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Withdrawn attitude or behavior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