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Process to identify a struggling student in Ecuador, Is IEP Student? -…
Process to identify a struggling student in Ecuador
STEP 1. OBSERVATION** :
Does the student present one of these problems? :check:
Visual or auditory problems
Problems in language development
Lack of reception and action on instructions
Sudden change in student score
Overly emotional
Aggressive or excessively passive behavior
Lack of communication and play with their classmates.rendimiento
YES
Can this problem be solved by talking to the student?
YES
Establish work agreements with the student
Visual problem - propose seat change
Problem of no action in the activities- propose group work with a partner
Problem of lack of socialization- Propose more games of interaction and leadership
NO
Follow Step 2
STEP 2. TALK TO THE INSTITUTIONAL LEADER
The leader evaluates the class, the student's abilities and weaknesses
The institutional leader and the teacher decide to send the student case to DECE (step 3)
STEP3. DECE (Student Counseling Department)
The DECE psychologist analyzes the student.
YES
Parents are called to a meeting (STEP 4)
NO
Solutions are proposed within the institution and the classroom that motivate the student to improve their performance and participation.
Parents are informed about the activities and improvements to be implemented in the classroom. Their support and participation is requested.
Create a new learning environment
Use of Technology resources- Watching videos
Artwork activities
Reading
Completing puzzles
Listening to music during class
Join students by interests
Moving around the class
Use Task cards
STEP 4. MEETING BETWEEN PARENTS AND DECE
Are the parents willing to meet with the DECE psychologist
YES
The student's quality of life is analyzed
A diagnostic test is performed by the student and the parents are informed of the results
A meeting is scheduled with the institutional leader, the parent and the teacher to stablish an Action Plan
STEP 5
NO
Sometimes parents don't want to admit that their child needs special attention. When this happens, it is necessary for them to sign a document where the educational authorities are not responsible for the student's progress. However, they agree to discuss with another psychologist and discuss the student's progress at home.
STEP 5. ACTION PLANS
Teaching strategies
The activities depend on the need of the student
Establish differentiated instructional strategies:
Specific instructions, both oral and written
Write notes, use audios, videos
Use different colored pencils, motivate all learning times
Change activities frequently, encourage writing, connect ideas, write sentences
Establish a new form of evaluation
Find a co-worker within classes
Picture boards for non-verbal learners to help them communicate
large print; keyword-only sheets; pictures with the words
Parents strategies
Adapt learning spaces at home
Follow the work activities established by the teacher
Improve student quality of life (provide necessary meals)
Establish game schedules and recreation activities
Maintain constant communication with the teacher
By: Yadira Miño Marcillo
STEP 6. Follow-up
DECE establishes ongoing support strategies
Meetings are scheduled annually to assess student progress
Is IEP Student?