Flow chart of the special need education process by Linh Nguyen Thi Dieu

Concern about a child

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•Review admissions
data- check iSAMS for records and other
information including
previous schooling
history.

•Review family information- What is their family situation?
Discuss with specialist teachers.

Wave 1: Teachers decide extra support require

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•Provide support in class through resourcing, grouping, differentiation and adult support.

•Keep a record of extra support given, perhaps in books.

•Communicate with the child’s other teachers about your concern and share strategies in place.

Assess impact after 3-5
weeks

Wave 2:

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•Maintain and enhance
Wave 1 strategies. Put in place small groups or 1:1 sessions

•Records and intervention
trackers of support and progress towards goals kept.

•Communicate with parents
Assess impact after 4-6
weeks

If the child is making progress and he/she is identified as language need

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Maintain the support of wave 2 and modify the strategies and support until the children graduate from EAL/VAL

If Wave 2 is not successful and the child is identified he/she is not only language need but require special need support

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•Discuss student data, progress and strategies with your Phase Coordinator.

•Fill in the referral form

•Learning Support will arrange for observations,
work checks and data and progress information review.

•Learning Support will meet with teachers and discuss needs and strategies already
implemented.

Special need support received from Learning Support Department

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•Learning Support team will conduct assessments and observations and
share findings with teachers and parents
•Learning Support will
create an IEP and support programme (including in-class support or withdrawal)

•Learning Support will communicate IEPs and support programme to parents and
teachers.

•Learning Support will plan and track support provided against IEP targets.

Wave 3: The child is Eligible for Special Education Services

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Student receives highly personalised interventions.
Parents are informed of the professional intervention programme and agree to pay for external specialist provisions.
Learning Support Coordinator and teachers will collaborate with external specialists to ensure the professional interventions implementing.
Learning support will track support provided against targets and arrange meetings between parents, teachers and external therapists to discuss the progress achieved and identify the next steps.

Learning Support Graduated: Student makes progress and is in line with peers

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•Progress and achievement
data indicate the child is working within the range of the class.

•Parents, teachers and Learning Support is
confident the child is capable of maintaining progress without the aid of Learning Support.

•An agreement is reached the child no longer requires Learning Support.
Teachers to ensure Wave 1 and Wave 2 strategies continue.

Get support from EAL/VAL teacher

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•EAL/VAL observes and meet with teachers for strategies.

Assess the child to identify if he/ she is langugae need

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