Iep Reflection

My transition into high school was as easy as taking a breath. I had always found school quiet easy and I never had to put much effort into getting promising grades. Before high school I had my whole life figured out, or at least I thought I did. I had planned that I would attend a law school or major in English. After a while of being in high school I started to realize many things. My parents did not have the financial stability to send me to a law school, I was not as smart as all the other kids, little by little I began struggling with a negative mentality about myself and my future. I slowly let go of my dream of becoming a lawyer and decided to join the Health Careers Academy. Soon enough, I began to have a deep interest in the medical field but then again I continued to have the same question; how can I afford going to a medical school? I did not know much about college or what it took to get into college. I assumed I just had to have a pretty transcript and that was all it took. My self confidence began to lower as I saw how other students cruised through their high school years so effortlessly. I never wanted to ask for help because I did not want to seem “dumb”. I would bite my tongue and hold in all the unanswered questions I had. My junior year, I was having a very difficult time. I had a tight schedule which consisted of almost all AP or honors courses. I slowly began to give up because I did not believe that I could do it. I let my grades slip failing almost

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

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 webinar I watched was Introduction to Individualized Education Programs (IEP). This webinar was designed to provide parents with information regarding the IEP. It first began by listing the disabilities that were considered eligible for services in the state of Nevada. Then the webinar discussed the different laws that govern and shape special education today, such as the 14th Amendment, the Americans with Disability Act (ADA), Individuals with Disabilities Education Act (IDEA), and the Nevada Administrative Code (NAC). The webinar also described the evaluation process, and how the evaluation results are the cornerstone of the IEP. Next the webinar discussed when the IEP should be in place, and how transitioning records from one school to the next takes place. The parent, the special

Purposely messing up at the 5th grade spelling bee because I didn’t want to be the smart brown kid. The worry or how I will be seen by others since 5th grade, has held me back from my ambitions and potential. The pattern academic failure lasted all the way until this past year. Last year I was a freshman at Saint Louis University, I was kicked out because I had a GPA of .27. I couldn’t tell my parents that so I pretended like I didn’t receive that letter and moved back in the start of my sophomore year, this past fall, and tried to petition. My petition was denied; I was given a 3 day move out notice with nowhere to go. I packed my bags, headed to a train station and was homeless for 3 days so I slept at a train station. An elderly white couple, who had “adopted” me as their grandchild when I was born was who I decided to reach out to. They offered me to live with them in Arizona but encouraged me to go home. I sent a text at 4:00am and took a train to come to a home where I wasn’t looked at, talked to, or valued. After being academically dismissed from Saint Louis University, I woke up to adulthood. My parents were very disappointed in me and they couldn't even look at

On September 18, 2017, I received the opportunity to observe a triennial IEP meeting for B.T., a 13-year old male who attended the 8th grade at Northern California Preparatory, a non-public school. The IEP meeting consisted of a few key members such as the program specialist, a representative-special education teacher, school psychologist, B.T. and his parent, their advocate, and another member of the school. The reason for this meeting was to reevaluate the student’s special education placement and if B.T. could transfer back to a public school.

Questions was,” some educators believe that all students should have a IEP. What do we think about this”? “No Child Left Behind aims to (a) increase the academic performance of all public-school students, and (b) improve the performance of low-performing schools” (Yell, Shriner, & Katsiyannis, 2006, p. 5). This quote is one reason I see the concept of why we could consider that all students have IEP plans. Though I agree all student should have a IEP, there should be a special education for students with learning disabilities, but GIEP for example for general education students individualized plan for them. we need to understand that prior to the 1970 parents didn’t have input into their child’s IEP education plan, so we need to protect that. Students all work and learn at different levels, so we need to have goals, for the students to make sure they do

During the course of my middle school and high school education I have always found that teachers, peers, advisors, and even my parents have put labels on me. A.D.H.D., hyper, loud, distracted, daydreamer, and perhaps the worst and most sad… Failure. I used to believe these words and labels used on me and my grades though out high school reflected it. It wasn't until a teacher by the name of Susan Spees showed a little interest and hope in my that I excelled exceptionally in my grades. She believed in me and that was the little push I needed to try harder and actually focus on my work. Susan was a special educations teacher that had worked with many “troubled” kids. Kids that most teachers would call disobedient, loud, hyper, violent, dysfunctional. I

2- On the other hand, IEP provide services for children from 3 to 21 years. IEP includes a report of information about the child’s present levels of educational performance, strengths, needs and participation in appropriate activities. IEP measure outcomes designed to ensure the child participate and make progress in the curriculum and appropriate activities with his/her peers.

I used to teach three inclusion math classes and for me I treated the students like any other student, but I still followed their IEP. I had an awesome SPED team member who helped me make the necessary accomodations. I'm glad the book challenged you to look at your students individually. What I liked was when these students who had alearning disability performed better than my general ed students. I wish for you a less stressful year witha calm mind and courageous spirit to continue being an awsome

First and foremost, this toolkit is a support for educators during the IEP process, which is a time when teams are deciding on placement and choosing appropriate supplementary aids and services. The toolkit includes questions to think about during IEP meetings and steps outlining the important aspects of the process. It is an invaluable guide for educators, especially when there is some gray area or difficulty making decisions on how best to serve the child with disabilities in the general education classroom.

The IEP class activity that I liked most is the time when we did the exercise in the class together. In class, we often learn from the book and listen to the teacher only. I think that some lessons need more time to spend with the exercise in the sheet. It’s sure that we can do it at home but sometimes I was not confident with the answer and I didn’t know who can I asked at that moment. I think that if we spend more time in class to do more exercise, it will be better than reading the book. For me, sometimes I felt sleepy in the class when we learned in the book. But when we do the exercise, I didn’t feel sleepy but I awoke to do the exercises in class with friends and teachers because we will share the answer and the thinking process together.

Throughout middle school, I worked hard to earn a respectful reputation and to complete my all my assignments. I was extremely dedicated to my work so everything was relatively easy. I would humbly assist my peers when they needed help in Honors algebra or geometry. My fellow students and my teachers all expressed gratitude toward me, a feeling that I've grown quite fond of. Eventually, the high school I was attending sent counselors and other representatives to describe the courses they offered. During their visit, they emphasized how high school was much more challenging than middle school and how we shouldn't take too many advanced placement classes. Foolish as it may be, I scoffed and ignored their warning. Given how hard I worked in the past since I first entered middle school, I figured the classes could be easily handled because I had enough time

Starting out with my earlier academic and professional experiences. In the Fall of 2012 I transfer to Radford University, where I continued my undergraduate degree, however, my GPA is not where I would like it. This is where I begin to find myself as a person and my relationship with God. Within the first year at Radford I was on academic probation because I was in a field area of medical technology that was not a good fit for me. I asked the teacher for help multiple times on different occasions and he said I can help so stay in the class, then when it came to the end of the semester. He says I cannot help it is too far gone. So I took that as an

The first few weeks of school were great. I made a couple new friends and I had good grades. But after a while, I stared to skip classes with my friends, because we thought classes were boring and school isn’t that important. I was a kid and I wanted to have fun and there’s no gpa for middle school students anyway. Since I had an IEP I thought it really didn’t matter, as long as I reached my academic goal I’d be fine.