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Are the accommodations, teaching strategies, and assistive technologies working? As teachers, we must continually reflect on our practices and make the necessary adjustments to best meet the needs of our students.

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1. Bondie, R., & Zusho, A. (2018). Differentiated Instruction Made Practical: Engaging the Extremes through Classroom Routines [eBook edition]. Routledge.

2. CAST (2018). The Universal Design for Learning Guidelines, version 2.2. Retrieved July 26, 2021 from https://udlguidelines.cast.org/

3. Caudill, A. (2020, September 4). What do the Zones of Regulation Look Like? [Video]. YouTube. https://youtu.be/gkgCh3qLyHE

4. E-Learning Infographics. (2013, November 7). Intellectual Disability in Children Infographic. Retrieved August 4, 2021 from https://elearninginfographics.com/intellectual-disability-in-children-infographic/

5. Newsela. (2020, September 2). Webinar recap: Dr. Rhonda Bondie on scaling differentiation for blended learning. Retrieved August 8, 2021 from https://newsela.com/about/blog/dr-rhonda-bondie-scaling-differentiation-for-blended-learning/

6. Seifert, K., & Sutton, R. (n.d.). Module 5: Students with Special Educational Needs, Intellectual disabilities [MOOC Module]. In Educational Psychology, Lumen Learning. Retrieved August 4, 2021 from https://courses.lumenlearning.com/educationalpsychology/chapter/intellectual-disabilities/

7. U.S. Department of Education. (2018, May 25). Sec. 300.8 Child with a disability. IDEA: Individuals with Disabilities Education Act. Retrieved August 4, 2021 from https://sites.ed.gov/idea/regs/b/a/300.8

8. Watson Institute. (2021). Positive Behavior Support Plan Fidelity Data Checklist. Retrieved August 8, 2021 from https://www.thewatsoninstitute.org/watson-life-resources/situation/positive-behavior-support-plan-fidelity-data-checklist/

9. Zones Teaching Tools. (2021). The Zones of Regulation. Retrieved August 5, 2021 from https://zonesofregulation.com/teaching-tools.htmlhttps://zonesofregulation.com/teaching-tools.html

This plan was inspired by my conversations with and resources provided by:

Dully, D. (Middle school counselor). (2021, August 4). Personal interview [Phone interview].

Kunkler-Peck, K. (Elementary special education teacher). (2021, August 4). Personal interview [Phone interview].

Images sourced from Padlet

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Consider what assistive technologies can be put in place or purchased for the student, with approval from the administration and the student's parents.

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Help students reflect on their emotions and what triggers them

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Resource: Instructional Examples for Middle and High School

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Resource: Instructional Examples for Middle and High School

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Fostering Self-Regulation and Emotional Control

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Fostering Self-Regulation and Emotional Control

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The Zones of Regulation

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What do the Zones of Regulation Look like?

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Academic Accommodations in the Classroom

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Academic Accommodations in the Classroom

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Classroom Environment

Post a daily class schedule and provide a preview at the beginning of class

Create visual checklists and quality criteria (Must-Haves and Amazings), breaking tasks into simpler steps, and display prominently in the classroom

Use some sort of time-keeping system (can have auditory, visual, or vibrating), as needed, for work completion

Provide a quiet environment, perhaps separate, for test-taking

Allow more time for transitioning between activities

Classroom Materials

Provide students with individual checklists and quality criteria

Provide students with additional help resources (dictionaries, calculator, graphic organizers, notes, guiding questions, etc.)

Have manipulatives available when teaching math

Provide students with leveled reading materials

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While an official IEP is not available in China, our team can still develop instructional and behavioral management strategies as well as provide accommodations/modifications to the student. While we may also be limited and underresourced in providing a distinct program with expert personnel for the student, we must do our best to support the student in our capacity by setting reasonable goals.

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Once the middle school counselor has made her assessment, she will meet with the grade-level team, the Director of Student Affairs, and the Director of the Middle School to discuss strategies and plans for the student. If possible, parents should also be included in this process.

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Consult with grade-level team about the student of concern. Are they seeing similar behavior in their classrooms? Bring everyone's evidence to the school counselor, who will then conduct formal observations in the classroom. Counselors have a more comprehensive training in how to identify and support students with special needs, so their expertise is vital.

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Rather than a disability affecting the student's progress, it could be that the student hasn't found the class engaging and lacks the motivation to succeed. Differentiating instruction through the use of the UDL guidelines could be a way to help underachieving students.

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Resource: IDEA Definitions of Disabilities

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Resource: IDEA Definitions of Disabilities

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Individuals with Disabilities Education Act

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300.8 Child with a disability.

(1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as "emotional disturbance"), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child-

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

(c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows:

(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

(3) Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

(5) Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

(6) Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. The term "intellectual disability" was formerly termed "mental retardation."

(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child's educational performance.

(10) Specific learning disability-

(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

(12) Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

(13) Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

[71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61306, Oct. 30, 2007; 82 FR 31912, July 11, 2017]

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Sec. 300.8 Child with a disability - Individuals with Disabilities Education Act

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300.8 Child with a disability. (a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as "emotional disturbance"), an...

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Resource: ABC Observation Form and Event Recording Form

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Resource: ABC Observation Form and Event Recording Form

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Completed November 2016 for Course EDUC 576 at the University of Southern California

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Does the student have difficulty...

Following teacher directions

Managing their own behavior

Starting and remaining on task

Completing tasks and assignments

Staying still

Interacting appropriately with adults and peers

Communicating their thoughts or needs

Achieving a level of independence

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Take note of the student's behaviors: what might precede/trigger the behavior, how often the behavior occurs, what the consequences of the behavior are, how the student responds to teacher or peer interventions to the behavior.

In the meantime, make adjustments to teaching practice to try and engage the student as much as possible.

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Does the student show any signs of a learning difficulty or disability?

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Consult with the student's former teachers, school counselors, and parents to determine what supports have been put in place at school and in the home, how effective those supports are, and what additional supports the student may need.

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Does the student have any prior documented learning difficulties?

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Continue to monitor the student's progress daily, and return to Start whenever you want to re-assess.

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Is the student making effective progress in my classroom?