Process to Identify and Help a Struggling Student by Miette Beynon (30th Jan, 2020)

Student demonstrates behaviour which indicates they may be struggling

Teachers and Administrators meet to discuss the issue and collaborate on measures to address behaviour within the school environment

Is the student struggling due to their seating position or distractions around them?

Is the student unsure of the expectations?

Is the student have difficulty with time management?

Have there been any large changes in the classroom or school environment?

Teachers and administrators meet again to determine the effectiveness of modifications to learning environment

Teachers create a plan for personalized learning

Review and Enrich strategies

Opportunities for self directed learning

One-on-one focus on material

Differentiated Instruction Techniques

Teachers and Administrators compile information on student background to determine if the child is struggling due to something at home

Are there any changes to the home environment?

Is the child coming to school tired or hungry?

Are the child's parents supporting their learning at home?

Is the child getting enough exercise and activity outside of school time?

Teachers and administrators meet again to determine the effectiveness of personalized learning approaches with holistic view of child

Teachers and Administrators communicate with parents about child's progress at school

Teachers, Administrators and Parents work together to create a personalized learning plan for the child

Clear target expectations and timelines are set to monitor child's progress

If student appears to still be struggling, teachers, administrators and parents work together to involve a professional to assess the child for a special need.

How can the school environment and home environment work together to support the child?

What information does each party need/want from the other?

Is the child's best interest always being considered?

Continuous Process of Modification, Reflection, and Implementation continues to monitor student progress

Important that child does not view this process as being negative or as a punishment

Consider whether it will benefit the child to know that the process is occurring

Main objective is ALWAYS to help the child succeed

Manage expectations

School appointed psychologist interviews teachers, parents and child

Variety of assessment strategies to identify strengths and challenges of child

Results are reviewed with all stakeholders to make recommendations for personalized education plan

Recommendations for appropriate school environment is made by professional

What happens when we have an inclusive classroom without properly preparing for it?

References

Wilson, Jan. (2015, May 22) Reimagining Disability & Inclusive Education. [Video File] Retrieved from https://youtu. be/CtRY_1mZWWg.

Ted Talk from Jan Wilson (2015) on Reimagining disability and Inclusive Education