The Special Education Process
STEP ONE
Teacher Identification and Referral
The teacher observes exceptionalities in learning and behaviour in the classroom
When there is a pattern of a larger problem that is seen by several teachers, the advising teacher refers to the Student Care Team for further investigation
STEP TWO
Student Care Team Assessment and Evaluation
The Learning Support Specialist initiates in-depth, systematic classroom observation and assessment
Based on the Learning Support Specialist's observations she introduces differentiation in instructional approaches, teaching techniques, and instructional materials and engages the Learning Support Teacher to provide assessment of academic level with parent's approval
If parents decline support
The end
If parents approve
The supports are put into place and the Learning Support Specialist and the Learning Support Teacher consult with the parents and when appropriate, the student regarding concerns and progress
The Learning Support Specialist evaluates the success of using differentiated teaching techniques and instructional materials with the student and reviews the Learning Support Teacher's assessments
If these are enough to meet the goals of the program, the supports will continue
The end
If these are not enough for the student to meet the goals of the program, a pedagogical mapping can provide further information about why the student is failing. A pedagogical mapping includes a description of the support the student has received in order to cope with the demands of the education.
If the pedagogical mapping shows a need for further investigations, the school will initiate these, with the approval of the parents
Parents do not approve further extended assessments
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Parents approve further extended assessments and provide written consent
STEP THREE
Outside Assessments
As extended assessments (e.g., psychologist, behavioural, speech and language, orientation and/or mobility) take place, regular consultations within the Student Care Team take place to plan, implement and improve the current supports in place
If the results show no need of special education
The end
If the results show a need for special education adaptations/modifications then an IEP is initiated in collaboration with the parents
If parents decline the IEP
The end
STEP FOUR
The IEP Planning and Implementation
The Learning Resource Specialist initiates an IEP which identifies appropriate goals and objectives, and describes the nature of the commitments which the educational system makes to assist the student in attaining these goals and objectives and it cooperates with community services to ensure consistency in interventions and approach
Prior to implementing the supports, all plans are reinforced by those involved, including the student and parents
- adaptations to make the learning environment more accessible
- use of adaptive/assistive technologies
- alternate approaches to instruction and/or evaluation
- provision of direct instructional intervention modifications to the curriculum content
STEP FIVE
Reporting and Reviewing
Progress reports for students with special needs should be provided on the same schedule as used for all students in the school.
The Learning Support Specialist reviews the IEP with teachers, parents and the Student Care team every term and makes changes as needed
The end
Having supported EAL students, this video about the importance of being sensitive of parental involvement during the diagnosis/IEP process resonated with me
By: Connie Spataro