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

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 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

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 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

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.

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

It makes me angry when I read about schools that turn students away like in Wisconsin, where they turned a boy who was able to learn and think because of his physical appearance due to paralysis because it “nauseated teachers and other students”. First off I don’t think you should be teaching, I mean that is the whole point to teach is to help students not turn them away. Know I know this was back in 1919 but still.

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

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.

First, I would look at any IEP’s that I have in my class. After looking at the different IEP’s and what accommodations are needed I would look at differentiating the lesson. There are multiple learning strategies and as a teacher, I will use a variety of different instructional strategies. Differentiating my instruction will include whole group instruction, small group instruction, independent work, and in pairs. Using a wide variety of instructional techniques will allow me to meet the needs of the wide variety of skills and abilities that I will have in my classroom.

The event that I attended was an IEP meeting for one of the students that I work with. However, the parent of the student requested that the person that assist her son in the classroom to be included in the meeting. Day’s previews to the meeting, the staff that were involved in the meeting gather together and created an agenda, they listed the main points that they want to discuss with the mother of the student. However, I was included in the group too, since I work with the student they asked me how was the progress of the student? After that meeting the Special Ed teacher schedule the appointment for the IEP.

School Personnel, Parent/ Parents, and an observation team that was merged together with the same ultimate goal should stay a breasted of the student progress each week ( get reports from classroom teachers, or other useful information etc. ).

When a nurse performs services for a student the information that needs to be written in the IEP has to be any medical relevant finding that impacts the student’s educational setting (Derby et al., 2009). This means that a student should have a health care plan that can be incorporated by the nurse into the IEP. If the student needs help with assistive technology, the school nurse will add this to the IEP that the student will be trained or a staff member will be trained to help the student (Health IEP, 2007). According to Borovkoff (2011), he states that when a related service is added to an IEP it must also set out the specific frequency, location, and duration of the service to be provided.