Please enable JavaScript.

Coggle requires JavaScript to display documents.

Made By Nikki Zhang Special Education Process in my Classroom, Cohort…

- - - - Step 4:
        Development
        Of The IEP
        
        Step 5:
        Implementation
        
        Step 6: Evaluation & Reviews
        
        I will contact parents and counselors in time, give feedback on students' grades and class performance every week, and provide them with evidence to formulate the next IEP plan.
        
        At this stage,
        the student's IEP begins.
        
        As a teacher, I will cooperate with the students' IEP to conduct personalized teaching and provide students with a learning method that is more suitable for them.
        
        https://youtu.be/nK2PDKPKd7k
        
        Once the diagnosis is completed, the IEP will be developed.
        I will participate in the student's IEP plan with the team.
        
        https://www.youtube.com/watch?v=tGYO9XWhI2Y
        
        While meeting the needs of the students, the student must be in the least restrictive environment(LRE).
        
        8 Steps to
        Better IEP Meetings:
        
        Make every attempt to sustain relationships.
        
        4 more items...
        
        Keep the focus on the child's needs, not the district's resources or the parents' expectations.
        
        3 more items...
        
        Always provide "face saving" ways out of a dilemma. Have a back-up plan.
        
        Build your record.
        
        1 more item...
        
        Walk a mile in the other side's moccasins.
        
        Listen actively, especially to the things you do not want to hear.
        
        Encourage everyone to love your child, then let them!
        
        Have a little faith.
      - Once referred, my student will be specially evaluated to determine whether the child is disabled and needs special education services.
        
        I will participate with parents, special education teachers, and consultants to help determine the unique strengths and needs of the child.
    - - Youtube video about special education services
        https://youtu.be/H90Po8tHbOU?t=20
  - - - 1. What are the signs of a struggling student?
        Most characteristics are from these four aspects: Disengagement, poor grades, a decline in grades, poor attendance.
        As the high school counselor, Heidi pointed out the sign when students are acting out, fidgeting, and being quiet in school. A student who struggles likely gives up trying to complete assignments and instead will cause trouble in the class to pass time or simply stare at their work. Other times when a student doesn’t give up they will try to complete assignments but the work completed won’t match what is expected of the students.
        
        2. How can differentiated instruction be used to assist students who are struggling?
        They all pointed out the support from a resource intervention specialist and the use of technology are necessary. As the language special aide, Noe said simply if they know what a question is asking, they can answer in a simple way. Superintendent Pat also mentioned designing personalized instruction that meets the needs of students is the best way to differentiateCounselor Heidi gave examples that if they are kinesthetic learner they learn by doing, visual learners learn best by seeing it worked out, auditory learners learn by listening to explanations and things being read to them.
        
        3. How do you involve parents in helping struggling students?
        They all emphasize the importance of frequent communication with parents in special education. They prefer to leave an open line of communication like meetings face to face, phone calls. Bobby said he would ask parents for strategies that work at home.
        
        4. How do you determine if a student should be referred to special education services?
        Superintendent Pat said it’s the responsibility of the teacher to attempt interventions before referring a child for services. Especially in your children, a child may be struggling for reasons other than having a learning disability. Professional development must take place with teachers so they know what type of intervention to try before ever referring to a child for services. The intervention specialist could help with this too. The other teachers mentioned that looking at test scores and classroom performance over a period of time can be the assessment.
        
        5.What is the school administration's directive for special education from your perspective as a teacher, aide, secretary, special assistant, or administrator?
        As a special aide, Noe said that we should be able to see that the student understand what is expected of them and we should make it simple for them to answer the question and to enjoy answering them, that way they won’t be afraid to be in school.However, Superintendent Pat said we should Avoid early age referrals. Many struggling students are a result of not being ready for school and not necessarily a result of a learning disability. Interventions should be attempted by the classroom teacher and resource person before ever making a referral. Each building should have a process for handling struggling students, often called an RIT (response to intervention team).Counselor Heidi said Identify all students needing special services and get them the help they need.Principal Gary said if a student is struggling we have conversations and may have an IAT (team meeting which includes teachers, child, nurse, admin, counselors), we note areas of concern and develop a plan or some modifications to see if it helps. If they continue to struggle a parent or staff member will request for testing. Teacher Bobby said all students can learn, whether they're on an IEP for special education or not. We need to focus on helping each child individually and addressing their areas of need.