Interview At Hamline Elementary At 11

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

IEP stands for an Individualized Education Program, it is a document, that was developed in conjunction with the parent/guardian, is an individually tailored statement describing an educational plan for each learner with exceptionalities There are five major points that are to address the present level of academic functioning personnel as present level of performance, annual goals and accompanying instructional objectives, educational services to be proved, the degree to which the pupil will be able to participate in general education programs, and plans for initiating services and length of services and length

For this assignment, I interview a service provider for special education services. The service provider I interviewed, takes part in the educational team, and provide services. The service provider is developmental therapist. I was able to develop a better sense of the importance of inclusion. After interviewing the service provider, and learning her philosophy of inclusion I have was able to better understand the accommodations and modifications for special needs students.

In addition to IEP meetings, the parents of students with special needs are usually pretty involved in their student’s education. Lines of communication are completely open between Mrs. Sanchez and her student’s parents. This important because it keeps parents and educators in constant contact with each other in order for the teacher to give updates on student performance, home homework strategies, and any important information that may be useful to one another since a disability does not go away after the child leaves the classroom.

For this assignment, I interviewed a parent of a child who does not have an IEP or receive special education services. Through this interview I was able to learn how parents of children with no special needs are aware of the inclusion classrooms.

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

In 8th grade staff and administration from the high school I was going to attend were at my middle school. They were there to give interviews for a program in high school called AVID. Which means advance via individual determination. It was a college preparation course which helps the students that are just below average. Average test scores, average grades and an overall average performance in school. This course was a four-year program to help these selected students get into college and to help them succeed in their classes. AVID wasn’t for dumb kids by any means. AVID pushes their students. For example they require you to take an AP class during your years of high school. AVID was for a certain kind of student, they have the ability to succeed they just don’t know how to get there. I was interviewed and mind you I was a shy, and soft-spoken little girl in middle school. I am the kind of person that you need to be around me for awhile so you can get to know me. Interviews like that I had a hard time with. They wouldn’t be able to get to know me in the ten minutes they talked to me.

The Problem: IEP’s were recommended for all children who are receiving support for a special educational need and are designed to set out targets that are understood by all those involved; teacher, parent and child. They establish the steps that each person will take to ensure that these targets are achieved and the child makes progress towards losing the gap.

The IEP lists the special education, related services, and other supports the student needs to make meaningful progress in school. The IEP should explain when the services will begin, and how frequently and for how long they will be given (for example, two half-hour sessions of physical therapy every week). The IEP must also state where the services will be provided (for example, in a regular or special education classroom or a special school), and tell you what special training and equipment will be given to the school staff

During the first couple days of my observation, I was unable to identify the students in Ms. Heim’s class that had any exceptionalities. It wasn’t until one day that Ms. Heim was gone that I noticed a student, Eddie, had a behavior problem. Eddie was acting out and calling the special education teachers names because he did not want to go to the resource room for math. After discussing this with Ms. Heim the next day, I found out that Eddie does not like change. I also learned that Eddie has an IEP for behavior problems and learning disabilities. Ms. Heim said Eddie’s learning disabilities and behavior problems came from a brain injury when he was younger and because he has had a very rough childhood. I also learned that when the fifth grade teachers met before the school year started to

One of the important role of working with students with learning disabilities is teaming with parents and being respectful to their culture. According to Preliminary Credential Competency Checklist (2014), Professionalism and Interpersonal Skills competency 6. 1 stresses the importance of respecting the families and students in regards to their culture, personal beliefs, identity, and ethnicity when communicating important information to the parents regarding the student performance in school (p. 8). In competency 6.4 the role of a special education teacher is to communicate important information of the students performance to the IEP. When communicating with the IEP, the special education teacher must have diverse methods of communicating specific information. The students parent being an important member of the IEP team must be aware of the information, and must be explained to them in a way they understand (p.8)

From personal experience, I did not receive any type of special education but my little cousin, Jonathan, receives services that benefit his education. Before being considered for evaluation, his mother started noticing that he constantly struggled to learn in Pre-K, Kindergarten, and First grade. It was not until First grade she became very concerned and decided to meet with his teacher, in which they both discussed his school progress and grades. After much consideration, my aunt decided to write a referral in order to get Jonathan evaluated. After going through the long evaluation process, it turned out that Jonathan needed special services because he has ADHD. From what I understood from speaking with my aunt about Jonathan, an IEP was