommodation plan is revised. :!:
Student is provided with a shadow teacher who will support the student one on one within the classroom and/or during pull-out, if pull-out is part of the plan. :silhouette:
Parents are recommended by the special education department to take their child to a medical professional for additional testing. Students are tested and information is given to the special needs department. :female-doctor:
Parents already have additional support information on their child, which they provide to the school. :pencil2:
Parent rejects plan and refuses to allow their child to be placed in the support program. :forbidden:
Student has a disability that the school is currently unable to support. :red_flag:
Student is rejected and is not accepted. :no_entry: