Students with learning difficulties
ASSESSMENT
student is identified by asmissons/homewroom teachers/ School management as needing SEN support in the class or subject teacher
parents must be aware and included in assessment activities
Definitions used in my flowchart
SEN - Special Education Needs
SENCO Special Education Needs Coordinator
IBP Individual Behaviour Plan
IEDP Individual Education Plan
SSTStudent Success Team
Flowchart by Elizaveta Polovnikova
A formal reference can be done to the SEN department
PLAN
The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
DO
The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil.
REVIEW
The effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed. The class or subject teacher, working with the SENCo, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil.
Reclassification/discontinuation from the SEN
If a student makes sufficient improvement and achieves outcomes set on the IEP or IBP, a discharge report will be written based on professional evaluations and observations of the child’s ability or the teacher’s improved ability to cater for the child’s needs.
The child may continue on another plan according to new needs at the time, or it may be established that the child no longer requires additional SEN level support and his/her name will be removed from the SEN register. In this instance the teacher and parents will be formally notified by SEN department of the decisio
Special Education Needs
ASSESS
PLAN
DO
REVIEW
The SENCo should support the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
student is identified as the one in need for differentiation in class done by teachers only
differentiation can be done based on :
Process
Content
Product
Learning Environment
Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.
Encourage thinking at various levels of Bloom's taxonomy.
Use a variety of instructional delivery methods to address different learning styles.
Break assignments into smaller, more manageable parts that include structured directions for each part.
Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity
Use specially designed instruction and/or materials, as appropriate
What are the thinking levels by Blooms TAXONOMY ?
CREATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Use a variety of assessment strategies, including performance-based and open-ended assessment.
Balance teacher-assigned and student-selected projects.
Offer students a choice of projects that reflect a variety of learning styles and interests.
Make assessment an ongoing, interactive process.
Grouping: flexible, small group and 1:1
Offer a variety of visual supports and manipulatives
Specialized settings such as Resource Room, Quiet Space
Cluster grouping and/or “walk to….” models for homogeneous grouping
Supportive classroom equipment: study carrels, timers, sensory integration supports, headphones
Access to technology.
Provide access to a variety of materials which target different learning preferences and reading abilities.
Develop activities that target auditory, visual, and kinesthetic learners.
Establish stations for inquiry-based, independent learning activities.
Create activities that vary in level of complexity and degree of abstract thinking required.
Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.