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How I Identify and Supporting Struggling in My Classroom-- LaShawn Harris …
How I Identify and Supporting Struggling in My Classroom-- LaShawn Harris
Pinpoint and notate what it seems a student should be able to do and what he’s actually able do.
Guide students through step-by-step lessons, taking time to focus on each step of the writing process. Struggling students may benefit from more time spent on listing and organizing their ideas.
Understand the Importance of Multisensory Instruction. Children learn best when they can use all their senses. When children can see a concept as it is explained, hear about it, and then do it with hands-on activities, it is easier for them to learn and retain the new information.
Chunk or stage assignments to allow student to view the activity in smaller parts, Making the process seem less overwhelming and more manageable.
Refer the student to Student Support Services if Student is still Struggling after Intervention and Differentiated Instruction.
Special Education Process at My School
A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated.
A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.
The child is evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.
If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Once the student has been found eligible for services, the IEP must be written. The two steps below summarize what is involved in writing the IEP.
An IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
contact the participants, including the parents
notify parents early enough to make sure they have an opportunity to attend
schedule the meeting at a time and place agreeable to parents and the school
tell the parents the purpose, time, and location of the meeting
tell the parents who will be attending
tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
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