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Recommending student for evaluation
I interned in a 2nd grade classroom at a charter school. One student was still having substantial difficulty in learning his letter sounds and had not begun to read like his peers. It was getting to the point that he avoided doing his work, due to his struggles and feeling different than his friends. The teacher and I noticed that he also begun rocking back and forth a bit in his chair in addition to some other behaviors. The teacher had a conference with the mother and recommended that the student undergo an evaluation for a possible disability. The mother refused. And she continues to refuse each time an issue is raised. The teacher now keeps detailed notes of the areas and concepts that are difficult for him, his grades and behavior issues. What else can she do to help get this student the care/support he may need if the mother refuses to have him evaluated? |
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Solution 1
Posted February 25, 2018 7:47 pm |
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Hi Wendy,
The teacher has done great in closely documenting and observing the child's behavior. I would recommend that she also attempt to adapt the activities and environment to meet the child’s distinct learning and behavioral needs. She could also ask the mother to document the child's behavior at home. Maybe by having the mom closely document what her child does at home, will get her to see that evaluation for a possible disability might be good for her child.
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yes adapting the activities would help this student i agree |
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Posted on: July 7, 2018 2:27 pm
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Completely agree with changing the lessons around to accommodate the student. |
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Posted on: October 15, 2018 12:43 am
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Solution 2
Posted February 18, 2019 5:10 pm |
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Documentation is key in this scenario because it will allow the teacher to keep detailed notes of student behavior/academics, but also keep documentation of parent/teacher communication (especially parent declining evaluation). I think working one-on-one with the student or working in small group is going to allow the teacher to establish a plan for this student’s specific needs. Scaffolding learning in whole and small group can provide the student with the extra support he/she needs. Additionally, as the teacher I would observe which learning styles work best for the student and use those in scaffolding and differentiated instruction. |
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Totally agree! |
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Posted on: October 10, 2019 1:36 pm
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Solution 3
Posted February 23, 2019 10:31 pm |
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It is extremely important that the teacher is keeping detailed notes on the student. One thing that she could do to help this student would be to, when the rest of the class is working on their given assignment independently, work one-on-one with this student. When working with this student, the teacher could try to adapt the different assignments for the student to ensure that he/she is achieving to the best of their ability. |
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Solution 4
Posted February 26, 2018 4:16 am |
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Your CT is doing the smart thing by documenting everything. I would have my CT go to guidance and talk to them about the student. It is always smart for teachers to refer students to guidance because they can work with the students and try to figure what they need and if they really have a disability. They are also able to refer to different doctors or recommend different kinds of help. |
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Solution 5
Posted October 10, 2019 1:37 pm |
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Documentation is very important in this scenario. Good job on noticing this student and the concerns. |
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Solution 6
Posted July 5, 2019 3:48 am |
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Maybe you can invite the mom in the classroom and let her see the students behavior and struggles in the classroom too. |
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Solution 7
Posted February 19, 2019 4:07 pm |
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Your CT is doing great by documenting everything. |
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Solution 8
Posted March 19, 2019 8:46 pm |
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Your CT is doing the best thing by keeping detailed documentation for the student. Additionally, the teacher should make sure that administration is aware of the issues as well. I would seek assistance from the Guidance Counselor so they are aware of the difficulties the student is having and of any possibilities of retention. The school can give him structured/ tiered support during the day that the student may benefit from. |
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