The Role Of Each Of The Following Iep Process Is A Valuable Resource For Special Education

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.

For this assignment, I observed an IEP meeting for a three year old boy. The child is a three year old Hispanic boy, and his native language is Spanish. The child was receiving speech services through Early Intervention.

Mrs. Willis does not have any students at this time with an academic or behavioral IEP. I talked with Mrs. Harvey and she had an upcoming IEP meeting with one of Mrs. Hunter's students. Mrs. Hunter teaches the K- 2nd self-contained classroom for the autistic program. Mrs. Hunter did not mind me siting in the meeting.

As part of students IEP resource program and RtI services, I provide instruction for the development of written expression, as evidenced by my Professional Growth Experience #2. My methodology for writing instruction has evolved dramatically. Now I see each student as an individual somewhere on the path to independent “author.” I work to meet each student’s learning need at their level. Currently, students work at their own level and I provide individual or small group mini-lessons to support weaker skills. I learned from experience to create quality, high interest prompts that address a real audience to teach “voice.” My format support Common Core’s informative/explanatory writing standard and engages critical thinking and motivation. To

The necessity of education for students throughout the United States and the world continues to grow, making it necessary for teachers in all areas. Though most special education teachers work in public school settings, the need for teachers in residential areas or as tutors in homes or hospital settings still remains ("Teachers-Special Education"). Within the school setting, special educators can take on different roles. Their role may include supporting the general education teacher in the regular education classroom or they may offer resources in a special education setting. The term “inclusion” is often used for special education services offered by supports and accommodations in a regular education classroom with grade level curriculum. “Pull out” services are often in a special education classroom in smaller group settings with academics adjusted to meet their needs. The duties of a special education teacher often combine these responsibilities by determining what will best meet the needs of students.

Askin: Our SPED program has been successful that I have noticed since teaching here. It has been successful because our staff works as a team and you need the biggest support team to work with. Everyone brings their skills and ideas to the table and everyone has perspective. We have four special educators who are the backbone for the program. They work together with us teachers, the administration, the family, and the student because those are the people who direct how the program will go. The students need additional help in order to succeed. As long as we successfully work with the families and the students, we can give them the help that they need to

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 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.

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

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

How can I encourage active parent participation in IEP team meetings when parents seem complacent and nonconforming to collaboration?

2. Write the questions or statements that are in bold type and answer or rephrase them in your own words.

Out of curiosity, why are students younger than 16 in High school not allowed to attend and contribute to meetings that relates directly to their learning and future. Additionally, if parents and principals are allowed to ask for permission of other individuals to attend the meeting in the hopes of providing infomation or help the commitee understand the child, can that individual be the child?

Also having a mentally disabled student work on an assignment with a non-mentally disabled student can improve the mentally disabled child’s education because the non-mentally disabled child can help teach them how to complete the assignment. One-on-one time with both non-mentally disabled children or resource persons can improve the child’s academic abilities in a mainstreamed setting more than in a non-mainstreamed environment. Resource people are other adults from outside the classroom that meet with the child inside and outside the classroom. Forest, Stainback, and Stainback write “[t]here are opportunities to individualize instruction because curriculum is built on individual functional needs of the students,” (204). The resource person’s job is to figure out the opportunities and individualization of the child’s learning program. The resource person meets with the child at the beginning of the school year and interviews them, asks them questions, and runs a few tests. From this meeting the resource person devises a plan for the child, which can include anything from one-on-one tutoring to specific things the child has to do outside of the classroom to improve their abilities and keep the progress moving at a quicker rate. Every couple of weeks the child meets with the resource person again to be reevaluated so the resource person can readjust the plan to continue the child’s growth in his or her abilities and education. Sometimes the child needs to have a tutor meet