Supports for Students with Exceptional Needs


  • Student Work Packets: 

    Students with disabilities are being provided the same core content packets as their peers. Intervention Specialists will review and make appropriate modifications to work on an individual basis, specific to individual student needs. Students with significant disabilities are being provided a separate packet with modified assignments based on the extended standards. Intervention Specialists will review and make any individual modifications necessary. If your student does not attend school on Monday you can still access the student work packets here. 

     

    Supporting Student Learning: 

    Students with special learning needs have access to accommodations during the school day. These can be offered anywhere and by anyone. To find your students specific accommodations please look at Section 7 of your students IEP. Here are a few common accommodations and how to implement them:

    • Extra Time - It may take a child with a disability longer to complete the same work as a grade level peer. Allow your student as much time as he or she needs to complete each task. 
    • Frequent Breaks- Some students work best if they are able to move around or work for a short period of time and then take a short break. 
    • Verbal Responses/Scribe- Student says the answer out loud and someone records the answer.
    • Shortened Assignment- Do fewer problems (10 instead of 20). Write 3 sentences rather than 5. 
    • “To-Do” List- use pictures or words to make a task list
    • Listen to audio recordings instead of reading text
    • Learn content from audiobooks, movies, videos, and digital media instead of reading print versions
    • Work with fewer items per page or line
    • Work with text in a larger print size
    • Have a “designated reader”—someone who reads test questions aloud to students

     

    Speech, Occupational Therapy, Physical Therapy

    If your child receives therapy services at school they will receive additional suggested activities that will help them to continue gaining skills while not at school. Listed below are additional resources for Fine Motor, Speech/Language, and Sensory Activities that can be done at home. 

    https://theimaginationtree.com/

    http://www.speechtx.com/

    https://www.learning4kids.net/list-of-sensory-play-ideas/

     

    Structured Days

    Being at home for an extended period of time can be difficult for students and parents. Giving kids as much structure and routine as possible is important. KIds should still go to bed and get up on a regular schedule. Set aside time in the morning for play, school work, and reading when kids are most attentive. Kids should have down time too, when they can determine what to do with their time. Having structure in each day will make the easiest transition back to school. Kids should play outside when possible even if it is just for short periods of time. 

     

    IEP and ETR Meetings

    If your child has an IEP or ETR meeting scheduled between now and April 6, 2020 you will hold your meeting by phone conference. Please reach out to your child’s teacher if your contact information has changed recently. Students with testing in process that is not yet completed will finish testing when students return to school. You might receive a letter in the mail that explains that your student was being tested for special education services and that testing is on hold while school is closed due to the CoronaVirus. 

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