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Identifying and Supporting Students with Difficulties :star: - Coggle…

- - - - A fixation on certain topics, objects, sayings, activities, edibles
      - If routine is changed, it leads to outbursts or aggressive behaviors
      - Sensitive to noise, touch, smell
      - Short attention span
      - Repetitive behaviors (called stimming/ stereotypy)
      - (Mannion, 2020)
      - Distractible
  - - - Hard time interacting with their peers
      - Doesn't understand social cues
      - Finds it difficult to play imaginatively or to share with others
      - Prefers to be alone
      - Can avoid eye contact and touch
      - (Mannion, 2020)
  - - - Delayed speech and language skills
      - Echolalia (repeating the same phrases over and over again)
      - Difficulty with pronouns
      - Inability to understand common gestures, jokes
  - - - Academic
        
        Delayed in
        reading, writing, listening, speaking, or mathematics (not all) (Seifert and Sutton, 2009)
      - Intellectual
        
        Broader and more significant learning disabilities (Seifert and Sutton, 2009)
        
        May take more time and effort to complete everyday tasks (Seifert and Sutton, 2009)
  - - - Difficulty controlling emotions
      - Anxious
      - Emotional Disturbance
  - - - Visual Impairment
      - Hearing Impairment
      - Physically Disabled
      - Traumatic Brain Injury
      - Orthopaedic Impairment
  - - - Schedule a referral meeting with parent/guardian of student and all other parties (school administrator, counselor, etc.)
        
        Evaluate student with parental consent
        
        Hearing
        
        Health
        
        Vision
        
        Social Skills
        
        Emotional Status
        
        General Intelligence
        
        Academic Performance
        
        Communicative Status
        
        Motor Abilities
        
        (Evaluating School-Aged Children for Disability | Center for Parent Information and Resources, 2017)
        
        Eligible for Special Services
        
        Establish an Individual Education Plan (IEP) with parental consent
        
        Consistently monitor, document, and report progress of student
        
        Daily progress reports
        
        Record videos for reporting and review (Mannion, 2020)
        
        Meet with all parties to report and collaborate on student's IEP
        
        Not Eligible for Special Services
        
        Still incorporate some differentiation in the classroom to accommodate student's needs along with other students
        
        References
        
        Mannion, C. (2020). Questions About Special Education.
        
        Parentcenterhub.org. (2017). Evaluating School-Aged Children For Disability | Center For Parent Information And Resources. [online] [https://www.parentcenterhub.org/evaluation/]) .
        
        F. P. Hilf, B. (2020). Questions About Special Education.
        
        Seifert, K. and Sutton, R. (2009). Educational Psychology. 2nd ed. [ebook] Manitoba, Canada: University of Manitoba. [http://home.cc.umanitoba.ca/~seifert/EdPsy2009.pdf] .
        
        TherapyTravelers. 2018. Strategies For Teaching Students With Intellectual Disabilities | Therapytravelers. [online] [https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/].