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Students with Learning Difficulties : A Special Education Process by…

- - - - Observation:
        Teachers will watch and make note of any issues in following directions, social cues, recess interaction, focus, completion of tasks, and amount of eye contact. In addition, those students with lower scores will be seated closer to the teacher and/or next to a higher level student to see if there is a change for the better.
        
        Problems
        
        No
        
        Follow-Up: Continue to monitor progress to ensure that the student achieves at a higher level than previously and integrates well socially.
        
        Yes
        
        Classroom/Parent Interventions
        
        Classroom: Scaffolding- provide more help for each step until the student can achieve the desired result. Peer Mentee: Pair with other high/mid-level student to assess possible personality conflict. Goals: set shorter timers to achieve shorter tasks to help focus and complete larger tasks. Visual: Incorporate more visuals in all lessons to appeal to different part of brain. Auditory: Incorporate interesting audio into lessons such as audio files for reading sections. Parents: Contact parents and ask investigative questions to assess whether the behavior is repeated at home.
        
        Problems
        
        2 more items...
    - - Observation: Teachers will watch and make note of any issues in following directions, social cues, recess interaction, focus, completion of tasks, and amount of eye contact. In addition, those students with higher scores will be entrusted as peer mentors and sat near lower level students.
        
        Problems
        
        Yes
        
        Classroom/Parent Interventions
        
        Classroom: Peer Mentor: Pair with other lower/mid-level students to assess the possible personality conflict. Goals: set shorter timers to achieve shorter tasks to help focus and complete larger tasks. Visual: Incorporate more visuals in all lessons to appeal to different part of brain.Auditory: Incorporate interesting audio into lessons such as audio files for reading sections. Parents: Contact parents and ask investigative questions to assess whether the behavior is repeated at home.
        
        Problems
        
        2 more items...
        
        No
        
        Follow-Up: Continue to monitor progress to ensure that the student achieves at a higher/similar level than previously and integrates well socially.
    - - Observation: Teachers will watch and make note of any issues in following directions, social cues, recess interaction, focus, completion of tasks, and amount of eye contact. In addition, mid-level students will be paired based on their scores.
        
        Problems
        
        No
        
        Follow-Up: Continue to monitor progress to ensure that the student achieves at a higher level than previously and integrates well socially.
        
        Yes
        
        Classroom/Parent Interventions
        
        Classroom: Scaffolding- provide more help for each step until the student can achieve the desired result. Goals: set shorter timers to achieve shorter tasks to help focus and complete larger tasks. Visual: Incorporate more visuals in all lessons to appeal to different part of brain.Auditory: Incorporate interesting audio into lessons such as audio files for reading sections. Parents: Contact parents and ask investigative questions to assess whether the behavior is repeated at home.
        
        Problems
        
        2 more items...