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How to Identify Students with Special Needs (Giyoun Lee) https://youtu…

- - - - What learning skills were difficult for the student?
      - What student strengths were noted during the observation?
      - Was the student engaged and cooperative during instruction in comparison to peers?
      - Did the students have opportunities to participate or respond in the instructional dialogue and activities?
      - Did the student’s behaviors interfere with learning to such an extent that they might be the primary reason the student is not making sufficient progress?
      - Did the student have the prerequisite skills to perform the tasks being observed?
      - Are the data collected during the observations consistent with other formal and informal data about the student in the area(s) of concern?
      - What is the relationship between the targeted student’s performance and behavior to other students?
      - How is the student’s behavior similar or different from classroom peers?
      - Was the student's performance and behavior in the area of concern typical during the observation compared with how the student perform at other times?
    - - YES
        
        underachievement in the context of academic performance
        
        documentation: The relevant behavior, if any, noted during the observation of the child and the relationship of that behavior to the child's academic functioning
- - - - documentation: The child's parents are notified about the state's policies regarding the amount and nature of student performance data that would be collected and the general education services that would be provided
- - - - YES
        
        the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability
        
        documentation: The child does not make sufficient progress to meet age or state-proved grade-level standards
      - NO
- - - - students' ability to express ideas, explain thinking, retell stories, categorize, and compare and contrast concepts or ideas, make references, and problem solve verbally
    - - the ability to understand and make meaning of written text
    - - following directions, comprehending questions, and listening and comprehending in order to learn
    - - the transcription of ideas and thoughts into a written product
        
        YES
        
        the student's underachievement against age- or grade-level state standards
        
        documentation: The child does not achieve adequately for the child's age of to meet state-approved grade-level standards
        
        CAUTION! the student's underachievement should not be the result of 1. visual/hearing/motor disability 2. intellectual disability 3. emotional disturbance 4. cultural factors 5. environmental or economic disadvantage 6. limited English proficiency
    - - sight work recognition, phonics, and word analysis
    - - the ability to understand and make meaning of written text accurately
    - - the knowledge and retrieval of mathematical facts and the application of procedural knowledge in computation
    - - the ability to apply mathematical concepts and understandings to real-world situations