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Alexander Charles Morton-Wright, Teacher-Student, The child sees a…

- - - - Teachers' highlight issues with struggling students and discuss their differentiation efforts and brainstorm further options for differentiation
        
        Management will provide their take on the issue. Suggest techniques they feel could be implemented and schedule some time to come monitor the class and your instruction
        
        Are there other teaching strategies that could be used?
        
        Yes
        
        No
  - - - Teaching strategies suggested by management, other teachers and researched online are implemented and monitored to observe effectiveness
        
        Were the strategies sucessful?
        
        Yes
        
        No
        
        Management drops in to the classes occasionally monitoring the teaching strategies being used and the effectiveness of these strategies on student achievement
  - - - Management presents the evidence of the struggling student and the teaching strategies implemented and their effectiveness
        
        Parents are asked to help improve the aspects the child is struggling in and given suggestions for ways to assist at home and through tutoring
        
        Is the student still struggling?
        
        No
        
        Yes
        
        Do the parents mention the need for special education?
        
        Yes
        
        1 more item...
        
        No
        
        1 more item...
  - - - Parents are referred to a specialist to diagnose any learning difficulties and suggested a school with a SPED programme.
        
        Parents decide whether it is worth taking their child out of the school and put into a SPED school that is likely to put a black mark on the child's record for future opportunities.
        
        Do they proceed?
        
        Yes
        
        No
- - - - Tier 1: The whole class
      - Tier 2: Small group interventions
      - Tier 3: Intensive interventions
      - Reference
        
        Morin, A. What is Response to intervention. Understood.org. https://www.understood.org/articles/en/understanding-response-to-intervention
    - - A specialized SPED team that could work with the teacher on assisting these children would be ideal
      - Additional teachers or teaching assistants trained in instructional intervention or even just given a weekend course would be highly beneficial.
- - - - A glimpse at some of the care provided to disabled people through the words of Zhang Haidi
- - - - Step 3
        
        Step 4
        
        Step 5
        
        IEP meeting is scheduled
        
        The school system schedules and conducts the IEP meeting. School staff must:
        • contact the participants, including the parents;
        • notify parents early enough to make sure they have an opportunity to attend;
        • schedule the meeting at a time and place agreeable to parents and the school;
        • tell the parents the purpose, time, and location of the meeting;
        • tell the parents who will be attending; and
        • tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
        
        Step 6
        
        Step 7
        
        Services are provided
        
        1 more item...
        
        Step 8
        
        2 more items...
        
        IEP meeting is held
        and the IEP is written.
        
        The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and the student (when appropriate) are part of the team. If the child’s placement is decided by a different group, the parents must be part of that group as well.
        Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given.
        If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available
        
        Child is found eligible
        for services.
        
        If the child is found to be a “child with a disability,” as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
        
        Eligibility is decided.
        
        A group of qualified professionals and the parents look at the child’s evaluation results. Together, they decide if the child is a “child with a disability,” as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision
      - Child is evaluated.
        
        The evaluation must assess the child in all areas related to the child’s suspected disability. The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
    - - Child Find
        
        The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct “Child Find” activities. A child may be identified by “Child Find,” and parents may be asked if the “Child Find” system can evaluate their child. Parents may also call the “Child Find” system and ask that their child be evaluated
      - Referral or request for evaluation
        
        A school professional may ask that a child be evaluated to see if they have a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within 60 days of the parent giving consent. (If the state has an established timeframe for completing evaluations, its timeframe is used instead.)