Resource books Provide summaries of chapters Provide two sets of texts one at home/ one at school for students who are disorganized / forgetful. Provide the student with a list of discussion questions before reading the materials. Curriculum Specify and list exactly what the students will need to learn pass the examinations. Specify so the student will know what to look for before reading the chapters. Reduce the impact that writing ahs on learning or expression knowledge without substantially changing the process or product: Change the demands of the writing rate Allows more time for written tasks including copying, note taking and tests. Allow students to bring projects/ assignments early. Encourage key boarding skills to increase and legibility of assignment. Adjust the volume Give partial so the student can fill in the details under major headings Remove neatness or spelling as grading criteria for some assignments while the student is working on remediation in these areas. Reduce copying aspects of work. Worksheets cane be given instead. Complexity Allows extra time to complete the test. Allows a different venue for testing. Allows take home or open book test. Allow the student to complete independent projects as alternatives tests. Divided test into small sections. Time : Allows extra time to complete the class. Directions : Use both oral/ printed directions. Repeated directions. Have student repeat the direction of the task. Grading: Provide a partial based on individual progress. Use daily or frequent grading averaged into a grade for the quarter. For revised test a passing grade is given. Permit the student to work on missed problems to better the grade. Assistive technology : Tap recorders to recorders to
The monitors the movement of students in school. The Couselor provides the Headmistress with regular summaries of the impact of the policy in the practice of the school. The SENCO reviews this policy annually and considers any arrangements in the light of the annual review findings. The SENCO reports the outcome of the review to the pedagogical leadership team. SPECIAL PROVISIONS NESISD is committed to provide quality assessments for all candidates, including those with disabilities. We aim to ensure that all candidates have access to the examinations process and are able to demonstrate their skills in the examination to the best of their ability. Candidates with disabilities will be offered the same examination standards as those applied to all other candidates. No concessions will be given during assessment. However, we will make special provisions for candidate who provide medical documentations of their disabilities as per the concessions mentioned in the reports and refereeing the IB/CIE concessions. We must be informed of the candidate’s special assessment in writing before enrollment. A request should be submitted for each exam for which the candidate enrolls, as information about special needs will not be kept on our system beyond the series of exams concerned. The only exception to this rule is where the candidate’s need is not likely to change from one exam series to another. Special provision which may be provided by the school (only if medical documentation is submitted to SENCO) will be as per the recommendations suggested by IBO/CIE guidelines for Inclusive policy. INDIVIDUAL EDUCATIONAL PLAN Date _______________
Period Short term goals Strategy and material Progress Needs practice Achievement AREA : WRITING SKILLS LONG TERM OBJECTIVES Period Short term goals Strategy and material Progress Needs practice Achievement AREA: STUDY SKILLS LONG TERM OBJECTIVES Period Short term goals Strategy and material Progress practice Achievement AREA: STUDY SKILLS LONG TERM OBJECTIVES Period Short term goals Strategy and material Progress practice Achievement OTHER AREA IF ANY: