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Identifying Struggling Students by Gabriella Pineda, 564696-special-needs…
Identifying Struggling Students
by Gabriella Pineda
Step 3: Professional Development
How can you be an ally to your special needs students and their families?
Educate yourself on Differentiated Instruction
Learn Basic Sign Language
Implement Station Rotations
Create Safe, Engaging Physical Environment
https://www.youtube.com/watch?v=CtRY_1mZWWg&ab_channel=TEDxTalks
https://www.youtube.com/watch?v=eq3EDFqjck4&ab_channel=CenteronCommunityLivingandCareers
Step 1: Potentially Undiagnosed Student
Have you observed the student for an extended period of time and documented red flags?
No
Consider that:
all children struggle in some manners, not just special needs learners
important to remember that you are NOT a psychologist, you can’t make a diagnosis
maybe this child has just pushed you out of your comfort zone as an educator and that you need to change your approach before jumping to conclusions. Consult with previous or other current teachers
Yes
Have you developped any kind of rapport with the family?
No? Start there. Before bringing up any concerns, parents need to feel they are speaking to someone who has consistently shown care and interest in their child. They love their child and want them to have as little difficulty as possible, it can be difficult to receive this kind of feedback from the school or teacher.
Yes? It's time to tread carefully and start a gentle conversation
DON’T MAKE ASSUMPTIONS
ask parents, “Can you describe how they are at home? And with other kids?,” this makes it non-confrontational
important to remember there are stigmas attached with the special needs labels, and parents are not immune to this even if they love their child
if it’s an only child, it’s not uncommon for the parents to feel like “well what’s wrong with my child” — they have maybe never had to compare their children with other kids and haven’t picked up on small things, telling them immediately “I think there is a problem” is traumatic for them and they can get defensive or worse, shut down and become unresponsive, this is detrimental to the child
if they aren’t giving you anything to work with in the first meeting, don’t mention your suspicions and just ask them to make observations for ‘x’ amount of time, then meet again and make an individual learning plan
can also say “maybe a good idea to visit your doctor and get some advice” after presenting your data to the parents
perhaps your student has multiple needs, but you can start by mentioning ONE of them be addressed (ex: your student has a speech impediment, so you suggest they ‘get a speech therapist in’, maybe the student needs more but it’s a warm start to getting that child support)
Step 2: Learning the Signs
Students needs often go unnoticed by the untrained eye
Include but not limited to:
some are very sensation driven, love touching and rubbing different textures
if a full moon was coming up, children’s characteristics would become extremely pronounced (remember, we are 70% water -- if the moon affects the ocean, why wouldn’t it affect us?)
conversely, some have no boundaries and aren’t aware of the potential dangers of going up to strangers and having no boundaries
they struggle with eye contact or want no physical touch
always needing something in their hand (ex: a student twirling 2 pencils, 1 in each hand, often)
stimming is defined as “repetitive or unusual movements or noises. Stimming seems to help some autistic children and teenagers manage emotions and cope with overwhelming situations. If stimming affects children in negative ways, you can look at ways to reduce their need to stim”
hitting themselves when frustrated, ears (this is called stimming - self-stimulatory behavior)
banging things (making noise)
walking on their tippy toes
they often don’t follow instructions and distracting other (this alone is not enough to diagnose)
environmental factors can hinder them (lights can be too bright for them so they squint a lot or noises can be too loud so they cover their ears -- they are much more stimulated by both than you or I, their peers)
not being bale to follow simple, short instructions “everybody stand up, with your hands by your sides, look forward” for kids with special needs, even just these 3 simple cues are too much
consistent lack of focus & constant fidgeting (observed over the course of months, not days)
