Chapter Four

Ideas for developing student’s language
- Find out what the student is interested in and bring in books/magazines/pictures on that subject
o Be sure that the material is within or just above their reading level so that they are not bored or frustrated
o Lots of explanatory pictures for those who are struggling to read
- Let them share with you, a small group, the class what they know about the subject
o Help them find out what questions they still have and encourage them to find these answers too
- Lead by example
o Ask questions which are appropriate and valid
o Wait for student to (finish) respond(ing)
- Encourage, encourage, encourage

Gardiner’s Intelligences – Lesson Plan

Plants
Engagement Phase:
- Have plants growing in classroom which the students have planted
- Have posters of pictures and vocabulary relating to plants all over the classroom
- Have books/magazines available in a ‘special’ plant corner for the student to read
Exploration Phase:
- Have students draw/paint plants
- Have students mould/sculpt plants
- Measure the progress of the plants and keep a chart to show the changes
- Write stories/poems about what they see
- Take a walk in a quiet park and ask the students what they
o Hear – what could we use to make those sounds in our classroom?
o Find pre-determined plants in small groups (4 or 5)
o Play a game of N/S/E/W with plant parts to get them running
Explanation Phase:
- Journal the experience
o What have I learned about plants?
o What have I found valuable about this knowledge?
o What new questions do I have about plants?
o How can I use this knowledge?

Table 4.13 (pg 143)

Making a Referral
1. Contact the student’s parents. It is very important that you discuss the student’s problems with the parents before you refer.
2. Before making a referral, check all the student’s school records. Has the student ever
o Had a psychological evaluation?
o Qualified for special services?
o Been included in other special programs (e.g. for disadvantaged children; speech or language therapy)?
o Scored far below average on standardized tests?
o Been retained?
Do the records indicate
o Good progress in some areas but poor progress in others?
o Any physical or medical problem?
o That the student is taking medication?
3. Talk to the student’s other teachers and professional support personnel about your concern for the student. Have other teachers also had difficulty with the student? Have they found ways of dealing successfully with the student? Document the strategies you have used in your class to meet the student’s educational needs. Your documentation will provide evidence that will be helpful to or required by the team of professionals who evaluate the student. Demonstrate your concern by keeping written records. Your notes should include items such as
o Exactly what you are concerned about;
o Why you are concerned about it;
o Dates, places, and times you have observed the problem;
o Precisely what you have done to try to resolve the problem;
o Who, if anyone, helped you devise the plans or strategies you have used;
o Evidence that the strategies have been successful or unsuccessful

Remember that you should refer to a student only if you can make a convincing case that the student may have a handicapping condition and probably cannot be served appropriately without special education

Referral for special education begins a time-consuming, costly, and stressful process that is potentially damaging to the student and has many legal ramifications.