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Special Education Referral Plan
for current school in Kampot, Cambodia
…
Special Education Referral Plan
for current school in Kampot, Cambodia
By Lindsay Kawecki
1. Informal recognition by teacher. 
Teacher identifies a potentially struggling student by recognizing the signs of a struggling student.in the classroom.
Common behaviors include, but are not limited to:
- Behavior issues
- Social withdrawal
- Avoiding tasks
- Anxiety around schoolwork
- Excessive time for tasks
- Frequent bad mood
- Lack of communication
- Refusal to discuss school
- Speech, hearing, or visual delays
- Difficulty remembering things
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3. Teacher implements accommodations to meet needs of student while continuing to document changes or patterns.
- Scheduling:
- provide more time for student to complete tasks.
- create transitions between tasks.
- Setting:
- use intentional grouping
- provide a quiet place to work.
- Materials:
- incorporate more visual aids, audio books, and other forms of digital media instead of only print.
- Instruction:
- use small group instruction to provide individual attention.
- tape or video lectures for home use.
- Student response:
- provide and allow alternate responses, such as written responses on a whiteboard.
4. Teacher sets up meeting with Juliette, the school owner with Special Education experience
- Teacher shares documentation for observations and performances tasks
- Discuss accommodations, progress, ect.
- Speak about possible parental involvement.
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7. Meeting with parents
Juliette leads this meeting but teacher is expected to have examples of student work, as well as their own experience during both observations and performance tasks. Comparable grade level findings can be used.
No formal diagnosis can be made or discussed.
The teacher should use examples to display possible issues.
Use compassion and be aware of cultural awareness surrounding the issue.
8. Decision
Parents
At this point, the parent may decide they want to change schools, seek a referral, or continue the ongoing accommodations and schedule check-in progression meetings if possible.
School
At this point, the school may decide they can no longer meet the needs of this particular student. That may require asking the parent to get a proper referral from the hospital in Phnom Penh in order to continue discussions of future enrollment.
In less severe cases, check-in meetings are scheduled to discuss progression regularly.
9. Check-in Meetings
- Juliette, the teacher, and the parents schedule regular meetings to continue to discuss the needs of the student and the accommodations being used.
-The school is upfront with parents that if the time comes where we can no longer provide adequate care for the student, a hospital referral will be vital. We do not unfortunately have any special education services that go beyond this point and lack the proper resources to provide anything further.
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