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Special Education Referral Process (STEP 1) TEACHER TRAINING (All teachers…

- - - - Cognition
        
        trouble memorizing the alphabet or days of the week
        
        poor memory for what should be routine
        
        difficulty with cause and effect, sequencing, counting
        
        difficulty with basic concepts like size, shape, colour
      - Language
        
        slow development in speaking words and sentences (late talkers)
        
        pronunciation problems
        
        difficulty learning new words, slow vocabulary growth
        
        difficulty finding the right word to use
        
        difficulty understanding and following simple directions
        
        difficulty understanding questions
        
        difficulty recognizing or learning rhyming words
        
        lack of interest in storytelling
        
        immature grammar (syntax)
      - Emergent Literacy Skills
        
        slow speed in naming objects/colours
        
        limited phonological awareness (rhyming, blending)
        
        difficulty understanding written language is made up of phonemes and letters that make up words
        
        minimal interest in print
        
        difficulty recognizing and learning letters of alphabet
        
        difficulty learning connection between letters and sounds
      - Motor Skills
        
        clumsiness
        
        poor balance
        
        difficulty with fine motor skills and manipulating small objects like beads, buttons, tying shoes
        
        awkwardness in running, jumping, climbing
        
        difficulty with drawing, colouring, tracing, copying
      - Social Behaviour
        
        trouble interacting with others, plays alone
        
        easily frustrated
        
        hard to manage, temper tantrums
        
        has difficulty following directions
      - Attention and Behaviour
        
        distractible and inattentive
        
        impulsive
        
        hyperactive
        
        difficulty changing activities or handling disruption in routine
      - https://www.youtube.com/watch?v=SpkFTNx02hw
- - - - 1) A meeting is set up with the parents, head of the department, the homeroom teacher and the applicable members of the Learning Support team to discuss the student's needs.
        
        2) A referral is made for further assessment from an outside professional as required.
        
        3) An intermediate Individual Plan is made and will be followed until further assessment information becomes available.
        
        4) An intermediate Individual Plan is revisited and reviewed once assessment information is obtained.
        
        5) A formal Individual Plan is then developed based on assessment information in conjunction with input from relevant teachers.
        
        Teachers work with learning support teachers to develop Individual Plans for students with disabilities.
        
        There are 2 types of Individual Plans that can be developed at the school:
        
        2 more items...
        
        The Learning Support Team will offer to consult with the parent of a child regarding the development of an Individual Plan and will endeavour to get the parent's written consent for the implementation of the Plan
        
        The Individual Plan identified the student's individual needs which are used to formulate a personalized learning program allowing the student access to learning and teaching.
- - - - collage
      - diorama
      - poster
      - jigsaw puzzle
      - photo
      - mural
      - show & tell