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Identifying and helping a struggling student : Oct-29-Tips-for-Dealing…
Identifying and helping a struggling student
:
Identifying needs
PHYSICAL
GROSS MOTOR
FINE MOTOR
BODY PART
ARMS AND HANDS
HEAD AND FACE
LEGS AND FEET
BACK AND TORSO
HEAD AND FACE
MENTAL
INTELLECTUAL
ADAPTIVE
SOCIAL
EMOTIONAL
RELATIONAL
PRACTICAL
CONCEPTUAL
LANGUAGE
KNOWLEDGE
MEMORY
REASONING
Categorising needs
AUTISM
DEAFNESS
DEAF-BLINDNESS
DEVELOPMENTAL DELAY
HEARING IMPAIRMENT
EMOTIONAL DISTURBANCE
INTERLLECTUAL DISABILITY
ORTHOPEDIC IMPAIRMENT
MULTIPLE DISABILITEIS
OTHER HEALTH IMPAIRMENTS
SPECIFIC LEARNING DISABILITY
SPEECH OR LANGUAGE IMPAIRMENT
TRAUMATIC BRAIN INJURY
VISUAL IMPAIRMENT INCLUDING BLINDNESS
Supporting needs
TEACHING STRATEGIES
DIFFERENTIATION
Choice boards or Task cards
Learning Stations
Grouping students with similar learning styles
Think Pair Share etc
Run Literacy Circles
Offer different types of free study
and/or free play
Classroom displays for scaffolding
Using Manipulatives
Using data (e.g. effect size)
Emphasis on formative assessment
Mixed direct instruction
Assign open-ended projects
EVALUATION OF STRATEGIES
IEP
PRESENT TIME
Performance
Suitability
FUTURE
Measurable annual goals
Re-evalution of eligibility
PARTICIPATION
LOCATION
General Education
Combined Education
Contained Education
Least Restrictive Environment
ASSESSMENT
Modifications
Accommodations
Alternate Assessments
ASSISTIVE TECHNOLOGY
HIGH TECH
Computers software
audiobook
text to speech
speech to text
interactive whiteboard
Word Prediction
MID- TECH
Graphic organiser
Calculator
Pentop computers
LOW TECH
Cue cards
Notepads
Highlighter strips
Pencil grips
WHOLE SCHOOL STRATEGIES
Teacher Training
Intervention programs
EXTERNAL AGENCIES
HOME SUPPORT
Diagnosing needs
OBSERVE
Problem?
YES
SECOND OPINION
(SENDCo/ Teacher/ Admin)
Problem?
YES
TALK TO PARENTS
Know about problems?
YES
INVITE EXPERT TO OBSERVE
Problem?
YES
NO
NO
SHARE EVIDENCE
Accepted/ acknowledged?
YES
NO
PLAN SCHOOL ONLY STRATEGIES
NO
NO
prepared by Kwandi Mlotshwa-Chung
