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Special Education Referral Process By: Zahra Yaafar (Whether or not…
Special Education Referral Process By: Zahra Yaafar
(1) Teacher observes students behavior in class, and looks out for any recurring needs or problems the student may exhibit.
(2) If the teacher notices any of the mentioned problems or needs then they must contact the student's parents.
When the teacher meets the parents they can show examples of what they have observed. This might be in the form of notes taken by the teacher or the student's work (Special Education, n.d.).
The teacher can ask the parents questions such as if the behavior or problem is also observed at home and if so how often.
(3) Teacher asks for parent's consent in order to get an evaluation to determine if the student is found to have a certain disability.
(4) Parents refuse to get their child evaluated.
(5) Teacher and parents continue to discuss and try to find ways to facilitate learning for the student.
(6) Parents agree to get their child evaluated
(7) Evaluation comes back negative.
(8) The student goes back to the classroom and continues class as usual.
(9) Evaluation comes back positive and the student is diagnosed with a particular disability.
(10) The student's parents show results to the teacher and the school.
(11) The school conducts a meeting in which the student's parents, teachers and specialists in the student's particular disability work together to create an Individualized Educational Program for the student (Basic Steps, 2017)).
(12) Once the individualized Education Program is created the the school implements it, and works with the teachers to make sure that the student is given the proper accommodations, and support for his disability ( Basic Steps, 2017).
(13) The teacher and parents observe the effects of the Individualized Education Program. They evaluate whether the student's performance/behavior is improving.
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Discrepancies noticed by the teacher might be behavioral, emotional, academic, or physical aspects that are inconsistent with the student's age (Special Education, n.d.).
Whether or not a teacher has a student in the classroom that has been diagnosed to have a disability, there are still measures that all teachers can implement to make sure they are using differentiated instructional strategies in class.
Set out SMART (specific, measurable, agreed, relevant and timed) goals for each student depending on their particular level of potential (Waterford,2019).
Set aside independent study times in which students can use technological programs that allow them to advance at their own pace (Guido, 2019).
Use multi sensory teaching activities in class to help identify in what ways a student learns best (Waterford,2019).
Interview students to learn more about their particular interests and strengths. These can be used to engage them more in class (Guido, 2019).
Give student options of several projects they can choose from. This can help students work on something they are more comfortable with and demonstrate their strengths (Guido,2019).
(Corg, 2016).
https://www.youtube.com/watch?v=O0xdaCEqrU0
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References
Special Education Referral Process. (n.d.). Retrieved from
http://www.projectidealonline.org/v/special-education-referral-process/
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Basic Steps in Special Education. (2017, April 9). Retrieved from
https://www.parentcenterhub.org/steps/
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Waterford. (2019, June 17). Waterford Education. Retrieved from
https://www.waterford.org/education/15-activities-teaching-strategies-and-resources-for-teaching-children-with-autism/
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Guido, M. (2019, August 27). 20 Differentiated Instruction Strategies & Examples: Prodigy. Retrieved from
https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/
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Corg, E. (2016, January 25). Retrieved from
https://www.youtube.com/watch?vO0xdaCEqrU0
The Referral Process
General Strategies