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Special Education Process at the Anglo-American School of Moscow
Ethan…
Special Education Process at the Anglo-American School of Moscow
Ethan Fogel
Teach Now Cohort 2, April 2020
Module 2, Unit 3, Assignment 2
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Is the student behaving abnormally?
This can include:
:red_flag: poor academic performance
:red_flag: confusion, lack of engagement
:red_flag: low attendance
:red_flag: in-class disruptions and impulsivity
:red_flag: excessive quietness
No
Continue to monitor and provide academic and emotional support. However, note that some struggling students do not behave abnormally. What does your gut tell you? Even if you don't recognize any signs, it may be worth following up with a counselor or fellow teachers.
YES
STEP 1
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Communication
:memo: reach out to parents when you notice a student struggling.
:memo: follow-up with other teachers. Are there similarities?
:memo: keep the counselor updated
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Discussion
My flowchart looks very different than some of my peers. As a private school in Russia, the Anglo-American School of Moscow does not really have a formal process. Euniqua and Erica's projects were particularly illuminating in discussing the formal laws and regulations that provide the framework behind their decision making. While the school uses the Center of Positive Behavioral Interventions and Supports as a general framework, the SEN department and counselors have some freedom in creating a plan that best fits the students. In some ways I can see how this freedom and lack of bureaucratic process would allow for a more streamlined intervention, I do wonder if the lack of it could make the process slightly more casual. Furthermore, as a private school with a wait-list, the school notes that they can only accommodate students with mild to moderate SEN needs.