Please enable JavaScript.
Coggle requires JavaScript to display documents.
Special Education Process in my classroom* - Coggle Diagram
Special Education Process in my classroom
*
IV. Summary and Report
Collecting feedbacks from parents regarding students' progress or needs in and after school at home
. Keeping the updates on the same page between school and parents. Integrating the families needs into supporting plans.
Empowering students by getting themselves recognise and take pride in their achievements
and helping students to build up steady patterns or models for self-directed learning. Self-cognitive learning skills to know their strong points and weakness are very important to sustain their self-motivated learning.
Reflect and summarise the progresses and difficulties by phrases
(termly or quarterly) with supporting evidence recorded (worksheets, assignments or teachers' comments..) and report to the head of student support in team meetings before announcing to the parents.
A collective decision based on group discussion
with counsellors, students support teachers and classroom teachers should be made to evaluate the progress of students and added to their portfolio.
Finland Formula for School Success :smiley:
II. Bridging for Intervention
Encouraging students to use multiply ways to express themselves
in emails, google hangouts, drawing pictures and demonstrating a skill or interest they really like...one bit at time with light learning tasks for writing or speaking.
Informing the parents of students
with very inclusive and positive approach to gain their support and trust to allow my support for the students. Making myself available for private parent meetings to discuss the possibilities and extend of support with parents' approval. Keeping the meeting minutes in place for later references as well.
Collecting more direct feedback and evidence
from students' homeroom teachers, term reports as well their parents for more accurate information before developing some plans to support their needs. Keeping adding these pieces of information in their portfolio.
Watch, listen and learning before actually start approaching students
as well as their homeroom teachers. Imposing no intimidated feelings to the students but taking safe steps to build trust and stressless communication with students in preferably stressless environment. Eg. Sharing hobbies, chatting about students' interests or engaging them in learning games....
What is personalised learning? :question:
I. Detection and Identification
Observing students actual performances in class and taking notes about his/her difficulties based on multiple trends.
Discussing with other classroom teachers, school counsellors and student support teachers to confirm the actual needs to students and suggestions they recommend. Eg. Autism, ADHD, Iceberg Personality....
Creating an student portfolio with timeline to trace the stage results of students from the start.
Getting feedback or data of the students from students support team. Note down major concerns and difficulties of students.
Flex Teaching Model of SPS :check:
III. Ongoing Actions
Giving students the freedom to choose the learning activities
they like such as learning video games, drawing comics or studying in a quiet corner...and plug achievable yet adjustable learning tasks in these activities to check their learning outcome.
Knowing the limit of each students
, avoiding overdoing it and give students time to reflect and sharing their learning feedback with me. Forming an encouraging sense of achievement and confidence for students is the goal. Keep up the praising for them either publicly or privately.
Developing multiple support strategies for students for what they really need
instead of the general mundane tasks to uplift their scores. The essential is to propel their potential or talents individually. Eg -- Providing visual and interactive tasks for strong maths students who might have ADHD, they need to demonstrate their problem-solving stages step by step instead of rushing for the final answer.
Taking feedbacks from classroom teachers and student support teachers
to adjust to to continue the supporting strategies you use. Always have other options ready or asking for a second opinions from a more experienced colleague if you need help.
:star: Teach to the students' needs
New York School of One
Propose to Student Support Team Leader for co-teaching if needed, which is a great way to maximise students' positive learning outcome as well as develop teachers' teaching skills with doubled efficiency.