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Special Needs Flow Chart SOP, END, START - Coggle Diagram
Special Needs Flow Chart SOP
Identify Struggling Students
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The teacher is consulted on behavior in the classroom and asked if it can be improved.
• Does the student turn in homework?
• Can the student keep up with basic reading, writing, or spelling?
• Can the student focus, follow directions?
• How does he get on with other students in the class?
• Is he a danger to them?
The teacher tries differentiated instruction in the classroom.
• Assign peers to help 1-1
• Provide extra help on assignments, including step-by-step instruction cards (scaffolding).
• Vary homework format: simplified written assignments, expression through drawing, audio (student records their answers) and make short videos if able.
• Teacher had some leeway to be less exacting in standardized school tests for some students that were at least seen to be trying.
If these activities failed, then the owner would observe some classes.
If it was concluded that the student was struggling after observation and special help was required, then the owner had to arrange a formal meeting with the parents and the teacher.
These meetings had different outcomes:
The owner of the private school helped the parents get government support as there were some legal hoops to jump through.
If the child was sent to a special school, the owner still kept in touch with parents after the child left offering hope that the student could return after progress was made.
Formal counselors observed the student and made a report.
• Some parents were initially in denial, but most already knew that their child had some problems from behavior at home and in the public school. They hoped that smaller classes in a private school would help. Some decided to switch schools
• For accepting parents, if their financial situation was OK, most preferred to have additional specialist teachers help their child while the child could still attend ‘normal’ schools with minimum fuss.
• For less well-off parents or where the struggling student was still beyond the help of individual specialists to the point the struggling student was a danger to other students, then government agencies for specialist schools had to be involved.
The owner would then make a decision on whether special help was required.
• Do some 1-1 sessions
Continued poor results in a report card were a red flag. Parents and school owner became aware as well as the teacher.
John Gallagher
END
John Gallagher
START