Please enable JavaScript.

Coggle requires JavaScript to display documents.

Kingsley Tsang Flow Chart on Special Educaiton Process, References …

- - - - Homeroom and subject teacher(s) meet to brainstorm possible reasons and solutions of academic and learning difficulties.
        
        A mid. level administrator is involved. Issues are discussed and brainstorm possible courses of actions and resources that can be offered.
        
        Both teachers and administrators will observe and talk to the student to find out what is the issue. No specific testing or resources to diagnose the student.
        
        The student's condition might be shared with other teachers or might not. The rule of thumb is to minimize potential embarrassment to the parents and to treat the student as "normal". Even with an official diagnosis, the student likely will not receive more than extra time to complete assignments.
        
        The student moves on and eventually either take the G9 middle school completion exam and try enrolling in the school's high school section or takes the exam and enroll in another high school.
        
        There will be no IEP or "file" to go with the student. The "discovery" process will have to be started again in the new school.
        
        The student can choose to leave if he/ she does not like the school or for any reasons. There will be no IEP or "file" to go with the student. The "discovery" process will have to be started again in the new school.
        
        Parents might be contacted to discuss the student's condition or just to get more information, most likely from the homeroom teacher.
        
        The parents can initiate contact with the school's local counselor to ask for help. In some cases, the parents might seek an official diagnosis.
- - - - A mid. level administrator is involved. Issues are discussed and brainstorm possible courses of actions and resources that can be offered.
        
        These issues are discussed with the student and /or parents.
        
        Various levels of teachers and adminstrators continue to monitor the student.
        
        The student graduates.
        
        The student and the parents might seek outside help and diagnosis.
        
        The student might ignore the issue or seek active medical help. If he/ she chooses to involve the teahcers/ school, the student can request help like accommodations.
        
        The school, the parents, and the student can choose to stop this monitoring process.
        
        Because students are not part of the 9 years compulsory education curriculum, they are treated more like "international students". Outside/ expat counselors might be called in for expert advise. Additional resources, such as specific testing might be offered.
- - - - A "IEP" like plan should be created or at least teachers and adminstrators should share experience with the students and possible solutions to manage behavioral problems. Differenaited instructional strategies should be shared. All involved school indivduals should know what to expect and how to act.
        
        Discussion with the students by the homeroom teacher, the parents, and a teacher he/ she trusts. The "IEP" like plan should be dicussed with the primary stakeholders, adjustments should be made, and then it should be enacted. Based on agreed upon period, people involved should meet again to go over the data (ie: how many missing homework? How many warning and rewarded points?) and adjust the plan.
        
        Depending on the ultimate goal of the student and the parents, academic success/ going through the Chinese high school system/ overseas study/ "just staying at school, different beahvioral and academic differentiation strategies will use until such time as the student completes his eudcaiton in the school and moves on.
        
        Because of obvious privacy concerns, it is up to the parents to decide if any "IEP" like plan wil be shared with the student's next school.
        
        Ideally, this is the "implementation and continuous evaluation" part of the plan. (special education referral process)
        
        I believe this is close to "phrase 6-7" of the IDEAL process (special education referral process)
        
        I can see this part as about "phrase 4-5" in the IDEAL process, likely with more subjective evaluation.
        (special education referral process)
      - Parents should be contacted and consulted. Perhaps they will be persauded to take the student for official medical diagnosis.