Kinsey's Action Plan for Identifying and Helping Struggling…
Kinsey's Action Plan for Identifying and Helping Struggling Students :pencil2:
Step 1. The student is identified as possibly needing special education.
"The recognition of a discrepancy in the student’s academic, social/emotional, behavioral, and/or physical ability and his or her age may signal the need for additional academic or behavioral support"
Document first signs of the issue with exact dates. Give detailed information that describes the issue in its context when this behavior or challenge is displayed thereafter.
Step 2. Contact Parents/Guardians, School Counselor/Special Education Department for a Meeting
"The student’s parents/guardians should be kept informed of any changes in the student’s progress."
Early intervention needs to be done as soon as possible, so it is important to set up a meeting right away in order to conclude what next steps should be taken.
Discuss the data that has been collected about the student's academic/emotional/or behavioral difficulties that they have been having.
Keep parents up to date about the child's performance.
Enact Simple Classroom Intervention
Between steps 2 and 3, enact simple classroom intervention for the student. Keep documenting their progress and updating the parents and School Counselor/Special Education Department.
Step 3: Pre-referral
"Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education."
Utilize the RTI chart to provide special intervention for students.
If interventions applied in the classroom are not working, move to Step 3.
Step 4: Refer Student for Evaluation
"Evaluation is an essential early step in the special education process for a child. It’s intended to answer these questions:
Does the child have a disability that requires the provision of special education and related services?
What are the child’s specific educational needs?
What special education services and related services, then, are appropriate for addressing those needs?"
The evaluation must be comprehensive and use evaluation tools and strategies that are technically sound and accepted. Most students receive a battery of formal evaluations that measure:
Step 5: The Child is Identified as Being Eligible for Special Education Services:
If the child is found to be a "child with disability" he or she is eligible for special education and related services.
Step 6: IEP Meeting
An IEP meeting is held with teacher, student's parents, and special education team to discuss and plan the educational process for the student.
The IEP has two general purposes:
(1) to establish measurable annual goals for the child; and
(2) to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child.
1 more item...
Step 7: Services are Provided According to the Student's Needs:
The IEP begins to be carried out. Special teaching strategies, assistive technologies, and accommodations will need to be given to the student based on his/her disability needs.
3 more items...
In America, there are 14 disabilities as labeled and defined by IDEA:
Other Health Impairments
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Classroom intervention should involve different variations of
"Personalized learning is an educational approach that aims to customize learning for each student’s strengths, needs, skills and interests."
Personalized learning doesn’t replace an IEP or intervention programs.
Things to keep in mind:
When enacting classroom intervention for the student, think about:
What type of learner are they?
Kinesthetic/Visual/Aural/Reading and Writing/Verbal
Things to discuss in the meeting:
Is this problem new or recurrent?
Is this issue constant?
Is this issue appropriate for the child's age?
The parent's input will help in deciphering these questions.
A child has special education needs if they have a learning problem or a disability that make it more difficult for them to learn than most children their age. They may have problems with school work, communication, or behavior.
The Inclusion Classroom
In an inclusion classroom, general education teachers and special education teachers work together to meet the needs of students. This type of classroom gives special education students the support they need and allows them to stay in the least restrictive environment. All students can benefit from the additional resources and supportive techniques used in an inclusion classroom.
For Inclusion Classrooms, it is important for the teacher to understand and be knowledgeable about various disabilities. The more knowledgeable we are, the more helpful we can be to our students. Other strategies will involve altering teaching methods which will be explained throughout this process.