What evidence will you need in order to illustrate a student’s strengths and needs?
-informal and formal assessment results (reading assessment, CCAT, EQAO, WFAS, Key Math, psych ed assessment) c
-work samples: writing sample, math test
-previous report card information: comments, grades, learning skills
-existing IEP
-academic and behavioural observations including social interactions
-report on strategies that have worked or not worked
-logs from conversations with parents/guardians regarding concerns and their observations
-medical reports, if needed, such as hearing, vision, other diagnoses
-if the student is an English Language Learner, details of any ESL support provided
What evidence of student achievement might you report that suggests a LD profile?
-student is not achieving to their potential, as illustrated by the evidence gathered and listed above
-anecdotal evidence describing the student's struggles
-what their strengths and struggles look like
-working below grade level in language (poor phonological awareness, low reading, avoids reading and writing) and/or math (certain concepts are difficult)
-struggles with social interactions
-poor self-advocacy
-executive functioning difficulties
How would you measure student progress?
-document achievement and observations over time
-school team or SRT discussions about the student's profile (with classroom teacher, SERT, ESL teacher, rotary/coverage teachers, administrators, psych ed consultant, CYC, etc.)
How might the student’s social/emotional state present itself in class given a LD profile?
-if the student is feeling frustrated or down on themselves, behaviours could arise: participation in classroom activities might be minimal, task avoidance, class clown
-the child could be struggling with social cues or social connections in the classroom
-distracted easily
What placement option might you support for a student with a LD? Why?
In my board, Halton District School Board, there are several placement options that come into play for kids with exceptionalities, with the following placements being suitable for a Communication - LD identification depending on the severity of needs:
Resource Support - a regular class with consultative support. The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
Resource Support - a regular class with resource assistance. The student is placed in the regular class for the entire day and receives specialized instruction, individually or in a small group, from a qualified special education teacher. ***This seems to be the most common.
Resource Support - a regular class with withdrawal assistance. The student is placed in a regular class and receives instruction outside of the classroom, for less than 50% of the instructional time, from a qualified special education teacher.
Self-contained: a special education class with Partial Integration The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to Regulation 298, Section 31, for at least 50% of the school Day. ***This is what my class will look like this year.
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