IEP: My Experience In The Classroom

When 2nd grade came it was complicated there was a lot more work and I had to deal with it

Then the article discusses the similarities and differences between an IFSP and an IEP. The IFSP starts with a child who is younger than three years old. This takes place in the family home or a child care center. The importance of the IFSP is to help the parents learn and deal with their child’s disability. The focus stays on the parent’s role in supporting the child’s learning development (Ray, Pewitt-Kinder, George, 2009). When the child turns three and older then they transition to an IEP. The IEP is different from the IFSP as it focuses more on the child. The child is evaluated and given goals specifically for them to help them to learn in a school environment. Although they focus on different people they are the same in that it is important

Under IDEA the law mandates the student to have an IEP team. The parent is encouraged to be a part of their child learning

Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

The IEP meeting had the purpose of evaluating the child’s previous disability, and to determine if the child will continue to qualify for IEP services. The child’s disability was speech delay, according to Heward, he describes speech delays, when speech it is not understood by others (2006).

As many know, the IEP is legal binding document that allows the students to be a recipient of special education services. It also specifies different accommodation/modifications, and instructional methods that will be of benefit to the student due to their exceptionality. As the IEP is brought together the IEP team, composed of parents, specialists, general and special education teacher, and sometimes administration are vital in the process because while the parents know the student best, it is those within the walls of the school know the best ways to help the student on their educational journey.

Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.

In this case the IEP is the best tool to communicate the needs of the student. This is the first step I and the special service personnel take in communication and collaboration with each other. I follow the goals and strategies that are presented in the IEP in order to meet my students’ needs. At the same time, these information helps me design lessons based on their learning disability and best reach each student. Another important part in this collaboration is to keep the case carrier inform about the student’s development, and for this part I use report forms that I email to the case carrier. Also if there is an issue with the student I right away inform his/her case carrier and counselor, and they always help me resolve the problem. For

With this letter, I would like to reflect and discuss observations made from our IEP Professional Development that took place on yesterday. I personally feel that the professional development was not well received. I observed several side-bar conversations, usage of cell phones, and a lack of engagement while our paid consultant was providing a service that we are in dire need of. This is not who we are and what we represent. Clarendon 2's SPED mission is PRIDE...Providing Relevant Individualized Direct Education for Students. While our District's mission, is "Educating Children." This was not reflected on yesterday, which is disheartening.

Executing an effective IEP meeting requires multiple elements, as various key stakeholders are involved within the process. As a special education program specialist I have daily opportunities to participate in an Individualized Education Plans (IEPs). Typically, my involvement is stemmed from high profile cases in which litigation is anticipated or has transpired within the past. My role is to represent the district and aid in the development of an appropriate offer of a free and appropriate public education (FAPE). In addition, I aid in the facilitation of IEP meetings that seek to education students with disabilities in the least restrictive environments (LRE). I provide detailed descriptions of various program options that are

In order to create a learning environment where each student can effectively learn, “educational professionals and parents need to be able to understand federal requirements for individualized education program (IEP) meeting. Educational professionals and parents need to have an understanding of the principles behind the Individuals with Disabilities Education Act (IDEA). The principles include; zero reject, nondiscriminatory evaluation, individualized and appropriate education, least restrictive environment, procedural due process, and parent participation. The article discusses the importance of these principles during IEP meetings by examining six things that should never be said during an IEP meeting during six different scenarios.

In the first lecture that outlined the IEP rules and regulations I was surprised to learn about three things. The first was that all IEPs must be in effect by the beginning of the school year and should happen immediately following an IEP being written. As an administrator, I would start each year by reviewing the IEPs and ensuring that my intervention specialists review the IEPs with general education teachers. I would also want to check with general education teachers and intervention specialists periodically to ensure that special education services were being followed and goals were being met within the classroom. This would help to stop any potential lawsuits from arising and would make sure the law was being followed. The next thing that I did not realize was that throughout the IEP content that there was a section entitled “present levels of performance” that uses parent friendly language. The parental language is really crucial to zoom in on as an administrator because it helps solidify a relationship with the parent and also secures that parents truly understand what is happening with their child. If I were an administrator then I would make sure my intervention specialists were writing all IEPs in language that any person could understand for this reason. Lastly, I did not realize that when evaluating the progress of an IEP that one must use research-based data as documentation. I was under the impression that observation and teacher input could be used

I remember when it was time to go from being a 12 year old 6th grader, to a 12 year old middle schooler with a lot more responsibilities than I was used to having. I had to make sure all my homework was done on time (It took me awhile to get the idea of no late homework hammered into my head), asked for help when I needed it the teacher wasn’t going to help as much as the elementary teachers would do unless I asked, with asking for help was a lot harder than I thought it would be everyone was confused too, after awhile the teacher finally got tired of running around the room jumping from student to student, marched up to the front of the class and wrote on the board of how to do a certain assignment.

The IEP project was a very informative project, especially since I teach Kindergarten and I’m used to reading IEPs rather than “writing” them. I chose to use “Derek” as the student for the IEP final project, and found a few obstacles in completing the project. First, there was not a specific diagnoses for Derek, and other information was not readily available in the student scenario. Even though this information was not provided, I feel that I learned a great deal from completing the project, because I was pushed to do more research and analyzation of the scenario. I agree with the teacher’s referral for evaluation, and Derek’s parents’ wishes for him to receive specialized services. I believe that the student will be successful, once