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How to identify & provide care for students with specialist needs?…
How to identify & provide care for students with specialist needs? 
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Avoiding, disliking, or being reluctant to engage in tasks that require sustained mental effort
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Child isn’t recognizing letters, interested in reading, understanding instructions in the classroom, is having trouble holding a pencil and writing numbers and letters
The child does not achieve commensurate with the child’s age or meet state-approved grade-level standards
The child does not make sufficient progress toward meeting those standards when provided with learning experiences based on scientifically, research-based interventions appropriate for the child’s age
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- The homeroom teacher assesses looks out for "any signs that the student may need assistance" and completes a referral form for the student of concern.
- SEN teacher speaks with the teacher and arranges a time to observe in class
- Observes students in the class using an observation form to guide analysis of the problem.
- Teacher training and suggestions are given if student behavior/performance does not require specific SEN services.
- If a student is observed to struggle across multiple areas (See categorization above) and/or is disruptive to themselves or peers further observation is necessary.
- After several observations a service proposal is created for the family, and a family meeting is held.
These services can be: 1:1 Pull Out, 1:1 Push -in, Small group social clubs, Small group learning clubs.
- If the family agrees on terms the "Settling In-Phase" lasts 30 days and follows the recommendation outlined in the service proposal.
- At the end of the 30 days settling in phase a formal IEP is created with specific goals and targets across specific skill areas and discussed with the family.
- The IEP is signed by the family, SEN Co, Head of Department, and Head of IP program
- IEP is reviewed and discussed in person with the family at the end of every term.
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