An Idea(l) (Notice (Take notes (Talk to parents about getting tested/more…
Talk to parents about getting tested/more support from a specialist
Determine eligibility (Kirtland, 2019).
Implement plan, continuing to report (Kirkland, 2019).
1 more item...
1 more item...
Student receives intervention for areas of deficit, while teacher continues to keep a record of progress :star:
Follow the star
The record is as important now as it was before. The goal is to eventually help the parents realize how getting help would benefit their child. The intervention for areas of deficit would be mostly done through individual and small group time.
Proceed to starred point
This is to be expected due to the previous yellow point- denial. Continued empathy and recording are essential at this stage.
Continuing to have regular communication while informing the parents of the struggles faced by the student, strategies, and interventions happening in the classroom while providing information on the student's progress.
The key is to create an open dialogue and build trust. We are both working together to help the student, not create fear/blame. Once progress is seen, hopefully the parent will be more open to pursuing help from a specialist.
It is extremely important to have a record to state the student's case
This is especially important in China where convincing others, particularly the parent, can be a big battle as ignoring the problem is the preferred way of handling the situation.
Easily frustrated, anxious, emotional
Cannot participate in routines and activities in the classroom
Constantly wandering around the classroom
Not able to retain knowledge or skills or any other serious learning deficits
Drastic changes in behavior
In Kindergarten, these could also be signs of the student's young age. Careful monitoring and age appropriate goals are essential for my classroom. No diagnosing, just noting.