THE CHILF FIND THROUGH REFERRAL PROCESS

Referral for evaluation and special education services begins by

identifying students who have additional needs and who may be at
risk for developmental disabilities. School guidance counselors, early
childhood teachers, primary school teachers, and community-based
daycare workers are often the first to notice such developmental
delays in children. In other instances, the parents themselves notice
the delays and seek consultation with pediatricians and other
specialists.
 Pre-referral Process

●A child noted to have significant difficulties in relation to expected competencies and

developmental milestones may be referred by parents and teachers for observation and
assessment.

●Children with noted developmental delays and difficulties are identified through
observations and use of norm and criterion-referenced tests. They are not immediately
referred for special education testing but are first provided with the necessary academic
and behavioral support needed to address noted challenges.

●Very young students who are at-risk or suspected to have additional needs may also be
identified through community-based screening. Child development and social workers use
developmental screening tools such s the Early Childhood Care and Development (ECCD).
Pre-referral Process

Essential in a pre-referral intervention is the use of pre-referral

strategies that are designed to provide immediate instructional
and/ behavior management support to a Child.

Examples of this strategies are:

●observation of the child’s behavior
●interaction with parents, teachers, peers
●interview of parents and teachers
●review of school record
●analysis of the child’s academic output through error analysis
●portfolio assessment
ASSESSMENT

●This is the process of collecting info or about a child’s strengths and needs
from a series of tests/ assessments given to him.

●Teachers and administrators make instructional decisions based on the

assessment results.

❖ Variety of assessment methods are:

• Interviews
• Observations
• Checklists or rating scales
• Tests
 Method Assessment
● Tests
❖ school psychologists, diagnosticians and other related professionals use a variety of
tools to ensure that result is valid and reliable. (Criterion Referenced, Norm
Referenced)

● Informal Assessment
❖ teacher made instruments, portfolio assessments, outputs in school, inventories,
observation of teacher in class

● Authentic Assessment
❖ real performance, real world setting test (experiments, demonstrations, play etc)
observation on student during his interaction with others. Real behaviors are seen here
and naturally occurring
 PLACEMENT
● Assessment results are used to decide a child's appropriate ed placement within a
continuum from the least to the most restrictive settings. During the evaluation, student
performance is assessed and the team determines if there would be any changes in the
educational placement within the continuum. Teams will base this on their observations,
asse results, and other factors, with the goal to move toward the least restrictive learning
environment. Sound decisions are made to allow for fluidity in placement based on the
child's strengths. abilities, and needs.

●Another option for placement is to be in a general education class but the child receives
supplementary instruction and services such as speech, physical, and occupational therapy
or counseling services during the school} day. Options may be provided when such sessions
are conducted, school or as an after-school service.
ACCOMMODATIONS AND CURRICULAR MODIFICATIONS

Accommodations are supports provided to Students to help gain full access to

class content and instruction. without altering the curriculum standards and
competencies expected and to demonstrate accurately what they know.
 TYPES OF ACCOMMODATION
LEARNING NEEDED EXAMPLES OF ACCOMMODATIONS
VISUAL SUPPORT MINIMIZE VISUAL
DISTRACTION VISUAL
CUES USE OF LARGER PRINT MATERIALS
USE OF SIGN LANGUAGE
VIDEOS WITH CLOSED CAPTIONING

AUDITORY AND COMPREHENSIVE READ ALOUD BY A PEER AUDIO BOOKS

SUPPORT DIGITAL TEXTS THAT READ ALOUD
TEXT-TO-SPEECH SOFTWARE ADVANCE
ORGANIZER OR STORY GUIDE
HIGHLIGHTING OR COLOR CODING
LISTENING AND FOCUSING
WRITING DIFFICULTY
WRITTEN EXPRESSION DIFFICULTY
ADVANCE ORGANIZER
EXPLICIT VERBAL CUES
REPEAT DIRECTIONS
NOTE-TAKING SUPPORT
COPY OF DIRECTIONS
DIFFERENTIAT SIZE OF PENCIL/PEN
PENCIL OR PEN GRIP
SCRIBE TO RECORD
FINGER SPACER
HANDWRITING TEMPLATE
VISUAL CUES ON PAPER
DIFFERENT TYPES/SIZE OF PAPER
DIFFERENTIAT SIZE OF PENCIL/PEN
PENCIL OR PEN GRIP
SCRIBE TO RECORD
FINGER SPACER
HANDWRITING TEMPLATE
VISUAL CUES ON PAPER
DIFFERENT TYPES/SIZE OF PAPER
 MATH DIFFICULTY CALCULATOR
CONCRETE MODELS
VISUALS PRESENTATION
PROBLEM-SOLVING GUIDES
ORGANIZER

PARENT INVOLVEMENT
●Focus is given on the microsystem, where the child and his/her family belong, along with
peers, school, and the immediate community (i.e., neighborhood). Within these systems,
a child has direct interactions with parents, teachers, peers, and others; while the
mesosystem refers to the linkages or relationships between microsystems such as the
connections between family experiences and school experiences and between family and
peers (Santrock 2011).
❖ Home-School Communication
●To establish partnerships, problem-solving, two. way communication, and shared
decision making are some of the practices needed. communicating with parents may be
done in several ways.

❖ Parent-Teacher Conferences
●Conducting such meetings is necessary so parents of students with disabilities and
additional needs will be able to share about their child's background. strengths and
abilities, history of difficulties, and practices they have been implementing at home as well
as interventions done with other specialists. Together with teachers, they can coordinate
their efforts and services to support their child both in school and at home.