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How to Identify and Motivate Learners Who May Need Special Assistance …
How to Identify and Motivate Learners Who May Need Special Assistance 
- Document Behaviors and Incidents in the classroom.
Watch for delayed social skills such as: not using social or cultural etiquette cues (greeting the teacher with a wai, greeting friends, leaving shoes outside in the cubbies before entering. Thailand specific expl.), signs of struggling to connect with peers or adults, signs of being withdrawn or in their own head.
Watch for students who may struggle to keep up in class. Disorganized, lack of attention in class or not able to sit still, excessive talking in class, consistent low grades, failure to turn assignments in on time.
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Initial Evaluation
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social and emotional status,
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communicative status, and
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Further Evaluation
If it is decided that additional data is needed, the group then identifies what is needed to determine:
whether your son or daughter has a particular category of disability (e.g., “other health impairment,” “specific learning disability”);
your child’s present levels of performance (that is, how he or she is currently doing in school) and his or her academic and developmental needs;
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if so, whether any additions or modifications are needed in the special education and related services to enable your child to meet the goals set out in the IEP to be developed and to participate, as appropriate, in the general curriculum.
The school’s special education department or student study team begins informal and formal evaluations. They will request that the classroom teacher and other individuals working with the child submit any evidence gathered.
Parents must be notified before the evaluation can take place. The evaluation must take place within 60 days notice of this.
- Modify Content, Process, and Product
Product
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Give students options to express required learning such as giving a speech, drawing the a picture, writing a paper ect.
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Process Differentiation
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Vary length of time students may need to complete a task. Or encourage advanced students to delve deeper.
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Assistive Technologies
Examples
Mobility aids, such as wheelchairs, scooters, walkers, canes, crutches1, prosthetic devices, and orthotic devices.2
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Cognitive aids, including computer or electrical assistive devices, to help people with memory, attention, or other challenges in their thinking skills.3
Computer software and hardware, such as voice recognition programs, screen readers, and screen enlargement applications, to help people with mobility and sensory impairments use computers and mobile devices.4,5
Tools such as automatic page turners, book holders, and adapted pencil grips to help learners with disabilities participate in educational activities4,6,7
Closed captioning to allow people with hearing problems to watch movies, television programs, and other digital media.4
Physical modifications in the built environment, including ramps, grab bars, and wider doorways to enable access to buildings, businesses, and workplaces.8,9
Lightweight, high-performance mobility devices that enable persons with disabilities to play sports and be physically active.4
Adaptive switches and utensils to allow those with limited motor skills to eat, play games, and accomplish other activities.4
Devices and features of devices to help perform tasks such as cooking, dressing, and grooming; specialized handles and grips, devices that extend reach, and lights on telephones and doorbells are a few examples
- Re-evaluate Students Progress and Modify according to progression
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