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Identifying and Helping Struggling Students, Who, Megan Gilmore - Coggle…

- - - - Consulting with Student's Parents
        
        Discovering Potential Exceptional Students
        
        Referral
        
        Enrollment
        
        Identification
        
        Placement
        
        1 more item...
        
        Assessment Team
        
        Special Schools/Classes
        
        Parents/Teachers
        
        Center Personnel
        
        Center Personnel
      - Teachers
    - - ASD
        
        Rigidity/stubbornness
        Difficulty engaging in social context
        Difficulty making eye contact
        Can focus on one thing for extended periods of time
        RRBs – restrictive and repetitive behavior (pinching/hitting self, waving arms etc)
        Difficulty accepting losing in games
        
        Teaching strategies
        
        Create and stick to a routine
        Give advance warning any time you need to change the routine
        Encourage them to draw to express their feelings
        Put student close to teacher, away from as many distractions as possible
        There has been no successful way to eliminate RRBs, but they can often be redirected to something less harmful or distracting, such as holding squishy balls.
      - Other
        
        Difficulty focusing
        Difficulty controlling emotions
        Difficulty with reading, writing or math
        Difficulty socializing with others
        
        Teaching strategies
        
        Use visual aids whenever possible – pictures or visual aids for instructions, time, feelings, etc
        Use token/sticker boards with clear goals to work towards and stars to earn (eg they can get a star if they can go one class without touching another classmate, or if they can finish a task)
        Use timers to allow students to visualize time
        Stick to a schedule and inform them in advance of any changes. Tell them what will happen next so they can mentally prepare
        Allow students (can be for the whole class but especially important for special-needs kids) to identify how they’re feeling on a 5-point scale when they come into class
        Tell students the consequences ahead of time and follow through when they break rules, but also be understanding of their feelings and needs
        Ask “What can I do to make you feel better?” when they are having a meltdown
        Keep steps to a maximum of 3 at a time
        Explicitly teach appropriate ways of seeking attention and expressing feelings (eg When _, I feel ___ because __.)
        Validate students’ thoughts and feelings, not bad behavior
        Change test accommodations to allow the student to demonstrate learning
      - ADHD
        
        Difficulty focusing, short attention span
        Frequently interrupt others
        Difficulty with big tasks, especially without clear steps
        Difficulty getting and staying organized
        
        Teaching strategies
        
        Reduce distractions as much as possible
        Give short breaks to ADHD every 15-20 minutes of class
        Put a timer within clear sight
        List what will be covered in class on the board
        Limit unexpected changes in routine
        Break down tasks very clearly and specifically into smaller steps
        Make a visualized schedule with drawings or words for them to know what to expect
        Allow students to sit on a stability ball or wiggle chair