Iep Reflection In Education

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

Mike appeared to be respectful of his peers and vice versa. After reading Mike’s IEP, I was surprised to learn that Mike has difficult in-group settings. Indeed, in my field observations I witness several instances where other students looked at Mike as a leader. I found students to be aware of what Mike was doing and admiring how Mike is able to stay focused on his work. Also, Mike was engaged in the classroom and asked questions in a simple and safe manner. Mike interacted well with both genders. For example, he was an attentive listeners and speaker when going over an assignment. He was the only boy white.

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

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

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.

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

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.

Typically sever and profound ID student are much lower academically and mentally functioning the regular education students. The highest IQ score are normally 34 and below, some near the 0 mark. What this mean is the student will need to be taught the basic life skills over and over several times in order to maintain what was taught. This will require the teacher to modify his or her lessons to accommodate each student in the class. After reviewing the students IEP’s, the teacher may be able to group students to their educational abilities and needs. One main thing to remember is the attendance plays a large part in a student with ID educational need. Often due to medical issues the student misses school, this prevents them from learning, and

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.

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.

In the eighth grade I was diagnosed with a learning disability and was given a IEP. Even with the IEP I still struggled to maintain a passing grade through eighth grade and the first semester of ninth grade. During the ninth grade I was put into an academic support class and for the first half of the year I didn’t take advantage of it. I guess, at the time, I didn’t realize the importance of living up to my academic potential and always thought I was stupid and there was nothing I could do to change that. At the beginning of the second semester of my freshman year, my academic support teacher and I had a serious conversation about my future. I told her my plan to go to a four-year university and she didn’t take me seriously. She told me I was

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.

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

One of the most important things a school counselor must know regarding working with special education students is to know how to develop successful academic and behaviors interventions for this particular student population. The school counselor should monitor students’ academic progress and implement an academic plan to assess students’ achievement effectively. The school counselor needs to be aware of coursework in special education and the availability of related services for these students. Additionally, school counselors must get familiarize with the referral process and the special education laws, the rights and legal obligations regarding children receiving special education services.

After collaborating with my mentor teacher about the curriculum, she asked me to look over the 1st grade and 2nd grade curriculum and pick standards that I would want to teach, and modify the standard to fit the education levels of our students. While I was looking over the curriculum, I wanted to pick a standard that would target all of our students’ Individualized Education Program (IEP) math goals in some way. There were only three standards that would be benefiting all of my students at this time. I showed my observations to my mentor teacher and she told me to do a counting standard because this is something they work on all year long for each student to reach their goals. The decision that I made was to focus on teaching students the concept of counting to twenty (20). My student friendly objective will be: I can identify and count numbers one to twenty. This will be written on the objective board and will assessable for my student while I am teaching this content area.