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Identifying and Helping Struggling Students (1. IDENTIFYING STRUGGLING…
Identifying and Helping Struggling Students
1. IDENTIFYING STRUGGLING STUDENT
Build relationship with student and really get to know them
specific things I currently do
'Take 10' : allocate ten mins every week for each child. Take a walk with student around school/outdoors and converse (non specific and student lead)
Student and teacher reflections at the end of the day
Some signs of struggling student
Lack of Focus
Disengaged with the class
inability to effectively communicate
Easily angered/frustrated
Inability to collaborate with peers
Ability to understand things
Struggling to socialise
(Children with special education needs n.d)
Data / information to gather
Information from previous schools/teachers
Information from parents
Inquire about any previous IEP
Gather previous academic data
Know of any previous screenings/assessments of SEN
Speak to other current teachers
2. First Response
Collaboration is key!
Speak to School counselor immidiatley
Communicate concerns/observations with parents
Speak to any SEN department members (if available)
Communicate with school administrators
Collate information gathered to garner a stronger understanding of needs and subsequent support needed
3. Helping the student
Once you have collaborated with parents and other members of staff; work together to create an IEP
This is dependent on the needs of the child. Here are some possible ways to differentiate classroom strategies to support student
Alter classroom layout to be conducive to student learning
Allow flexibility in work completion
Small group work
modify learning experience to fit needs of the student
Once you implement an IEP, continue to provide feedback, assess and work on the effectiveness of the IEP for the student. This is done by a continued collaborative approach, involving all key members; teachers, parents, counselors and SEN staff
Share new data/results with team members. Continue to build in IEP and support strategies by taking on advice and information share by team members.
Important to provide practical strategies for parents to implement at home. Ensure home environment is conducive to learning to create consistent level of support
4. Further Support/referral
Combination of IEP and extra support from SEN staff
Continue to implement IEP when in the classroom
Continue to modify/build on if needed
Continue to observe and collaborate with team members
If required; SEN one to one support
SEN referral; based on collation of gathered information from all members of staff involved
Formal assessment of child (having discussed with key members first)
Establish a formal diagnosis
References
Special Education Needs and Inclusion Report (2008). Retrieved from:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/754974/Schools_causing_concern_guidance-November_2018.pdf
Ten Basic Steps in Special Education (2017). Retrieved at:
https://www.parentcenterhub.org/steps/
Children with special educational needs and disabilities SEND (n.d). Retrieved at:
https://www.gov.uk/children-with-special-educational-needs
Children with special educational needs and disabilities SEND (n.d).
Extra Help
. Retrieved at:
https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help
(children with special educational needs n.d)
Modify modules and curriculums to be inclusive
Set goals for the student to help in identifying progress