Identifying & Supporting a struggling student in classroom by Liana…
Identifying & Supporting a struggling student in classroom
by Liana Kirilova
As a future teacher, my
will be to look at the students and learn about them. For example, I will try to become familiar with their occupational and educational background, culture, maturity level, outside commitments and motivation to perform schoolwork. These personalized differences in students’ life circumstances may affect their performance in school and how easily they understand the course material.
will be to identify my students' needs at the beginning of the school year:
This could happened through giving them to complete index cards or surveys
Making them to share about their obligations, favourite study styles and habits, favourite subjects etc.
will be to monitor students’ performance and track any changes in it, and watch out for signs which will show me that certain student is struggling
Signs of struggling student
An inability to deal adequately with normal social relations
-such as social relations with peers, teachers and parents :!:
Stress and anxiety
- mainly from balancing duties, inadequate financial resources or dysfunctional distinctive relationships :!:
Underdeveloped and inadequate study habits
- this can be observed when student having trouble to take notes, study, complete tasks and homework, managing time and setting goals :!:
- they can be documented from parents, doctors or previous school repots or they could be not so visible. However, in many cases, children are not aware of their learning disability, or their symptoms could be misinterpreted :!:
- when students experience difficulties in acquiring knowledge and skills (such as reading and writing) to the normal level expected of those in the same age :!:
Poor awareness of what the teacher expectations are
Psychological impairments or addiction
- these could be due to mental illness, abuse and addiction impairs academic performance :!:
will be to assist them and provide help as much as I can :<3:
I will demonstrate my concern towards them and will show them that I respect them as individuals through
• Keep myself sensitive
• Creating learning centres and study groups where students who are struggling will be able to engage and communicate with other peers and will give them opportunity to exchange knowledge between each other
• Keep remining positive and remind students that the class is important and worthy for everyone
• Make myself readily available
• I will modify my teaching strategy from outcomefocused to process-focused (i.e. paying more attention the skill development rather than grades).
• Building an emotional connection and trust
Get know those students’ strengths and encourage them to use it more. Show them the pathway to success, what make them successful and guide or provide them with examples of how to succeed
Integrate technologies into my classes. Increase the usage of assistive technology tools
I will try to use different teaching styles. I will vary the activities, lessons and assigments
In case that my
does not make a positive change and I do not observe a progression I will continue to my
:check: Referring students for
SPECIAL EDUCATION SERVICE (SES)
Phase 1: Recofnition and Pre-referral
Dunn (2006) stated that before teachers contact SES services they might use a referral criteria: a) inattentiveness b) needing assistance (c) inability to apply the presented information (d) inability to complere task and (e) studen's dimeanor demonstrates a disposition or attitude of not wanting to learn
Phase 2: Special Education Evaluation
According to the Global Procedures for providing a student with disabilities a free and appropriate education (FAPE), the school district is required to accomplish the evaluation within 60 days of the referral date. The evaluation has to be complete by multidisciplinary team which involves: school psychologist, special educators, general educators, parents or legal guirdian, related service providers and medical doctors.
Phase 3: Eligibility (FAPE)
After the student is deliberated eligible for SES, if the child has a disability as defined by IDEA which negatively affects his/her educational performance, and the child needs SES in order to benefit from education.
Phase 4: IEP Meeting
Project IDEAL (2019) stated the following:
"IEP is a legal contract between parents and school district that describes the SES which the student will receive."
Phase 5: IEP Implementation
The team can create meeting as frequently as needed in order to examine the implementation and to provide a record of the mastery of benchmarks and annual goal.
The information provided in this branch is taken from
"Project IDEAL in Action, project of the Texas Council for Developmental Disability"
Dunn, M. W., Cole, C. M., & Estrada, A. (2009). Referral Criteria for Special Education: General Education Teachers’ Perspectives in Canada and the United States of America.
Rural Special Education Quarterly, 28(1)
, 28–37. doi: 10.1177/875687050902800105
Foushée, R. D., & Sleigh, M. J. (n.d.). Going the Extra Mile: Identifying and Assisting Struggling Students.
Association for Psychological Science: Teaching Tips.
National Center for Learning Disabilities, Inc. (2017). The State of LD: Identifying Struggling Students. Retrieved from
Project IDEAL In Action is a project of the Texas Council for Developmental Disabilities. (n.d.). Special Education Referral Process. Retrieved from
U.S. Department of Education Office for Civil Rights. (2016, October 28). 2013-14 Civil Rights Data Collection: A First Look.
U.S. Department of Education (2017, January 06).