Please enable JavaScript.
Coggle requires JavaScript to display documents.
Helping to identify students with special needs, (For many learners, stage…
-
For many learners, stage 2 of the process of identification of support needs will
-
-
followed up through an ongoing review process, an Individual Support Plan (ISP)
-
-
-
-
-
Once the teacher identifies a learner as having support needs, she draws up an ISP
-
maintained by the school of a learner’s needs, goals and progress.
The learner(s) that has been identified through the initial screening, the teacher will assume the responsibility as the case manager and encourage support
-
-
This will allow district departmental support to intervene and help the educator draw up and action plan to address the needs to the learners in the case. There will also be a guideline provided on who is responsible for what section as this a delegated function to assist students.
-
-
The teacher must screen all children at admission as well as in the beginning of each phase and record their
findings in the Learner Profile (LP) included in this Policy as stipulated by policy
-
The parent/caregiver and the learner (from the age of 12 as far as possible) must be involved throughout in the
decision-making process of the SIAS. The teacher will be guided by the SIAS forms, starting with the completion
of the Support Needs Assessment form 1 (SNA1). The teacher captures the following information in the SNA1 in
collaboration with the parent/caregiver:arents or caregivers
-
What support will be provided and where it will be accessed, and how it will be
implemented and monitored. These decisions and plans around implementation are crucial to assist students and educators on placing students in the correct setting of their specific needs.
-
-
-
-
-
-
-
-
schools in the District, from which the individually identified learners will also
-
-
-
