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Special Education Process & Differentiation Lisa Allen…
Special Education Process & Differentiation Lisa Allen
SPED Process
1) Staff referral of student (E. Fox, Personal Communication, January 27, 2020)
2) Student Study Team formed (E. Fox, Personal Communication, January 27, 2020)
3) Student Study Team reviews situation, determines temporary intervention (E. Fox, Personal Communication, January 27, 2020)
4) Temporary intervention put in place for 8-12 weeks (E. Fox, Personal Communication, January 27, 2020)
5) Student Study Team evaluates effectiveness of temporary intervention (E. Fox, Personal Communication, January 27, 2020)
6) If further intervention is needed, SPED Teacher and/or School Psychologist draft potential IEP details
7) IEP Team meets to determine final IEP details
8) IEP implemented
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My Classroom Differentiation
For students with an IEP
Review all IEP details before the school year begins, to inform planning
Include all necessary modifications and accommodations in lesson planning
Ensure relevant IEP details are included in plans for substitute teachers as needed
Collaborate with students with special needs to incorporate their IEP goals into the classroom daily, and develop additional personal learning goals
Participate in IEP teams when needed
For all students in the classroom
Use computer-assisted instruction (Gabriella Young, 2020)
Verbalize written instructions (Chrissy Cowan, 2020)
Offer access to speech to text and text to speech software (Gabriella Young, 2020)
Provide graphic organizers (Stanberry & Raskin, 2019)
Scaffolding (Learning Disabilities Association of America, 2020)
Post a schedule of the day's activities (Do2Learn, 2019)
Use positive reinforcement (Concordia-Portland, 2013)
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References
Allen, Lisa. (2020 January 27). Phone interview with E Fox.
Allen, Lisa. (2020 January 28). Personal interview with S. Crane.
Allen, Lisa. (2020 January 29). Personal interview with N. Jones.
Cowan, Chrissy. (2020). Possible Accommodations for the Student with a Visual Impairment. Retrieved from
https://www.tsbvi.edu/instructional-resources/3657-vision-accommodations
Do2Learn. (2019). Strategies for emotional disturbance. Retrieved from:
https://do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.html
Learning Disabilities Association of America. (2020). Successful Strategies for Teaching Students with Disabilities. Retrieved from
https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/
Site Contributors. Pixabay. Various photos. Retrieved from
https://pixabay.com
Stanberry, Kristin and Marshall Raskind. (2019). Assistive Technology for Kids with Learning Disabilities. Retrieved from
https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
The Room 241 Team Concordia University-Portland. (2013). Tips for handling EBD kids (Emotional Behavior Disorder) in an inclusive classroom. Retrieved from
https://education.cu-portland.edu/blog/classroom-resources/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/
Young, Gabrielle. (2020). Assistive Technology for Students with Learning Disabilities. Retrieved from
https://www.ldatschool.ca/assistive-technology/
