Term begins. Teacher may see behavior such as depression, withdrawing, misbehavior, absenteeism, incompletion of work. If any issues are:
a) noticeable
b) persistent
c) in line with any previous teacher's assessment
then implement in-class support such as alternate worksheets, test assistance, one-to-one teaching when possible. Give the actions a reasonable length of time to take effect.
(Children and Families Act, 2014)
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No
Raise the issue with grade head and former teachers if not already consulted. Identify common patterns of behavior, what challenges are being created and how they could be addressed. Implement any recommended strategies.
No
Consult with parents and on site special need co-ordinators. Identify source of issues and if mutually agreed, draw up an IEP/EHCP.
The document should:
- Identify the forms of special needs being addressed.
- Require the collection of student work and it's review in order to monitor progress.
- Produce mutually agreed aims by all stakeholders and signed by all involved.
- Understood to require time and review to allow for progress to take place.
The plan is put into action and monitored through regular meetings at scheduled times.
https://www.youtube.com/watch?v=axMjmY1-7WU
Make contact with external sources of assistance such as nurses, local authority specialists and guidance counselors, from whom further advice can be sought.
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No
Discuss with parents and administration about involving local education authority to request guidance and further assistance.
Complete additional Special Needs Documentation as required (for example, SEN statements in UK)
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Continue to test methods to provide student with education opportunities which are fair and inclusive
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