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Identification and Intervention for Students with Learning Needs
JDKD…
Identification and Intervention for Students with Learning Needs
JDKD Kindergarten Chongqing, China
Phuc Duc Pham
Observation: Chinese and ESL teachers are to observe and document specific behaviors. Is the student facing any difficulties or challenges in the learning environment? Is the issue a recurrent problem or new? Is the issue constant?Is the issue appropriate for children of this age? Findings are communicated with the campus Academic Supervisor.
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Response to Intervention: Teachers identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Is the student making positive improvements to the differentiation in learning?
Yes. Continue to differentiate the students' learning and track his/her progress using multiple forms of assessment. A meeting with the parents is not necessary.
No. Chinese and ESL teachers have a meeting with the parents to discuss student behavior and learning. How does the student behave at home and outside of the school environment. How do parents address behavior issues? Teachers can recommend the student to be referred to 3rd party behavior and learning support specialists.
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Does the specialist diagnose a specific learning need? Do parents wish to continue with 3rd party special education services?
No. Teachers continue to support the student as best as possible. Use the suggestions provided from the specialist to assist student as best as possible.
Yes. Specialist develops an Individual Education Plan (IEP) for the student to follow at home and at school. The 3rd party specialist regularly visits the student at home and at school. Teachers and parents regularly visit the 3rd party specialist in order to stay up to date on successes, failures, and any further means of differentiation.
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