Iep Meeting Examples

In today’s world there are more and more children coming into the general education classes having a disability. More general education teachers have to take on a bigger responsibility than what they signed up for, but that is part of being a teacher. I feel as long as the teachers collaborate with each other they will be putting the student’s needs first.

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans

how great he really is." Learning disabled students are not all the same, but they all

I used written backups to oral instructions, using the PowerPoint slides and the white board.

As a special education teacher I am involved in numerous meetings, in some of those meetings I have noticed that words, cultures and back grounds can impact the tone and outcome of the meeting. For some parents meeting with a room full of teachers can be intimidating. All too often the meeting consists of educated, white females. I am often the first African American teacher the student or parents have had interactions with. I can remember sitting in an IEP meeting for an hour when everyone had left the room besides me and the parent, I asked again if she had any questions or concerns. The parent asked, “What does all this mean for my child?” This parent sat in a meeting for an hour and had no idea what was being said nor did she feel comfortable

In the article, Memories of the “Other”: Lesson in Connecting with students, written by, Dr. Thomas Knestrict, Ed.D., Xavier University Cincinnati, Ohio, illuminates the obstacles a child struggling with learning disabilities, the school system who had pushed him through even with , educators lack of knowledge in handling a child with learning disabilities and need for meaningful relationships between child and educators to help build upon successful students.

For this assignment, I observed an IEP meeting for a three year old boy. The child is a three year old Hispanic boy, and his native language is Spanish. The child was receiving speech services through Early Intervention.

The IEP meeting took place at the Dominick's school. The leader of the meeting was Dominick's special education teacher who acted as the team coordinator. The major players in this meeting were the parents, special education teacher, general education teacher, and the middle school teacher as they are in preparation for Dominick's transition into middle school. In addition, the note taker, assistant principal, and the school psychologist were present.

I can’t believe it is finally here. Yunus’ transition meeting. I am happy he seems more relaxed than me about the whole situation.

When collaborating on IEPs, my employer uses a web based program to assist in the improvement of IEP teams. The web based program allows access to it from any computer with internet (home or work). The ability to access the IEP document from anywhere increases the efficiency by not limiting where the document can be edited. In addition to easy access, the online program allows multiple people to edit the document. This technology allows the IEP to be update as the student progress through different goals or for the annual IEP review. The case manager of the IEP does not need to guess if a service provider has completed their section. They can simply review the document for the last update.

An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through

I have sat in on serval IEP meetings in the past, my son’s and also for the students I work close with. I received my paperwork when we had the first meeting for my son to discuss testing options, they were gone over in depth at time. Even though I was already working for the district they still made sure I understood my rights as a parent. Now at the beginning of each IEP meeting I am given a copy and asked if I have any questions regarding my rights and such before moving on with the meeting. When I am sitting in on my students meetings it is done the same way. The teacher and Director will go into more detail with other parents than they do me of course. I can only speak for those that I have been in, but I believe the district does a

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s