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Process flowchart for identifying and helping students with special needs…
Process flowchart for identifying and helping students with special needs in the Intensive English classroom
Struggling student: lack of focus, off-topic guesses instead of answers to questions, does not attempt mastery of TSWs.
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Typically developing student: responds to instruction, attempts mastery
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If there is consistent lack of progress, despite targeted instruction, admin will discuss with parents.
If parents conduct assessment, they agree to share the results with the school.
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Continue monitoring. If the student begins to fit into the typical learner profile, revert to targeted instruction.
References:
Education Week. (2018, September 11). Differentiating Instruction: It’s Not as Hard as You Think. Retrieved from: youtu.be/h7-D3gi2lL8. Accessed on: December 10, 2021
Schelble, Kelly; Raybold, Shannon; Pokorny, Elizabeth. October 2020 QSI Webinar.
Oetting, Janna (2018, April 12). The Identification of Developmental Language Disorder Within Linguistically Diverse Schools. Retrieved from: https://academy.pubs.asha.org/2018/04/the-identification-of-developmental-language-disorder-within-linguistically-diverse-schools/. Accessed on: December 10, 2021.
Willner, Lynn (2016, June 17). Adjusting instruction for ELLs with disabilities: Auditory Processing Disorders. Retrieved from: https://www.colorincolorado.org/special-education-ell/strategies. Accessed on: December 10, 2021
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