2.  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.  Specific Learning Disability
 Mildly Intellectually Disabled
 Other Health Impaired
 Severely Intellectually Disabled
 Moderately Intellectually Disabled
 Profound Intellectually Disabled

4.  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_Envi
ronment)

5.  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.  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.  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.  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.  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