2. Identifying Special Needs Students Teacher feels that student is not on grade level and struggling RTI gets involved RTI does not work then referral to school psychologist The school psychologist test the students If students qualify, they are then placed in the special education program Students with special needs are identified by their area of disability
3. Students with special needs come with labels Specific Learning Disability Mildly Intellectually Disabled Other Health Impaired Severely Intellectually Disabled Moderately Intellectually Disabled Profound Intellectually Disabled
4. The IDEA Law Requires that Students with Disabilities Have access to Least Restrictive Environment "Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. (http://en.wikipedia.org/wiki/Least_Restrictive_Environment)
5. Inclusive Environment Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs.
6. Who decides on the LRE The IEP team decides on the services that the student will receive The IEP team will also decide what accommodations the student will receive Accommodations are put in place in order to help the student access the LRE
7. Working with students with ADD/ADHD Students that have been diagnosed with ADD/ADHD often need help with Organization. Give student a hard copy of how you want the class notebook organized Give student dividers and label dividers for them When copying notes from board give student a skeleton copy so that they can fill in while following along.
8. Working with students with Mild Learning Disability Note taking assistance-Give skeleton Notes When writing-students may need a computer to help with spelling, organization and final drafts on papers. Math- Use of calculator Reading difficulties- Use of e-books or books on tape Copy of finished notes with examples of work may be given at the end of class to take home for parental assistance on homework
9. Working with students with Auditory Disabilities Students with auditory disabilities may need an FM system Seat close to teacher and board Captioned videos when watching movie or TV Provide a copy of notes Talking text Bold face key vocabulary when displaying on smart board
