Iep Reflection

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

Within the past year, teachers at my little sister’s school have started suspecting that she may have dyslexia. She has yet to be tested, but it will be happening soon. She has always had issues with reading, but never thought this would be why. However, if the tests come back, and they do say that she has dyslexia, that is not going to hold her down. She will still be able to conquer anything that she sets her mind to. Having a disability does not hold any person back from being able to succeed anything they want to. With the proper help, instruction and motivation, any student with a disability can be successful. Being different does not make you incapable. That is also something that I got from the PowerPoints.

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

I’m a senior at the University of South Carolina Upstate and have been diagnosed with dyslexia since childhood. This label could have caused for a disastrous college experience, but there has always been something in myself pushing beyond the stigma.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

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

For my transition interview I interviewed Susan Nixon, who is the coordinator of learning and programming at Old Dominion University. Her job entails helping students with disabilities transition from high school to college. When students with disabilities are in high school they have an IEP or 504 to help them. However, when they come to college they no longer have an IEP, they become protected under the Americans with Disabilities Act. During my interview with Ms. Nixon, she pointed out how there’s no transition plan for post-college and into the work force. So, she feels it’s extremely helpful for students with disabilities to become self-advocates while in college.

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

I interviewed Mrs. C. Mangum, a former English teacher, who is now a principal in Johnston County, North Carolina. In the beginning of our interview, Mrs. Mangum stated, “All children with exceptionalities are no different than non-disabled students, and should be treated as such.” The student is the main focus and the IEP goal and specifications are centered around them. The student, if found eligible, have the right to receive a free and appropriate education in a least restrictive environment that will allow for greater learning and achievement.

When students with learning disabilities decided to go to College, high school teachers and administators are excited and ready to help that student transtition to College. Why don’t Colleges help with the transition? At TMCC they do their best to help, but at other Colleges they don’t. Three ways Colleges can help include making sure students understand their right, testing students knowledge in knowing their academic strengths and ask students who took a Collge course to expalin how they felt about it.

Dyslexia is a term regularly bandied about the educational community and is a word that is likely to have been heard by most of the general public. For all its popularity, dyslexia is a term that is shrouded in confusion and ambiguity. This confusion was experienced first hand during SE1 and has been observed as something trainee teachers and teachers alike encounter regularly (PLL, 5/11/11], Appendix 1, pg2).

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.

In this article, it talks about two students who are academically successful but needs additional transition services to address nonacademic skills if they are to succeed in the postsecondary setting. Damien is sophomore and has autism spectrum disorder. He has a high grade point average but struggles to uphold for accommodations and to be accepted by his peers. Damien’s IEP team is concerned with his interpersonal, collaboration, and self-advocacy skills. Jasmine is a junior and receives special education services for her specific learning disability and hyperactivity disorder. She struggles with homework completion, time management, test taking, and paying attention. Since the two students are on the right track to graduate, their special education teacher believe that in order for both of them to succeed, in their identified

11). The purpose statement is clearly based on the argument developed in the literature review. There is a clear connection in the study to examine the issues pertaining to the transitioning services offered at the postsecondary level. The argument is based on the perceptions given by students with disabilities and the Office of Disability Service providers concerning the issues with transitioning services (Dutta, Kundu, & Schiro-Geist,

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with