Providing Assistance for Struggling Students (Noticing the Signs of…
Providing Assistance for Struggling Students
Noticing the Signs of Special Need Student
Starting the Process of Documentation
Reaching Out to the Specialists Support Team
Specialist Observes Student
Cooperate with Parents
Parent Does Not Consent to Special Educational Services
Begin Differentiation In the Classroom to Accommodate Special Needs
Implement Curriculum Compacting to provide a students with the overall theme of the content.
Pretest the students to determine their level and allow them to start exploring the content at the appropriate level.
Make learning centers for students to explore different parts of the content at their own pace.
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Use blended learning strategies to give the students support at home and multiple opportunities to be exposed the content.
Implementing Gardner's 7 Intelligences
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Give the students the freedom to do independent learning.
Allow students to use technology to demonstrate their mastery of content.
Allow the students to use mediums such as art or graphic organizers to show their mastery.
Implementing Bloom's Taxonomy
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Allow the students to work on projects in groups to provide extra support from their peers.
Consent of Parent: Develop an IEP
Refer Therapist Services
Parent Does Not Consent to Therapist Services
Begin Collaborating with Parents on Developing IEP
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Consent of Parent to Therapist Services
Begin Collaborating with Parent on Developing IEP
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If the Parents Consent to Allow Collaboration Between the Therapist and the School
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If the Special Needs are Severe
The Specialist Support Team Leader suggests the help of a therapist in the case of severe special needs cases.
The Parents reserve the right to follow up with a therapist.
The support team work together with the parents to begin making an IEP.
The IEP is an extension of the care the the parents give the student at home.
The support team trains the parents on support systems that should be implemented at home.
The support team clearly communicates the support system and treatment that the school will administer for the student.
A contractual agreement is made between the parents and the school about the extent, scope, and limitations of the special needs services that will be provided.
Parents are contacted.
The observations are shared with the parents.
The parents, the teacher who asked for support services and the specialist support team leader speak with the parents about further details about the student's home context and history.
Parents and the Support Team make a decision to pursue and IEP.
Specialist Takes Note of Classroom Behavior
Observations are added to the teacher's report.
Observations are discussed with the teacher who asked for support, other teachers who teach the student, and the specialist support team.
Follow up actions are discussed, planned, and the process of administering further support for the child are started.
Share the Documentation
Send the documentation to the specialist support team.
Set up an appointment for classroom observation by a member of the specialist support team.
Collaborate with the support team to decide further actions.
What to Document
Asking the Right Questions
Does the child become frustrated when communicating with peers or teacher?
Does the student stutter?
Does the student have trouble pronouncing words or certain sounds?
Does the student have trouble completing sentences or putting together events in a complete sequence?
Does the child have trouble with grammatical structures?
Does the student fight with others during activities?
Does the child intentionally seek isolation from others?
Does the student interact well with other students?
Does the child seem anxious when communicating with others?
Does the child make rude comments or hurtful remarks towards others?
Behavior in Class
Does the child demonstrate extreme behavior such as standing on the desk or throwing chairs?
Does the child yell during the lesson?
Does the child refuse to participate in activities?
Does the child constantly move around and play with objects on the desk?
Does the child regularly stand up during the class and walk around the room?
Check out this link to a fellow Cohort's Coggle
and Great Resources
Differentiation Techniques for Special Needs Students
Primary Professional Development: Differentiation in Action
Scaffolding and Differentiation in Core Instruction for Students with a Disability
Differentiation for Special Needs Learners