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PART A: HOW TO IDENTIFY A STUDENT WITH SPECIAL NEEDS :red_flag:
PART A: HOW TO IDENTIFY A STUDENT WITH SPECIAL NEEDS :red_flag:
STEP 1
Develop RAPPORT with all students. This will allow development of mutual respect and allows the teacher to better know each individual Student
STEP 2
OBSERVE students on a regular basis in small groups and 1 on 1 settings in different d environments.
STEP 3:
Look for Red-Flag :red_flag: behaviours under the following Headings
D. FINE AND GROSS MOTOR SKILLS
Is student slower in gross motor development, like running, jumping or climbing in comparison to other children.?
Does the student have poor movement coordination during gross motor activities?
Does the student find it difficult to learn new physical activities or ball games?
Does the student have poor balance and fall easily when walking or running?
A. INFORMATION PROCESSING, ATTENTION, AND COGNITION
.
Does the student take a longer time to learn and practice new skills
Does the child take longer than normal to understand a topic or instruction?
Is there a difficulty grasping and understanding the content of a topic?
Is there difficulty approaching problems systematically?
Is there constant need of individual guidance from the teacher during tasks. ?
Does the student have difficulty concentrating during classes and are easily distracted?
B. COMMUNICATION
Does the student find it difficult interpreting verbal information?
Do they have difficulty participating in class discussions?
Does the student have difficulty clearly expressing their thoughts?
Do they have difficulty with higher level language skills?
C. LANGUAGE
Does the student have difficulty understanding more complex oral instructions?
Does the student misunderstand the meaning of questions and give irrelevant answers?
Is the student distractible or show signs of physical strain when reading?
Does the student perform poorer on written tests and assignments in contrast to other forms of assessments?
E.
SOCIAL
Does the student show poor communication skills or exhibit inappropriate behaviour or speech in social settings?
Does the student have difficulty low feelings of self-worth?
Does the student have difficulty making and keeping friends?
Does the student tend to be self-centred and insensitive to others’ needs and feelings?
PART B: HOW TO HELP A STUDENT WITH SPECIAL NEEDS
Does this student have a
diagnosed
Learning Disability?
Reference:
Unlocking Potential: Key Components of Programming for Students with Learning Disabilities. Education Alberta 2002. Retrieved from:
https://education.alberta.ca/media/385144/unlocking-potential-programming-for-students-learning-disabilities-2002.pdf
May 29, 2019.
10 Basic Steps in Special Education, 2017. Center for Parent Information & Resources. Retrieved from
https://www.parentcenterhub.org/steps/
June 1, 2019.
Resources:
https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
https://education.alberta.ca/media/482271/calm_ch7.pdf
IF YES
Whats is the disability?
How can I use Differentiated Instruction to help this student?
i environmental and physical accommodations
ii. instructional accommodations; and
iii. evaluation/testing accommodations
Does the student have an IEP?
Track Progress using Formative Assessments and day-to-day observation
Review progress and re-evaluate if necessary
IF NO
Can I refer the student to learning support?
In what way is the student struggling?
How can I use differentiated instruction to meet those needs?
i. environmental and physical accommodations
ii. instructional accommodations; and
iii. evaluation/testing accommodations
Develop my own IEP based on research and needs of student
