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Attuning a Student consists of seven major stages, briefly
described below. As teachers gain experience with the process, they recognize
that some of these stages overlap and/or need to be revisited. Attuning a
Student is a cyclical process in which new information is constantly considered
and incorporated into the different stages.
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The
teacher observes that one of his/her students is struggling with some aspect(s)
of learning and decides to begin initiate the Attuning a Student process to
further explore the students’ strengths and weaknesses.
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The
teacher gathers detailed information about the student as a learner. This
information is collected from the student’s teacher(s), the student, and the
student’s parent(s)/caregiver(s) through observation-based questions in the
Attuning a Student online tool as well as student work samples.
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The
detailed information gathered in the Data Collection stage is consolidated and
linked to the neurodevelopmental framework.
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Based
on the neurodevelopmental strengths and weaknesses identified in the Data
Analysis stage, the teacher applies his/her professional judgment to interpret
the data, identifying recurring themes and generating a hypothesis about the
student’s neurodevelopmental profile.
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Armed
with a deeper understanding of this student as a learner, the teacher considers
the interactions between the student's learning profile and the demands of
school and plans for the best ways to support that student in meeting those
demands. This planning involves two steps:
Linking the Profile with School Performance - The
teacher determines which elements of the student's profile may be impacting the
student's performance in school.
Management Strategies - In collaboration with the
student, the teacher identifies management strategies that reflect the
student’s neurodevelopmental profile, his/her academic and nonacademic
strengths, and his/her affinities. The student’s parent(s)/caregiver(s) may
also be involved in this stage.
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The
teacher engages the student, his/her parent(s)/caregiver(s), and sometimes
other educators in a conversation that enables these individuals to understand
how the student’s profile may affect school performance. This discussion also
affords an opportunity to explore the role each of these individuals can play
in helping the student experience greater success in school.
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The teacher, student, and parent(s)/caregiver(s) collaborate
in implementing the management plan over time. The teacher monitors the
outcomes of the plan and makes adjustments as necessary. Communication and
demystification are ongoing.
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