Special needs education and the student referral process

Special needs education and the student referral process

In the past, students with learning disabilities had to attend Special Education schools, but due to a government change in policy, students with learning disabilities are now allowed to attend "mainstream" schools. Still, many state schools do not have the expertise to work with students that have mild to severe learning disabilities. Teacher training in special needs education is still limited to 2 day workshops and it will take time before some schools will be able to cater for students with different learning disabilities.

Windhoek International School is an inclusive school situated in Windhoek, Namibia. It has a dedicated Learning Support department consisting of 5 staff members supporting students and homeroom teachers both in Primary and Secondary school.

The school prides itself on the support they provide students with learning disabilities and invests in resources to improve the services offered to students.

As in the Finnish education system, early detection is crucial to identify student learning needs, and provide the student and teacher with the necessary strategies to work effectively in class. In cases, where specific interventions are not effective, learning support will provide the student with an IEP. This is an individualized education plan designed for the student's specific needs. Students will receive out of class activities with a learning support teacher to assist in achieving set goals in a predetermined time.

Parents might also be advised that their child should receive additional help from professionals such as, Occupational therapists, Psychiatrists or Speech and Language therapists. I do feel that both the homeroom teachers and learning support team should exhaust all the tools and strategies at their disposal before recommending the student to an outside professional.

A student "welfare" team consisting of a school administrator, school counselor, learning support and homeroom teacher can meet bi-weekly or monthly to discuss the progress of specific students with learning disabilities. Currently, it is only the homeroom teacher and learning support teacher that works on strategies for students with learning disabilities.

WIS is only now starting to make use of technology in class to facilitate students learning. The School of One in New York is an example of using technology as a tool to support a diverse group of students with different learning styles. As the teaching and learning software algorithm learns the strengths and weakness of a student and adjust the level of learning accordingly, the teacher can spend more time on assisting students of concern. The cost of this technology might be too high for a school in a developing country, but most kids own a smartphone or tablet. Teachers can explore using these technological tools to facilitate student learning. Activities that is a possibility is research, taking notes, creating digital projects and much more.

The referral process at WIS seems solid and comparable to current practices found in schools in developed countries, but as new research offers new information every day, teachers should be encouraged to make use of social media to keep up to date on current trends to provide their students with the best possible help they can get.

Two interviews were conducted with staff members working at Windhoek International School to hear their thoughts on special needs education at the school.

Interview with Ms. Ronel Bosch (Learning Support Coordinator)

How is a student identified for special education referral?

New students: We usually identify learning needs or other barriers to learning during entrance assessments. If necessary then we will have a meeting with parents to get additional information.  If necessary we will also do an educational psychology assessment to better understand learning needs.  We can also ask input from occupational therapists or speech and language therapists.  In some cases we can also contact a psychiatrist.  We try to get as much info as possible to decide whether we will be able to cater for the specific learning needs of a student before offering a place.

Current students: We use a referral process where the homeroom teacher completes the form and have discussions with Learning Support (LS) to decide on the plan of action. A parent meeting is always part of the process to decide on a plan of action.

Who takes responsibility for the progress of the child before and after the referral?

Homeroom teachers are the main role players to support inclusion. The LS teacher responsible for the child will work with the homeroom teacher to ensure that the necessary support is given. LS will help with differentiation ideas in Language and Maths.  The student will also have three to four LS sessions where specific focus will fall on building blocks and filling learning gaps. All info will be compiled in an IEP (individual education plan/ we prefer the term optimal learning plan). Homeroom teachers are mainly responsible for the student's social-emotional and academic progress. LS teachers are mainly responsible to ensure support is given to the student, homeroom teacher and parents. LS is also responsible to communicate with outside professionals (occupational and speech and language therapists and psychiatrists). Sometimes a student will need a tutor for one on one contact and support in all classes. This is organized by LS. Tutors are paid by parents and are only responsible for the individual, not other students in class.

What is the school administration's directive for special education?

We have a Learning Support policy.  

What provisions are made for students identified for special education?

Primary: full on support = support sessions to fill identified gaps.  Focus areas can be literacy, numeracy, fine and gross motor skills, behavior.

Secondary: if recommended by an educational psychologist the student can make use of a Reader and Scribe and extra time, OR only a Reader (we now have moved over to reading software) and extra time, OR only extra time during tests and examinations.  Identified students will also receive small group spelling support and study skills support.

What is the level of parent involvement in referral process and special education?

We believe strongly in a team approach.  Parents are fully involved and decisions are not made without the involvement of parents.

Interview with Mrs. Jacqueline Ferreira (Grade 1 Teacher)

How do you identify a student for special education?
A baseline assessment is done when student enters the class to see where the student is. Should the student not be on par within the correct age appropriate development then a further screening is done to see where the major struggle areas are. A couple of months is given where the child is exposed to various things to see if his/her development is just lagging because of lack of exposure. Should this not be the case learning support is called to identify areas of concern and best strategies to support the child.

What are the signs of a struggling student?
If a child cannot maintain appropriate levels of concentration for his/her age it's a concern. Speech delays (child should be fluent in their home language). Gross and one motor delays which stop him/her from playing with other children their age. Sensitivity to touch from others or to different textures.

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?
Expose and integration within the class. With young children sometimes it is lack of exposure to school/sensory settings.