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Identifying and Accommodating the Needs of Struggling Students Lori…
Identifying and Accommodating the Needs of Struggling Students
Lori Fazzino
M2U3A1
Observation of any number of warning signs, such as:
Can't adapt to classroom norms and expectations
Can't focus
Any kind of need that is manifested physically - hearing or visual impairment, etc.
Involvement of the Foreign Coordinator
Foreign coordinator meets with the classroom teaching team.
Chinese teachers agree to facilitate a meeting with parents
Foreign coordinator helps classroom team prepare for meeting - i.e., organize documentation, make individualized plan for student learning and future intervention when it become available
Parents refuse to acknowledge any problem with their child
Parent acknowledge that there is a problem, but refuse to try and make individualize plan. Want child exposed to the "normal" kindergarten experience
Foreign teacher and coordinator develop a plan for mainstreaming and differentiating according to the particular situation
Parents acknowledge that a problem does exist and make official request for an evaluation
Doctor conducts evaluation in the classroom
No problem is detected and therefore no accommodations are make by the school or Chinese staff
Diagnosis is arrived at. Chinese and Western team is developed to work in tandem with parents to develop an plan for the student. Team works with parents to help find the best support available from first grade onward
Chinese teachers refuse to set up parent meeting
Speak with Chinese Co-Teachers
Chinese teachers agree to facilitate a parent meeting
THIS NEVER ACTUALLY HAPPENS
Chinese teachers refuse to get parents involved
Foreign teacher must find ways to differentiate according to the needs of the particular student without the help or support of the Chinese teacher
THIS IS THE MOST COMMON OUTCOME
NO BEHAVIORAL INTERVENTION
NO PARENT INTERVENTION
NO MENTAL HEALTH INTERVENTION
NO FORMAL ACCOMODATION
