Iep Meeting Reflection

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

The IEP team met today to conduct an annual review for Daniella Rayon. Two separate notifications were sent out to the parent/ student. SB 1108 was addressed and signed at the start of the meeting. The parent and student were both present.

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.

member and made aware that these meeting are held to reiterate plans know to all members ahead of time. It was also explained to me that new employees are to keep their talking points brief so that their ideas can be assimilated by all employees. I was not aware of these guidelines and I’d like to discuss some modifications that can be done to ensure future new hires are not blindsided and are thoroughly prepared for meetings and other procedures beneficial for excellent job performance.

I participated in in the Tucker Foundation’s Alternative Spring Breaking in the Dominican Republic. To prepare for the ASB trip, I attended a weekly training course to learn about Dominican Culture, the political and social climate of the region, as well as team building exercises. As a result of the formal team building training, I gained valuable skills and experience in working with small groups.

The Individuals with Disabilities Act (IDEA) of 2004 has several different procedure and document that are to be followed when assessing individuals for a special education program. In Guiberson's (2009) research he suggests that some educators may be unprepared to work with diverse student populations. In a 200 participant survey of speech pathologist a study found that a third of the participants did not have sufficient training in multicultural issues (Guiberson, 2009). Studies have shown that students that learn in educational environment that reflect their cultural background tend to achieve more academically, which make multicultural instruction important in school with diverse populations (Ornstein & Levine, 2007). Guiberson's

When I first heard that we were required to attend a twelve-step meeting, I was convinced that it would be an uncomfortable and frightening experience. In my mind, I saw addicted people as dysfunctional and lost individuals who were complete opposites of anyone in my life. I decided to attend an A.A meeting and once I walked through the doors, I realized I had been wrong. This is real evidence on how society’s stigma may be affecting our worldview very effectively in topics such as drugs and addiction.

During my visit to my EDHE 105 teacher’s office, she encouraged me to attend two meetings for two organizations on campus. One was Alpha Epsilon Delta (AED), a health profession based honors society, and the other was the American Medical Student Association (AMSA), a student lead, pre-medical organization aimed towards helping better prepare students for medical school. I was unfortunately busy during the time of the AED meeting and could not attend, but I was free during the AMSA meeting and decided to see what it was like. At first, I was skeptical about going to the meeting, because I knew that I would not know anyone else there. I was even more nervous about it when I saw how many people actually showed up, knowing that I still did not know anyone.

It focuses on some of the barriers those parents who have culturally and linguistically diverse (CLD) backgrounds may encounter as opposed to their White, middle and upper-class counterparts. Many CLD parents experienced difficulties when trying to understand their children’s Individualized Education Programs (IEPs). Some of the barriers included the disparity in communication styles and the negative attitudes of school professionals. The author explains how legal mandate in special education such as the Individuals with Disabilities Education Act (IDEA) and the Individuals with Disabilities Education Improvement Act have addressed these barriers and challenges parents face; as well as how parents should be treated as partners with the school district and be included in the decision-making and guidance of their children’s learning.

Reflection, I couldn’t go to a school board meeting, but I watch a video post it on (youtube.com, 2015) about the RSD State of schools meeting. The school board main goal is to give what a student’s need to achieve their academic success in the future. The School Board phrase “one vision, all students, one reading” summarize that the school board purpose is to make every student in Reading district to get the necessary education they need to achieve their goal. The school board made a decision based on data that can prove that every school is doing what they supposed to do to reach an excellent level of performance. Principle#7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP Team meeting or are afforded the opportunity to participate (300.322)

The student stated that he has taken issue with the speech class he is assigned to. He stated that he does not want to go there anymore, and doesn't feel like it is effective. I discussed that he needs to set up an IEP meeting to discuss his program. He informed me that a meeting has been scheduled. I, very clearly, stated the expectation is for him to continue to go to his classes as scheduled, including speech class, until there are changes made via the IEP process. Warning issued for this referral. Let me know if this happens again.

As stated above, my group was comprised of people from different ethnic backgrounds, each with his/her own ideologies and perspectives. The challenge here was limited communication due to language barriers. English is used as the main language for communicating across almost all forums, including classrooms. Regardless of this, it became more difficult for us to communicate effectively simply because some of the members had a hard time deciphering what we were conversing about. It could have been that some of the requirements for presentation were confusing or some of the English phrases and terminologies were not conversant with them. However, we devised a mechanism where we integrated the

On Monday, September 25th, I was invited to sit in as the general education teacher in an IEP team meeting. The meeting was held for a student with down syndrome, identified at birth, who qualified for services under the category of intellectually disabled. This student is in a self-contained classroom, therefore, his current teacher, served as the special education teacher for the purposes of this meeting. Meeting participants included: Mrs. Fields (ARC Advocate), Dr. Neiman (Main speech therapist, participated over the phone), Mrs. Bennett (LEA representative), Mrs. Diggs (ACS EC Director, as a precaution because the parents expressed concerns for the education of their child), Mrs. Sikes (General Education Teacher), Mrs. Bernard