As a Teacher Candidate, one of the most eye-opening aspects of our learning has been the complexity and care involved in the Identification Process for students with learning needs. Prior to this program, I underestimated the collaborative, layered nature of getting students the support they require. Now, having walked through the step-by-step process in practicum—from initial observation to formal assessment—I recognize how essential early identification is for student success. The structured pathway, involving classroom documentation, team consultation, and differentiated strategies, truly embodies a system built on equity, patience, and responsiveness.
During one of my practicums, I worked closely with a student who struggled significantly with reading and memory recall. Following the guidance we learned, I documented my observations and collaborated with the SERT. The process wasn't fast, but it was purposeful. Each conversation, each revised IEP, and each follow-up helped build a clearer picture of how to support the student's needs—and more importantly, made the student feel seen and capable. This experience reinforced that the Identification Process isn't just about diagnosing; it's about understanding.
As I move forward in my teaching career, I'm committed to being vigilant, empathetic, and proactive. The RTI model especially resonated with me—it reminds me that intervention isn't reactive; it should be intentional, inclusive, and data-informed from the very first day of school.
Resources/References:
Lecture: Identification Process – EDU436 (2025)
Step-by-Step Process Review (NUO)
8 Tips to Success – EDU436 (2023)
Tanisha@NUO
Cohort 18 Section D
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