Navigating the Path to Diagnosis: A Step by Step Guide for Educators

Educators Guide Family Communication

 

Podcast Photo of Sue Larkey with microphone

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Discussed in this Podcast:

✅ It’s important to remember that a teacher’s role isn’t to offer suggestions of a diagnosis, it’s to bring things to the parents’ attention.
✅ 8 Steps to Talking for Families about pursuing a diagnosis.
✅ Red Flags for Diagnosis.
✅ Why students should get a diagnosis.

Make sure you listen to this Podcast as each step is discussed in detail including mistakes to avoid and the power of diagnosis.

 

8 Steps to Talking for Families about pursuing a diagnosis

1. Come from a tone of caring for the child

Tone is everything! The first few sentences and gestures you make are so important to the success of the meeting.

2. Start with positives

Share positive observations or bring  Examples of their great work. Don’t just jump into everything that is wrong with a child.

 

3. AIM for an assessment

Many families don’t know educators can’t diagnose children.

4. Come prepared

Listen to podcast episode 240 for indicators to observe and discuss.

5. Share your observations

Share your observations of the child in your setting and ask the families whether they have seen the same

6. Collaborate

Ask families what they think! Be open-minded, and value what they have to say.

7. Provide solution paths

Have a list of recommended professionals on hand. List available on ep. 240

8. Plan next steps

When the meeting is done you should have come up with a plan they have agreed to and a date to review this.

 

Download ‘The 8 Key Steps for talking about pursuing a diagnosis’

What are the key indicators that educators should look for in children?

These are the 3 Areas to keep an eye on.

 Social development and the power of diagnosis

  • Are they playing well with others?
  • Do they struggle with tasks that the other children appear to manage easily?
  • Are they easily distractable to a degree that does not seem age appropriate?
  • Have complaints been made about the child by other children or teachers?

emotional development and successful diagnosis

  • Does the child appear anxious or stressed?
  • How does the child cope with transitions or changes to their routine?
  • Is the child able to bounce back after being reprimanded or does it ruin their day?
  • How does the child cope with making mistakes?

Academic achievement for students

  • Is there a specific area that the child appears to be struggling in?
  • Could the child benefit from additional supports?
  • Does the child take up more of the teacher aide’s time than other children?

why unlock the power of diagnosis?

  • Understanding your child better
  • Access to additional supports and funding
  • Tailored therapeutic options
  • Help the child to understand themselves
  • Teachers discussing diagnosis

Information about Emily hanlon

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