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Approach to identifying and accommodating the needs of struggling students…
Approach to identifying and accommodating the needs of struggling students
-Liam Madden
Assessment and Monitoring
Closely monitor to assess and identify potentially struggling learners
Refer to initial assessment exams to identify any students who are notably struggling (bearing in mind variations in children's abilities are normal and different students pass landmarks in their learning earlier and later than the general trend)
For students the teacher suspects may have specific learning requirements, take note of any differences in responses when information is presented or requested through different means (aural, visual etc)
Monitor student behaviour in social situation to see if anything stands out/ is markedly out of the norm.
Considerations when verifying student needs
Initial steps to address student needs
Attempt to communicate tasks through a variety of oral, visual and tactile means.
Ensure the teaching assistant (TA) is available to assist with providing extra one-to-one help with the students in identified areas in which the student is struggling
Make changes to the schedule or routine of the student. Assign a different role within the class to the student, ask the student to fetch whatever items may be needed from other classes or make them responsible for one task (e.g. pulling up the blinds, cleaning the board, handing out text books etc.)
Formulate a seating plan in the class with this student's needs in mind. Sitting next to a stronger students may help levels of confidence and encourage peer-to-peer learning
Change the environment in which the student is learning. Perhaps a quiet place like the school library is a place in which it isn't so difficult to focus.
Positive response to initial steps
Continue with implementation of effective measures. Make written records of the students story so far for parents or future reference by other teachers. Continue to monitor student academic performance and social behaviour.
Negative response to initial steps taken/ insufficient progress made
Invite the SEN-coordinator to come and observe a few classes and prepare feedback. Reach out to parents to let them know that this is happening and get a wider perspective on the problem (much can be learnt from having more information about a student's life at home)
If it isn't advised to set up an IEP or the parents do not agree, reach out to homeroom teacher and any other teachers that have regular contact with this student to ensure everyone is aware of the situation. Promote thorough note-taking (in case the status of the IEP changes in future) and sharing of information and experiences with this student's weakness, strengths, motivators and tendencies towards certain behaviours.
Establish plan among those who teach this student, that is guided by experiences of what has worked well in the past and what hasn't. Inform the parents of this plan
Differentiation strategies
Change setting in which learning is taking place to best accommodate the learner. Arrange seating plans to maximise likelihoods of positive peer-influence. Consider other environmental factors as appropriate for the specific struggles the student is facing (light, noise etc.)
Differentiate in-class tasks (e.g differentiated requirements from the student for common tasks (such different question types (open-ended, gap-fill, multiple choice, oral etc.) for the same comprehension activity)
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Employ multisensory approaches to teaching (helping students by engaging them with the material aurally, visually or where possible, through touch or by doing) as appropriate to the learner's specific needs or preferences
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Explore what assistive technologies may help the student
Explore the learner's interests and how they may be incorporated into lessons to encourage increased rates of engagement and participation
If advisable, and parents agree, set up an IEP. All parties read through the IEP fully and engage in open, honest discussion on how to proceed. Establish, realistic, achievable goals and periodical reviews of progress to assess how the plan is going. Thorough note-taking is advisable.
Allow some time to pass, for the student to settle into the new learning environment and familiarise themselves with the routine.
If the student has been enrolled for a significant period of time, attendance record should be consulted to see if any lengthy absences could have been a contributing factor in the student's struggles. Parents should be contacted to monitor the student's progress in adjusting back into school.
Teachers should be conscious of large age differences between learners of the same group. Younger learners will often need more time and guidance.
Observing differences in learner behaviour and academic performance in different settings may offer an insight into the nature of the student's needs