Process to Identify and Support Struggling Students
Create an inclusive class culture.
Open multiple avenues of communication.
Encourage a socially respectful and responsible classroom environment.
Observe for evidence of learning difficulties.
Document and describe observed behavior.
Compare documented behaviors with any common signs of social, behavioral , physical or learning difficulties.
Communicate with the student privately and directly.
Ask students questions about their life and learning experiences.
Determine if further evaluation or intervention is necessary.
If student does not need external evaluation or intervention, discuss and design IEP.
If student requires further evaluation or intervention, request for school's SEN teacher or counselor to consult.
School's SEN team observes, investigates and evaluates students needs. SEN team decides if external evaluation or intervention is necessary.
Implement student's Individual Education Program in the classroom.
If student requires an external evaluation or intervention, refer parents for an external SEN evaluation.
Continue to observe and document student's performance and behavior.
Journaling
Buddy System
Frequent student conferencing
Design learning experiences with for students' differences in mind.
Allow for flexible options in learning and assessment (UDL).
Request and respect students opinions about their learning.
Secret signals
Parent communication
Encourage students to look out for each other.
Assign collaborative, non-competitive tasks
Encourage offering and asking for help
Discuss diversity and different needs.
Withdrawn attitude or behavior
Frequent aggressive or emotional outbursts
Behavioral problems
Issues with integrating socially
Instances or reports of bullying
Low motivation for classwork
Not handing in assignments
Low assessment scores
References:
Lee, A. (2014). The 13 Disability Categories Under IDEA. [online] Understood.org. Available at: https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea [Accessed 3 Sep. 2019].
Pitonyak, D. (1998). Some Questions To Ask. [PDF] Available at: https://ecac2016.wpengine.com/wp-content/uploads/2016/02/Some-Questions-to-Ask...pdf.
Exceptional Children's Assistance Center. (2017). Positive Behavior Interventions and Supports. [online] Available at: https://www.ecac-parentcenter.org/parent-training-info-center/information-packets/positive-behavior-interventions-and-supports/.
The Basic Special Education Process under IDEA 2004. (n.d.). [PDF] Available at: https://ecac2016.wpengine.com/wp-content/uploads/2016/02/NICHCY_Special_Education_Process_Steps.pdf.
NCLD. (2019). The State of LD: Identifying Struggling Students. [online] Available at: https://www.ncld.org/identifying-struggling-students.
by Larissa Watson
Low effort in group or individual work
Identify needs that are not being met.
Research all aspects of the students life and empathize with their situation, circumstances and experiences.
Interview friends, family, care givers.
Ask: "What would it be like to live this person's life?"
Identify patterns in behavior (e.g. specific times of the day, subjects, teachers, social situations, etc.)
Ask: "How can we help you to learn in a way that makes sense?"
Recognize and label student's emotions and motivations.
If student is offered more appropriate support at another educational institution, offer the student and family support with the change.
Physical Disabilities
Learning Disabilities
Emotional Difficulties
Social or Communication Difficulties
Visual Impairment
Hearing Impairment
Deaf-Blindness
Other Health Impairment
Specific Learning Disability
Dyslexia
Dysgraphia
Dyscalculia
Auditory processing disorder
Nonverbal learning disability
Autism Spectrum Disorder
Emotional Disturbance
anxiety disorder
schizophrenia
depression
bipolar disorder
obsessive-compulsive disorder
Speech and Language Impairment
Orthopedic Impairment
Intellectual Disability
Traumatic Brain Injury
(Including ADHD)
other emotional difficulties
Specialized Instruction Design
Accomodations
Modifications
Related Services
(Including deafness)
(Including blindness)
Consider possible bias and assumptions about the student.
Describe behavior in a non-judgmental, detailed manner (in a way your grandmother would understand)
Schedule frequent and recurring student or parent & teacher conferences
Decide on appropriate criteria to evaluate student's progress.
Assistive Technologies