special education process (I. criteria (sluggishness/lethargy, disruptive…
special education process
seems to lack fundamental understanding of subject
II. consult with co-teacher
determine different plans for what would be the most effective way to help out that student
c. extra attention in class
establishing and then building upon a rapport based on mutual trust
checking in more often during independent work sessions
standing in closer proximity to the student
b. pair work
setting up this student with a partner who he trusts and with whom he feels comfortable working; use of Think Pair Share
a. group work
engineering groups of students with mixed abilities (high/intermediate/low)
get a better understanding of what is/isn't acceptable protocol in terms of cultural norms (It is often unacceptable to obviously single out a student. Therefore, extra help outside the classroom is not an option unless it is in a group setting. )
ask what she believes is the cause for behaviour
get a better understanding of the student
In the absence of in-school faculty training, take the initiative to find out more about the 13 types of disabilities under IDEA.
Continue with self-training on the different ways to better communicate with students, based on their learning styles.
Perhaps join an online workshop for identifying and working with students with learning disabilities.