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How to address a struggling student, Often fails to finish work in school…

- - - - The guidance counselor
        
        Based on testing scores, refer to the guidance counselor about further steps, if other programs are available to accommodate students on the spectrum.
        
        The guidance counselor can also inform us about what kind of reception our programs are getting at home, if a student isn't ADHD but is having trouble sleeping, is a victim of abuse or if there is a situation at home that is preventing your student from being there mentally in class
      - The parents
        
        Sometimes parents can tell you what you won't or can't learn from the guidance counselor
      - Testing :
        
        Apply an RTI style program to diagnose and improve reading deficiences
      - Fellow and past teachers
        
        Fellow teachers may be succeeding in ways you couldn't. Learn what works or doesn't work for them, compare notes and build up a support network if need be for future reference
      - The student
        
        Hearing impaired
        
        A curriculum for a student with a hearing impairment should consider preparing reading and other academic material appropriate to students two years below their current level
        
        https://successforkidswithhearingloss.com/for-professionals/school-supports-modifications-and-accommodations-for-students/
        
        Visually impaired
        
        Classrooms should be accommodating in terms of space and equipment, for example making access to and from the door unobstructed, adjust the lighting or seating to reduce the effect of glare and have access to a shelf if needed for magnification devices or braille writers.
        
        http://www.tsbvi.edu/seehear/summer02/planning.htm
        
        dyslexia
        
        Similar to students with hearing impairment, tests and worksheets need to be significantly shortened, reading material should be graded to their ability if not well below their current grade level and for dyslexic students in particular, for purposes of input classroom activities can be more listening and TPR based and homework assignment could be more listening based.
        
        ADHD
        
        Lessons can be broken up into multiple segments with a greater dose of TPR type activities, listening or mingle activities
    - - Student has trouble seeing the board
      - Struggles with reading small print
      - Uses finger to follow words on a text
      - Loses place when reading
      - Head turns as they across the page
      - Writes crookedly, cannot stay on the lines
      - https://sites.trinity.edu/sensoryimpariment/identifying-student-hearing-impairment
    - - Turns head so ear is in direction of speaker
      - Withdrawn from social groups
      - not responding when addressed
      - misarticulation of words
      - Displays difficulty when following directions
      - Distracted easily by audio or visual stimuli
      - https://sites.trinity.edu/sensoryimpariment/identifying-student-hearing-impairment
    - - Often avoids or resists tasks that require sustained mental effort, including doing homework
      - Always seems to be “on the go” or “driven by a motor”
      - Is easily distracted or sidetracked
      - Is extremely impatient, can’t wait for his turn
      - https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/
    - - In Primary School
        
        Trouble pairing letters with sounds
        
        Struggling to read isolated words (not in a chunk of text)
        
        Confusing or mistaking words for other words
        
        Reading aloud at a slower, more staggered rate than the average student
        
        Trouble remembering basic Maths facts like times tables and how to read an analogue clock
        
        https://educationelephant.ie/dyslexia/identify-dyslexia-classroom/
      - In secondary school
        
        They will maintain a slow reading pace, making many mistakes as they read aloud;
        
        https://educationelephant.ie/dyslexia/identify-dyslexia-classroom/
        
        Both spelling and handwriting will be a challenge;
        
        Summarising and proofreading texts will prove challenging for students as the ability to focus on and identify specific words remains difficult, just as it was in their earlier years.
        
        In addition, students may be found to possess a smaller pool of knowledge
        as they have limited reading experience and struggle
        to attach meanings to words and remember them.