Students with special needs want: • Strengths to be recognized • Independence • Sense of belonging • Supported, safe and welcome • Sense of accomplishment • Contributing member of society
Individual Education Plans • Legal Document • Conditions for Creating IEPs • Modifications vs. Accommodations • Alternative report vs. Provincial report • Safety Plans • Transition Plans
IEP – Reflection • Think of a child who you teach or have taught who requires Accommodations and/or Modifications • What do the accommodations and modifications look like currently? • What steps could be taken to further support the student? • How do you assess their achievement and growth? • How do the accommodations and modifications support independence and inclusion? • How do you communicate with the student regarding their progress? How often?
Communication with Students • Focus on strengths • Allow time for processing • Conference Often • Clear Classroom Expectations (3-5 max) and Logical Consequences • Encouragement - catch them doing something good and celebrate
Communication with Parents/Guardians • Highlight Strengths • Share Concerns • Collaborate on Classroom Supports and Strategies for Further Engagement • Celebrate Success
Other Communication Needed • Educational Assistants (ESP Guide) • Special Education Resource Teacher (SERT) • Principal/Vice-Principal
Positive and Proactive Supports • Think of a student who you teach or have taught who requires additional supports to manage their behaviour effectively in class. • What proactive supports do you currently have in place? • What other strategies could help support the student? • How do you assess student growth regarding the behaviour? • How are the behaviour supports/strategies and progress communicated with the student? With the parent/guardian?
Supports • Mentor • Other Teachers and ESP • SERT • Principal/Vice-Principal • Behavioural Therapist • Counsellors • Spec. Ed. Administrator • School Support Services