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SPECIAL EDUCATION NEEDS - IDENTIFICATION AND PROVISION (read anti…

- - - - Prioritising visual aids over text-heavy materials
      - Broad use of assistive technology
      - Multi-sensory teaching and dyslexic-friendly materials/software
      - Practise of mindfulness and emotional literacy
- - - - 1) Sharing of teacher observations, assessments, testing data
      - 2) Observation by child psychologist/special ed teachers in subject classrooms
      - 4) Interview with student:
        
        Classroom challenges?
        
        Bullying?
        
        Desired outcomes?
        
        Emotional/physical wellbeing?
      - 5) Short term immediate intervention plan developed with team, guardian, and student.
      - 3) Discussion
        
        Are observed issues new/recurrent?
        
        Are observed issues constant/transient?
        
        Situational/Home factors?
        
        Are observed issues typical of this age/grade level?
      - 6) Consent from guardian to implement plan
- - - - IEP must recognise the following:
        
        IEP must be a living document that includes (DofEducation, 2020):
        
        Short term targets set for/by student
        
        Teaching strategies to be implemented
        
        Long term curricular/other goals
        
        When the plan will be reviewed
        
        Success and/or exit critera
        
        Actual outcomes (ongoing upon review)
        
        National academic standards
        
        Abilities of the student
        
        Needs of the student
        
        Challenges facing the student (intellectual/emotional/physical/ practical)
        
        Physical/Emotional wellbeing of the student
        
        Whether further assistance from social services/specialists is required
  - - - Little/no progress after individualised instruction/accommodation
      - Continued difficulty developing literacy/math skills
      - Persistent emotional/behavioural difficulties
      - Sensory/physical issues and continues to make little progress despite provision of specialist equipment/technology
    - - Closes attainment gap with grade level mean/peers
      - Improved behaviour/wellbeing
      - Improved rate of progress
      - Improvement in self-help or social skills
- - - - This plan should be developed with full consent, understanding, and participation of the student...
        
        And should cover FOUR main themes (WatchCDC, 2019)
        
        1) Long-term learning and employment
        
        2) Home and independence
        
        3) Friends, relationships, and community
        
        4) Health and well-being