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Special Education Referral Process By Michael Bradshaw - Coggle Diagram

- - - - The student is falling behind
        
        1 on 1 time with the lead teacher or teaching assistant
        The student cannot focus
        
        set targetted tasks for morning work time that build concentration skills (whack-a-mole game - super fun & requires constant focus
      - Student feels isolated/withdrawn
        
        have a class focused on friendship. Read books to class on being a good friend vs a bad friend.
        
        set up a kindness jar that rewards good friendship behaviour
      - Student has frequent & severe
        emotional breakdowns
        
        create options for emotional release
        
        quiet corner, breathing exercises, meditation, animal yoga with teaching assistant, mindfulness colouring, calming music
      - Students cannot follow class rules
        
        create clear & consistent classroom management plan - constantly lookout for good behaviour to reward
        Student fights with classmates
        
        set "homework" of playdates outside of school time (elicit parental approval first)
      - Teachers should consult with school management to build strategies on how to manage behaviour.
        
        All differentiation steps taken should be documented so that mistakes are not repeated and opportunities are
        capitalised.
        
        If differentiation is working & improvements are shown,
        track progress & inform parents, and stop the process
        
        If differentiation is not working & no improvements are shown, move to phase 3
        
        Phase 3: Meeting with parents
        https://www.youtube.com/watch?v=kin2OdchKMQ
        
        Teacher & parent should create action plan & learner profile
        
        build strategies to improve concentration, confidence, specific rules and behaviour that is/is not acceptable at home or school.
        
        Create consistent
        home life/school life rewards.
        
        Incorporate the best ways that the students learn into their daily life. Explore likes, interests & dislikes
        
        Teachers should be open to suggestions from the parents & create teamwork to work in the best interests for the child
        
        Teachers should be in daily contact with the parents to give feedback on the days events
        
        Provide examples of student's work, notes on student's needs and the
        challenges they provide
        
        Give examples of differentiation provided with feedback on what has
        worked vs what has not
        
        Dialogue to find out if this is usual behaviour at home.
        
        Is there a particular home life issue that can explain the behaviour?
        
        Is there a set of techniques the parents used to manage the child's behaviour effectively?
        
        If improvement is shown
        track progress, inform parents and stop the process.
        
        If no improvement is shown
        document issues and move to phase 4
        
        Phase 4: Observations
        https://www.youtube.com/watch?v=c_W6tb35r3M
        
        Management observes the whole school day over an extended period to observe the full experience of the student's needs
        
        Management work together with the teacher to brainstorm ideas, strategies and techniques to manage the student's behaviour
        
        Possible internal solutions are trialled
        
        Will an extra teaching assistant help? - Does the teaching team need altering?
        
        Follow-up observations to see if new strategies or teaching team alterations have improved student's behaviour
        
        If improvement is shown
        track progress, inform parents and stop the process.
        
        If no improvement is shown, document the issues and move to phase 5
        
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