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1.  Know your student: Gather personal interactions with them and isolate the issue.

Observe students' body language, participation in class discussions, work samples, and talk to teachers and staff for insights into behavior and academic performance.

2. Assess the student's language skills in all four domains: listening, speaking, reading, and writing.
3. Document findings, plan of actions, and/or progress.
4. Keep the parents or guardians in the loop.

Information from parents about the prior history of the child and family should be used to supplement any formal assessment data.

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1.  The student's language skills are significantly delayed compared to their peers.

Struggle with vocabulary, grammar, and syntax, as well as effective listening and speaking.

2. Responsive to intensive educational intervention and shows improvement with additional language support.

Effective educational intervention enhances basic academic skills like reading and writing, leading to improved academic achievement levels.

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1. Adapt teaching methods to meet this language need, modifying content and strategies as needed, and creating personalized plans for struggling students.

2. Motivate them, adopt a growth mindset, foster respectful relationships, nurture a learning community, set reasonable expectations, and encourage them through inspiring teaching methods.

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1. Call a meeting with the parents or guardians.

2. Establish a cooperative plan of action between you and the parents. This can help solve student problems.

3.  Document strategies, progress, and student work samples, while keeping assessment data relevant.

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Keep track of the changes in the student’s progress.

Teacher conducts regular progress monitoring

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Issue persists and has become progressively worse.

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Issue persists and has become progressively worse.

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1. Teacher notifies the parents/guardians about the outside help (student centered team) that the school will be needing.

2. Student centered team consists of teacher, the parents/guardians, an administrator, other general education teachers, nurse, guidance counselor, and any other adult involved in the education of the student.

3. The team provides three levels of intervention for students who are experiencing recurring problems.

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Universal tier instruction employs scientifically researched programs, evidence-based practices, curricula, and strategies proven effective for most students.

Educators strive to foster a positive and nurturing learning environment that fosters academic success, social-emotional growth, and effective behavior management.

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Tier 2: Targeted or strategic instruction / intervention

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Tier 2: Targeted or strategic instruction / intervention

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Strategic instruction involves small groups of students with similar learning needs working daily with a teacher using specific practices and materials, often similar to Level 1 core instruction.

Level 2 needs to be:

Evidence-based

Provided in small groups

Implemented with fidelity

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Process ends

Teacher conducts regular progress monitoring

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Process ends

Teacher conducts regular progress monitoring

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Tier 3: Intensive instruction / intervention

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Tier 3: Intensive instruction / intervention

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This is the most intensive level, individualized to target each student's need, starting with a more intensive intervention program compared to secondary prevention.

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1. Learning Disabilities in English Language learners | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/topics/learning-disabilities/articles/learning-disabilities-english-language-learners

2. Special Education Referral Process - Project IDEAL. (n.d.). Project IDEAL. https://www.projectidealonline.org/v/special-education-referral-process/

3. Renaissance. (2023). What are Tier 1, Tier 2, and Tier 3 interventions in education? Renaissance. https://www.renaissance.com/2016/11/03/blog-what-are-tier-1-tier-2-and-tier-3-interventions-in-education/

4. Nguyen , Villa, & Le Van . (n.d.). Inclusion in Vietnam: More than a Quarter Century of Implementation. https://www.iejee.com/index.php/IEJEE.

5. Asia, E. D. (n.d.). Special Education Needs (SEN) In Vietnam. Education Destination Asia. https://educationdestinationasia.com/essential-guide/vietnam/special-education-needs-sen-vietnam

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1. School personnel, parents, and other involved parties can initiate a special education evaluation for a child's eligibility, requiring consent from the child's legal guardian.

2. The evaluation must be conducted by a multidisciplinary team, including educational diagnosticians, special educators, general educators, parents, legal guardians, related service providers, and medical doctors.

3. The assessment should be comprehensive, technically sound, and not biased in terms of race, culture, language, or disability.

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Step 4: Eligibility for Special Education Needs

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Step 4: Eligibility for Special Education Needs

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A student is considered eligible if:

1. the child has a disability as defined by IDEA which negatively impacts his/her educational performance

2. the child needs special education services in order to benefit from education.

Children with special educational needs (SEN) in Vietnam experience learning difficulties, including dyslexia, dyscalculia, dyspraxia, ADHD, and autism. These disorders arise from abnormalities, injuries, and disease impairments, impacting schoolwork, personal organization, and relationships with adults.

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Process ends

Teacher conducts regular progress monitoring

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Vietnam has established numerous schools for children with special needs, leading to the establishment of inclusive education laws. The Ministry of Education and Training has increased resources and initiatives to support this, with 63 provincial education departments implementing these regulations in schools and centers.

The Vietnamese National Institute for Educational Sciences' Center for Special Education is developing training materials and services to facilitate the primary school-age students with disabilities.

The project aimed to improve the educational lives of children with disabilities in Vietnam. It led to increased community awareness and support for children with disabilities, as well as the development of local infrastructures for inclusive education.

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The school needs to work out a plan to provide access to the academic curricula and give other services to support the student.

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International schools offer learning support and assistance to students with Special Educational Needs (SEN), including classroom support, one-on-one learning, parent involvement, specialized programs, and in-house counseling for academic, emotional, and social problems.

1. Teachers can create a more conducive learning environment for children with special educational needs (SEN) by organizing classrooms, differentiating instruction, scheduling breaks, incorporating music, creative lesson plans, and motivating students.

2. Parents can create a positive home environment for SEN children by assigning simple tasks, providing clear instructions, praising success, having meaningful conversations, and teaching soft skills to build self-confidence.

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1. Discuss the positive and negative elements of the special education services

2. Highlight the student's strengths and weaknesses and suggest recommendations for the upcoming school year based on new assessment data.

3. Discontinue service if the student no longer qualifies for the program.