2. Parental Involvement During
Prereferral
• Observe their children in variety of settings and
may have the ability to assess their child’s
performance over time.
• They may be the first to notice that their child is
having difficulty in the regular classroom
environment.
• Parents may request a conference with the
teacher to discuss classroom adaptations.
3. • Provide info. about the child’s
learning styles and suggests how past
educational experiences may be
influences his or her present level of
performance.
4. Parental Involvement During
Assessment and Placement
• Provide consent
• Permission for assessment or writing an
IEP
• Contribute valuable information to the
assessment process – through interviews,
providing documents
• Participate in all the phases of the process
6. Facilitating the Development of Peer
Relationships
1. Understanding the nature of handicapping
conditions.
• It is design to help students understand
disabilities
• Discuss lessons that will enable regular
students to identify similarities and differences
between themselves and special students
7. • Discussions center on the feelings and activities
of the students
• Class visits by handicapped adults to discuss the
nature of their handicaps and the feelings
associated with them
• Gain information about the day to day reality of
being handicapped and the kind coping skills
and adaptive skills they use
• Handicapped adults can also discuss their
interests, talents and career responsibilities
8. 2. Instructional Units about the
handicapping conditions.
• Through books, materials, films, video
tapes about handicapped people
• Reading articles
• Learning vocabulary terms that students
can define in their own words
9. 3. Stimulation Activities
• Learners experience a handicap through the use
of special equipment and specific instructions
• Used only when students have successfully
learned about coping skills of various
handicapping conditions
• Can provide greater insight into the nature of
handicaps
• Stimulations can produce negative emotions
such as fear, frustration and helplessness
10. 4. Structured Interaction Strategies
• Provide opportunities for children to socially
interact with special students
• Peer tutoring
• Structure interactions – groupings
• Increase communication skills and friendship
skills
• Acquire a range of behaviors such as – sharing,
cooperation, verbal complementing, non
aggressiveness, participation
• Create work assignments appropriate to learners
capabilities
11. Adapting a Grading System
ALTERNATIVE APPROCHES TO EVALUATION
1. Traditional Grading: letter grades or
percentages assigned. (Like A, B, C, D,E, F;
percentage grades/scores)
2.Pass/Fail System: broad- based criteria are
established for passing or failing. (Students who
complete assignments and pass tests or quizzes
will receive a passing grade)
12. 3. IEP Grading: Competency levels on student’s
IEP are translated into school performance
standards. (Accuracy levels or criteria levels
written on an IEP will be given an equivalent
grade)
4. Mastery or Criterion level grading:
Content is divided into subcomponents.
Students earn credit when their mastery of a
certain skill reaches an acceptable levels.
(Naming 10 out of 1 colors; enumerating names
of animals)
13. 5. Multiple Grading: The student is assessed
and graded in several areas such as ability,
effort, achievement. (Points for assignments,
quizzes, projects – accumulated)
6. Shared Grading: two or more teachers
determine a student’s grade. (Regular teacher
grading 50% and a Sped teacher grading the
other 50%
14. 7. Point System: Points are assigned to activities
or assignments that add up to the term grade.
(Points are given for every project, quiz,
attendance, homework total of which will be the
student’s grade)
8. Student self- comparison: Students
evaluate themselves on an individual basis.
(Completing assignments, working
independently- student rates his work)
15. 9. Contracting: The student and the teacher
agree on specific activities required for a certain
grade. (Giving the student extra work to make
up for quizzes or tests)
10. Portfolio Evaluation: A cumulative
portfolio is maintained of each student’s work.
(Cumulative samples of art works, handwriting,
worksheets, etc.)
