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Psychology

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Jan 9, 2024

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Field Experience: A Special Education Teacher and General Education interview and reflection Suzette Green Grand Canyon University SPD 500 KARI LEWINSOHN

Field Experience: School Psychologist and Administrator Interviews Interview #1. Tamara Will Willow Charter Academy School Psychologist Describe your role as a member of the special education team. As a member of the special education team, I am responsible for aiding with providing input from a perspective revolving around mental healthcare, providing social work minutes to students who have them on their IEPs, conducting Section 504 evaluations, and ensuring the implementation of IAPs in the classroom. Discuss the specific responsibilities you have in meeting the needs of individuals with disabilities. As a school social worker, students with social work minutes on their IEP have a scheduled time to work with me. I meet with the students on various topics such as regulation of emotions, coping skills, grief/loss, social skills, etc. As I’m also the Section 504 coordinator on campus, I evaluate students who have been referred and determine along with the input of the staff and parents’ which accommodations would be suitable for the student. Describe your role in the IEP process . My role in the IEP process consists of communicating input as it comes to a student’s social/emotional needs and describing to families what a social work goal would consist of for their students. Explain when teachers should consult with you regarding the special education needs of their students.

Teachers should consult with me whenever a student’s IAP accommodations seem to not be beneficial in the classroom, when a student who has an accommodation to give breaks needs said break and when a student who is on my caseload is in crisis. Describe the role of the school in early intervention. Include a discussion about how you communicate that to the family and how you support the staff. The school closely monitors students and allows for teachers and staff to refer students for more intensive interventions whenever needed. We have a team of individuals who meet regularly with parents to properly aid students in the classroom. I usually communicate with families when the student is headed to a Section 504 evaluation or is already in the process. Communication is regular even after the implementation of the IAP and staff are made aware of any changes to a student’s accommodations. Describe your experiences in working with students with disabilities by talking about the various disabilities you have encountered. Include a discussion of the characteristics, causes, and prevalence of the types of disabilities you typically see in practice. I have worked with students that have various disabilities such as learning disabilities, intellectual disabilities, emotional disabilities, and occasionally developmental disabilities. A majority of the disabilities that I encounter are learning disabilities in which students may have issues with acquiring information in the classroom due to their disability. Many of these disabilities can be characterized by behavior in the classroom such as frustration or aggression when faced with topics and/or situations that the student may lack understanding of or find difficult to encounter. Considering the students with whom you have worked and the types of disabilities you typically see, describe the educational implications for students who exhibit characteristics of these disabilities. Explain how you have worked with these students and what you have

encouraged teachers to focus on when interacting with and teaching students with these types of disabilities. Students who have the types of disabilities I typically see may have issues with focusing in class, behavior and communicating with their peers and teachers. I have utilized accommodations such as breaks and visits in order to give the students a place to go to whenever they are feeling overwhelmed. I also frequently communicate with teachers and develop step-by-step plans for each student in order for the teachers to know what to do in which situation. Identify professional development opportunities related to special education that you believe would benefit staff in the school and/or district. Professional development opportunities such as discussing person-focused language and calming strategies to use in the classroom may be beneficial for staff. Also, a more overall insight into the IEP/IAP process for staff that may be unaware or need a refresher may help as well. When a student is brought to my attention, I usually attempt to meet with the student, observe them in class and/or speak with their family members before a process is started. I try to complete these because there may be a circumstance where it can be solved through an intervention.

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