Professional Interview With Iep Meeting

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

Several students have IEP (individualized education plans) at my school. An IEP puts into writing the specific, individualized requirements for the child's education that must be fulfilled for that child to have an education which is commensurate with

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 meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

Individualized education programs are a key component in special education. An IEP lays out the goals and methods needed for helping special education students reach their potential. These legal documents insure that all students are getting the resources they need in an education setting. Brewer and Diliberto use their article to explain a family’s experience with the IEP process and then offer tips to the reader to make their IEP meetings more successful. Brewer and Diliberto begin by telling the story of a kindergarten boy with behavioral issues. The article states, “At the beginning of the Sam’s kindergarten year, his teacher started sharing concerns about his behavior with Ms. Payton. According to his teacher, Sam was not able to sit still and was eating erasers” (Brewer and Diliberto,

In the first lecture that outlined the IEP rules and regulations I was surprised to learn about three things. The first was that all IEPs must be in effect by the beginning of the school year and should happen immediately following an IEP being written. As an administrator, I would start each year by reviewing the IEPs and ensuring that my intervention specialists review the IEPs with general education teachers. I would also want to check with general education teachers and intervention specialists periodically to ensure that special education services were being followed and goals were being met within the classroom. This would help to stop any potential lawsuits from arising and would make sure the law was being followed. The next thing that I did not realize was that throughout the IEP content that there was a section entitled “present levels of performance” that uses parent friendly language. The parental language is really crucial to zoom in on as an administrator because it helps solidify a relationship with the parent and also secures that parents truly understand what is happening with their child. If I were an administrator then I would make sure my intervention specialists were writing all IEPs in language that any person could understand for this reason. Lastly, I did not realize that when evaluating the progress of an IEP that one must use research-based data as documentation. I was under the impression that observation and teacher input could be used

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

When I went to sit down to answer my inquiry question, I thought back to my experiences where I felt parents were not in full agreement with their child having an IEP or of the services being provided. I then read your reply Lynne and a light bulb went up! It seems my questioned focussed more on the negative aspects of the relationship that may occur during teachers and parents when it comes to developing the IEP. I thought,” How did I make sure our meeting was positive, where the best interests of the child were met?

The Individualized Education Program (IEP) assignment for EDUU 601 included two goals with objectives and an IEP for the student. An IEP is developed for an individual student who has been determined to be eligible for special education. The persons involved with the development of an IEP include the parents, teacher, psychologist, service providers if needed, the student if able, and any other individuals from the school or district that are appropriate. The services provided could include, behavioral services, speech therapy, assisted technology, adapted physical education, or occupational therapy.

I did not have a chance to sit in an IEP meeting and learn how the meeting is conducted. I am curious to learn the counselor position in an IEP meeting. Due to the time period I started practicum, I was not able to learn about the high school application process. When I started practicum in February, the applications for high school were submitted. My site supervisor did not have a classroom lesson to present while I was completing my hours. I want to learn how to conduct a classroom lesson and connect that lesson to counseling. Finally, there were not any ACS cases occurring with a student for me to learn about the ACS process. Because my counselor was busy showing me other counseling duties, the topic of ACS was not mentioned. Hopefully in internship, I will be able to learn the correct steps when calling an ACS case.

For instance, there is has to be leadership coming from any of the team’s members, pregroup planning, a clear agenda, there is must be clear communication among team members. Moreover, members need to reflect of group process and manage of conflict during an IEP meeting. Subsequently, the critical role school counselors play in contributing to an effective IEP process must be discussed clearly. Counselors possess skills to facilitate group process and the group’s content during an IEP meeting. One of the counselor’s role during an IEP meeting is leading to create a trusting and open environment that would facilitate communication among all team members and help parents to feel that people value their input.

(have they been instructed on how to work with the child on their IFSP or IEP goals?) How does this compare to recommended practices? Once Veronica and Anthony transferred their daughter to a new school district to get her the help she needed, they quickly started the process of getting her an IEP. During our interview the question “Can you tell me about the steps you took during the process” was asked.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

In Susan’s case, all information is important. As is well known, as more information is gather, better the IEP can be designed for a specific student. The background, medical, school, testing, and community information provided is very valuable to know for what problems the student is being through and help her to overcome them.

Students believe that they will not succeed due to their peers thinking otherwise. Having an IEP made me realize how society underestimates my abilities. “An IEP is an important legal document. It spells out your child’s learning needs, the services the school will provide and how progress will be measured” (Stanberry). I had to take different classes since the beginning of elementary school to improve my reading and writing skills. The classes that I have taken to improve these skills have impacted me in a positive and negative way.