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Flow Chart for Special Needs Recognition and Support by Evan Coate (How do…

- - - - ● Clear, simplified and repeated instructions
      - ● Graphic organizers
      - ● Extended time
      - ● Jolly phonics songs & alphabet songs
      - ● Jolly phonic checklist
      - ● Jolly phonic visuals and manipulatives
      - ● Phonics worksheets
      - ● Word Work Worksheets
      - ● Grouping Assessments
      - ● Check for comprehension (before, during and after)
      - ● Read Raz-kids A-Z books
      - ● Read Raz-kids phonic books (and others)
      - ● Spelling assessments
      - ● Highlight key sounds and letters
      - ● Apps on the iPad
      - ● Smart board activities
  - - - ● Clear, simplified and repeated instructions
      - ● Adjust the number of problems
      - ● Highlight key/cue words
      - ● Reduce assignment size
      - ● 1:1 support or small group setting
      - ● Frequent check-in/ extra time
      - ● Use manipulative and visuals to support learning
      - ● Break problems down into steps
      - ● Checklist sequencing lesson
      - ● Problem solving assessments
      - ● Apps on the iPad
      - ● Smart board activities
      - ● Activity or project based learning using mathematical tools
      - ● Teach problem solving strategies
  - - - ● One on one Learning Support for one hour 3 times a week
      - ● No more than 1-2 learning targets per week
      - ● Reduce homework or extended deadlines for longer pieces of work
      - ● Fewer questions and/or less complex questions when required
      - ● 25% extra time for exams, assessments and assignments
      - ● Scribe or reader for exams and assessments
      - ● Student could be allowed to work with a reader in a separate room
      - ● Computer for exams, assignments, and assessments
      - ● Focus more on content and less on grammar and spelling.
      - ● Recommended that the student sits near the front of the classroom and away from noises or distractions
      - ● Workstation facing the wall with no distraction by visual stimuli or movement within the classroom
      - ● Be advisable to allow a ‘fiddle toy’ to help her focus her fidgeting within a small area
    - - ➢ Use graphic organizers to organize specific details
        
        ➢ Checklists & ındex cards
        
        ➢ Highlight key words
        
        ➢ Re-read and repeat
        
        ➢ Use visuals, colors/picture auditory/ kinesthetic mode of presenting and exploring materials
        
        ➢ Reread text / Read out loud
        
        ➢ Use manipulatives, iconic and symbolic representations
        
        ➢ divide information into categories
        
        ➢ Use timer for each task
        
        ➢ Visual/Auditory Memory game
        
        ➢ Use multisensory
      - Seat the student at the front of the classroom
        
        Work in small groups
        
        Choose a partner who can help the student when the teacher can not
        
        Give notes in advance
        
        Use Visuals as well as auditory
- - - - ● Use of a notebook to bring home for parents to review and comment
      - ● Name the behaviour not the child when commenting on her concentration levels
      - ● Name and reward periods of good concentration and desirable behaviour or effort
      - ● Offer student feedback on her work and behaviour as often as possible
      - ● student’s strengths & successes should be highlighted and praised with visual recognition where appropriate
      - ● It may be helpful for Faith to agree to a sign of some sort to indicate when she feels anxious or worried
    - - Work on developing skills for reading comprehension, written expression and revision
      - ● Effective strategies for note-taking
      - ● Planning and organising essays and assignments
      - ● Interpreting, planning and answering exam questions
      - ● Establishing an effective revision schedule
      - ● Learning quotes and relevant information
      - ● Identifying and highlighting relevant keywords, phrases and information for revision
      - and reading comprehension
      - ● Using highlighters and markers
      - ● Using Mind-Mapping or headings and bullet-points for planning
      - ● Writing skills, such as grammar, use of punctuation and capital letters, paragraphing, & sentence structure
      - ● Further expand Faith’s oral vocabulary and word knowledge
      - ● Further develop her verbal reasoning skills by linking separate pieces of information or evidence into wider understanding, to grasp abstract concepts and understand subtler forms of language such as inference, idiom, metaphor or irony and to form hypotheses.
      - ● Expand her ‘Word Bank’ of difficult words (grade level words)
- - - - The teacher and Special Education teacher meet to discuss why they need support
      - Both the teacher and special education teacher does assessments and observations
      - Then they meet again and compare notes