Special Education Process: How to help a struggling student. (Once a plan…
Special Education Process: How to help a struggling student.
The Individual Education Plan (IEP): A resource guide. (2004). Toronto: Ministry of Education. Retrieved May 5, 2018, from
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Once a plan has been created, decide how it can be implemented and what is needed.
Is a homework routine needed? What do the parents need to do?
Should technology be used? Is voice recognition, audio books, or headphones an option?
Once the plan and assistance has been determined, next some goals should be set. With the necessary structures in place, what should the child achieve? The situation should be re-visited frequently to judge progress and adjust goals if necessary if the child is progressing faster or slower than anticipated.
The student should have clear goals that are achievable with the end goal being that they are able to progress at the same rate as everyone else in the class.
If the plan is working then it should be continued throughout the students education. If the student shows outstanding results, the plan could be adjusted to have less accommodations if the advisor feels they are not necessary anymore.
If the plan is not working and the accommodations and technology is not helping, the parents, teacher and special needs advisor should meet again and discuss a new plan. This may involve a new approach such as time spent learning one on one and spending more time out of the class.
What accommodations are needed in class? Extra time doing work, different seating arrangements, more leniancy in relation to behaviour in class?
Raise the issue with special needs teacher.
After they observe some lessons approach parents about formulating a plan.
Explain to the parents the issues the child is having in class. Show them the options, what has worked for students in similar situations. Assure them their child is not the only one with such issues.
Is the child off pace with the rest of the class? Is the child having a negative impact on the rest of the class?
What type of issues does the child have? Are these limited to school or are they also an issue at home?
End result should be an agreement to make a plan that is beneficial to the student, teacher and is clear for the parents to understand and to take part in.
Mental issues? (Cannot focus in class, loses track of time)
Physical issues? (Cannot hold pencil, under developed motor skills)