Although this is my third year of teaching, this is my first year as a teacher for students with Learning Disabilities. I am in an inclusion/resource setting, and I truly love it. My problem is this: I am overrun with teachers requesting GEI meetings. I have been screening like crazy. I am terrified that I might make a wrong call when it comes time to make a decision. Can someone give me some guidelines or suggestions. Or just some words of encouragement? :)
Two more questions & then answers
1. In what state are you?
2. How does your state define LD? Is a student generally eligible according to a discrepancy formula or curriculum-based assessments? If formula, what is it? (1.5 from IQ, 1.0 from IQ, 2.0 from IQ heaven forbid)
After I know this, I’ll give you some pre-assessment thoughts. Screening, etc.
Re: Two more questions & then answers
In the past, I have offered teachers training sessions on learning disabilities. This seems to limit my referral for students who are not LD. I also send out a list of my professional books on LD so teachers can get ideas on interventions before meeting. Lastly, teachers need to develop an intervention plan with the parents before referring a student.
Re: first year jitters...
I think it is very important to help teachers understand what a learning disabillity is and also to help them understand the accomadations they can try before they begin the screening process. Not all students who struggle in the regular class are learning disabled. In our school we have a SST (Student Support Team) which always prescreens students before they are refered for further evaluation. Students all come to us with various learning styles. We must first be sure that they are being taught to those styles. If Sally is a visual learner and her teacher (no matter how brilliant she is) stands in front of the class all day and explains everything verbally, of coarse she will struggle. Our staffing specialist (who was also an amazing LD teacher) goes into the regular classrooms and observes these students. She also supports the regular teacher by giving them specific interventions to try. If you would like I can get her email for you and you can correspond with her. She and the SST team has reduced the number on “Do not Qualify” students greatly.
Try to use generic phrases: pre-assessment meeting, IEP meeting, diagnostic report meeting, etc.
I’m not sure to what you refer.