Home | How It Works | Stats Login | Register         Case: SPED student An inclusion kindergarten teacher has a student with downs syndrome. She was in a self contained specials needs class but was placed in an inclusion kindergarten class full time. This student is very good at following directions and procedures but the teacher feels that she is not keep up with what is expected even with differentiated instruction strategies. She is currently being pulled out for 1 segment a day in a self contained classroom. She continues to struggle in the classroom. What can be done to help this student. Solution: (Rates are posted for this solution!) It sounds like this student may need more support in the classroom and more than 1 segment a day. Even though she is doing good with following directions and following procedures, she still needs help with the instruction. Is there anyway she can have a Para-Pro in the classroom with her for different segments of the day? That may help with the instruction times or at least have someone come in more frequently to check on her progress to make sure that she does not need help. The teacher can only offer one student so much help before he/she is needed at another students desk. I am glad to see that this students is able to be in an inclusion classroom, but what instruction is she missing when someone is not there to make sure she is understand it.                 Rating The suggested solution is respectful of the individual (student) No The suggested solution is relevant to the case No The suggested solution is reasonable (easy) for the teacher to implement No The suggested solution is likely to solve the problem/issue No The suggested solution is original No Comments: This may be difficult because a teacher can't often times rearrange schedules and demand for a para pro to be places in their classroom. Rated On: October 19, 2014 4:53 am Rated By: amemuW