https://padlet.com/kcvgt116/SEPTNP Amalgamation of actionable insights to facilitate the educational process for students with learning disabilities en-us 2021-10-12 10:17:00 UTC 2024-11-18 21:19:20 UTC hello@padlet.com https://padlet.net/icons/png/1f3eb.png kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810403048 2021-10-12 11:33:46 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810403048 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810445547 Student-care and well-being are paramount to the educator. Along with teaching, it is the instructors duty to ensure the welfare of the student both in the classroom and out. There is not an inherent skill, but a learned trait. Therefore, it is imperative that all employees go through continual training for enhancing best practices to address students with need. Proactive measures include:

• Safeguard Training: Formalized training which lends to recognition of student difficulty.

• Establish Norms: School-wide practice of differentiated instruction with a focus on content and context to create fruitful, creative learning environments.

• Parent/Teacher Rapport: Coordination should set to meet individually with parents or set up parent-teacher conferencing as a proactive measure showing parents and guardians that the well-being of their children is paramount. This measure aids subsequent meetings if a student with a disability comes to the attention of the school. Establishing rapport should also inform the school of areas of disability students may already be diagnosed with, so that instructors can actively address the students needs early.]]> 2021-10-12 11:55:57 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810445547 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810449241 Are students displaying adverse learning behavior in the classroom? These displays are atypical compared to the student's peers. Recognizing these signs should be taught through training, but educators should also be guided by a professional. ]]> 2021-10-12 11:57:50 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810449241 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810451036 2021-10-12 11:58:42 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810451036 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810463290 These types of disability may include:
• Orthopedic Impairment
• Hearing Impairment
• Visual Impairment
• Deafness
• Deaf-Blindness
• Other Health Impairments, such as chronic or acute health problems

]]> 2021-10-12 12:04:30 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810463290 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810466369 2021-10-12 12:05:48 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810466369 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810469739 These types of disability may include:
• Autism
• Emotional Disturbance (ED)
• Intellectual Disability
• Speech/Language Impairment
• Traumatic Brain Injury
• Specific Learning Disability]]> 2021-10-12 12:07:19 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810469739 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810486978 This may manifest as concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. ]]> 2021-10-12 12:14:35 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810486978 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810525580 Upon suspicion after recurring adverse behavior, the teacher should meet with parents, coordination, and the school's resource officers, such as a Special Education Coordinator, to develop a differentiated plan that can address the issue at hand. In this step, parents will be made aware of the steps the school will autonomously take to assist their child.

Types of differentiation may include:
• Provide the student with a Least Restrictive Environment (LRE) to improve studies while still interacting with their peers. This could mean removing stimuli from the room for students with mental disability or organizing the room in the most ergonomic way for students with physical limitations.
• Games
• Memorization strategies
• Full- or part-time classroom support]]> 2021-10-12 12:29:39 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810525580 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810543123 Evaluation should be a continuous process that includes all parties. At this point, Response to Intervention (RTI) strategies should be employed in anticipation that further referral will be needed. This will facilitate the transition for the family if necessary. A deadline should be set to see if the intervention was successful.]]> 2021-10-12 12:36:21 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810543123 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810545042 2021-10-12 12:37:02 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810545042 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810546185 2021-10-12 12:37:26 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810546185 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810592578 Student should be referred to a special education professional for further examination of their condition. The school maintains the contacts of a variety of professionals in the community who solely work for individuals with developmental disabilities.

One important consideration is that the school only give out this information upon explicit request of the parents or guardians. There are no official special considerations made for children with physical disabilities or learning difficulties in the public school system in Brazil other than the right of inclusion. As there is no IEP-equivalent process, the final step includes regularly meetings between the professional, the school resources and the parents to map out the students progress and additional needs.

In severe circumstances, the parents or guardians may be in opposition to seeking this professional help for their child. In these situations, the team which has been caring for the student will make the determination as to whether the parent/guardian should be reported to Conselho Tutelar (Guardianship Council) who's sole purpose is to ensure the rights of the child are being met.]]> 2021-10-12 12:52:45 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810592578 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810646752 2021-10-12 13:08:51 UTC https://padlet.com/kcvgt116/SEPTNP/wish/1810646752 kcvgt116 https://padlet.com/kcvgt116/SEPTNP/wish/1810704380

Baptista, C. R. (2019, October 21). Política pública, Educação   Especial e escolarização no Brasil. SciELO Brasil. https://www.scielo.br/j/ep/a/8FLTQYvVChDcF77kwPHtSww/?lang=en

Collor, F. (1990, June). LEI N^o 8.069, DE 13 DE JULHO DE 1990. Presidência da República Casa Civil Subchefia para Assuntos Jurídicos. http://www.planalto.gov.br/ccivil_03/leis/l8069.htm

Department of Defense Education Activity. (2011). The 13 Disabilities Defined by the Individuals with Disabilities Education Act (IDEA). https://www.dodea.edu/dodeaCelebrates/upload/Disabilities_Defined_IDEA.pdf

Gorski, D. (n.d.). What is Response to Intervention (RTI)? | RTI Action Network. RTI Action Network. Retrieved October 10, 2021, from http://www.rtinetwork.org/learn/what/whatisrti

Vanderbilty University. (2019, September). Least Restrictive Environment (LRE). https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_Least_Restrictive_Environment_InfoBrief_092519.pdf

What Is an IEP? (2012, August 30). [Video]. YouTube. https://www.youtube.com/watch?v=q2XlAWcMAUk

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