SPECIAL EDUCATION PROCESS, , , , *References: http://www.readingrockers…
SPECIAL EDUCATION PROCESS
Students with special needs will be identified my admissions, homeroom teacher and Management and hence will be requiring the support of SEN
Parents will be made aware as well as included in activities
A formal reference can be forwarded to the SEN Deprt
Students with special needs will be identified by the homeroom or specialist teacher only and hence will be requiring differientiation in the class.
PROCESS OF DIFFERIENTATION
Make provision foor a variety of learning materials which target different learning preferences and reading abilities
Use flexible grouping to group and regroup studetns based on factors inclusing content, ability and assessment results
Establish inquiry-based stations and independant learning activities
assessments are made on ongoing interactive process
the use of a variety of assessment strategies are implemented included is performance- based and open-ended assessment
Provide students with projects that reflect a variety of learning styles
Utilize pre-tests to assess where are the students individual needs to begin inquiring of the topics or unit of inquiry
Encourage thinking at various levels making reference to Bloom's Taxonomy
What are the thinking levels of Bloom's Taxonomy?
CREATE /ANALYZE/APPLY /UNDERSTAND/REMEMBER
use specially designed instruction and/or materials where appropriate
Choose broad instructural concepts and skills that lend themselves to understanding at various levels of complexity
use a variety of instructural delivery methods to cater for different learning styles
Break down assignments unto smaller more manageble part that include structures directions for each part
Acess to Tecnology
Cluster grouping or homogeneous groupin g
Supportive classroom equipment ,study carrels, timers,sensory integration suppport, headphones
At this stage the effectiveness of support and interventions implemented as wll as the impact it has on the student must be reviewed. The Homeroom Teacher and/or Subject Teacher should be working together with SENCO should revise the support in light of the pupils progress and development. Make much needed changes to support and the outcomes in the consultations with the student and parent.
Reclassification and/or Discontinuation from SEN
A discharge report will be written based on professional evaluations and observations of the students ability as the teachers improved ability to provide for the students special needs. There should be sufficient improvement and outcomes set on the IEP or IBP must be achieved.
Should the student develope new needs then he or she can continue on another plan. However, should the student no longer require additional SEN level suppport then their name will be removed from the SEN register. Both teacher and parents will be formally notified of this change.
Teachers and Senco should agree in consultation with parents about the adjustments, interventions and support that will be put into action together with the expected impact on the students progress, development and behavior. A clear date or review must be reached and both parties must have consensus.
The homeroom or subject teacher should remain responsible for working with the student on a daily basis. Where there are interventions involved with group or indivudal teaching that takes place outside of the classroom or away from subject teacher then they should still retain that responsibility.
SENCO will provide support to the homeroom or subject teacher in further assessments of the students strenghts and weaknessess, problem-solving as well as providing valuable advise on the best way to implement support.
. educationcorner.com/special-education -steps
Done by: Michelle Pillay