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the process to identify and help a struggling student, 10 Basic Steps in…
the process to identify and help a struggling student
STEP 1
The child is identified as needing special education and related services
Parents: When a child is identified as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child.
School: A school professional may ask that a child be evaluated to see if he or she has a disability.
Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent.
State: Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services.
STEP 2.
Child is evaluated.
If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE).
The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child.
The evaluation must assess the child in all areas related to the child’s suspected disability
STEP 3
. Eligibility is decided.
If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision.
Together, they decide if the child is a “child with a disability,” as defined by IDEA.
Step 4. Child is found eligible for services.
Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child.
If the child is found to be a child with a disability defined by IDEA, he or she eligible for special education and related services.
Step 5
. IEP meeting is scheduled.
1 more item...
A group of qualified professionals and the parents look at the child’s evaluation results.
Evaluation is an essential early step in the special education process for a child.
Signs of a Struggling Student
:warning:
Becomes easily frustrated
Lacks self-motivation
Has difficulty staying on task
Takes longer than normal to complete written work
Begins to argue with you over school work
Becomes anxious and stressed about homework
Starts to leave books and assignments at school
Has difficulty following directions
Seems to work longer and harder with little or no improvement
Is no longer organized and forgets projects and tests dates
Turns in incomplete homework or none at all
Makes frequent and careless errors
Seems to have trouble with note-taking skills
Struggles with basic reading, writing, math, or spelling skills
Has difficulty remembering and does not retain learned skills
Makes negative comments about the teacher or about school in general
Receives notes home from teachers about classroom misconduct
Instructional Strategies
:star:
List objectives and goals for lesson and/or day at a glance
Differentiate instruction into tiers or by learning style / multiple intelligence
Use of formative, summative, formal, and informal assessments
Data: Use data from classroom tests and assignments to inform instruction and re-teach where
necessary
Provide rubrics with expectations before assigning a task or project
Present information in multiple formats (visual, graphic organizer, auditory, etc)
Cooperative learning strategies with clearly defined roles (ex. Think-Pair-Share)
Flexible grouping for ability based instruction
Use review games to make learning fun
Use of flashcards to aid in study and recall
Peer tutoring: same age or cross age
Have students write their own study questions or tests
Prioritize tasks with stars or by highlighting
Modifications and Accommodations
:check:
Time: extended time on classroom assignments, tasks, tests, and quizzes
Directions: read directions aloud, restate and clarify directions, highlight key words, have
students repeat directions back to teacher or class
Use of timer to cue student as to timeline / deadline
Line guide or index card to keep place when reading
Use of graphic organizers
Use of manipulatives and hands-on materials
Modify assignments and homework to be on studentʼs instructional level
Provide work samples as a model (examples and non-examples)
10 Basic Steps in Special Education
:red_flag:
Linlin Zhang
Reference
Gilmore, H. (2019). 14 Possible IEP Accommodations for Children with Autism & ADHD.
Psych Central
. Retrieved on August 30, 2020, from
https://pro.psychcentral.com/child-therapist/2017/03/14-possible-iep-accommodations-for-children-with-autism-adhd/
The Special Education Process Explained
. Retrieved from
https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-special-education-process-explained/
10 Basic Steps in Special Education
. Retrieved from
https://www.parentcenterhub.org/steps/
5 Steps to Help Your Struggling Student
. Retrieved from
https://tenneyschool.com/how-to-help-your-struggling-student/