...Field Experience A: IEP Meetings I interviewed Jocelyn Thomas, a K-4 special education resource teacher at Catalina Ventura School in the Alhambra School District about the Individual Education Plan (IEP) process. The stakeholders in the IEP are the following: the parent(s), at least one general and special education teacher, a local education agency (LEA) representative, an individual to interpret the evaluation results, and whenever appropriate, the child with a disability. If any of the required stakeholders are absent, parents must give written permission for the meeting to continue, however, best practice is for the meeting to be rescheduled and it is stated on the agenda. If a parent is unable to attend physically, Jocelyn has held...
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...the 1975 PL 94-142, Education for All Handicapped Children Act (now known as IDEA – Individuals with Disabilities Education Act). 1. FAPE Stands for Free Appropriate Public Education. There shall be a "zero reject" philosophy meaning that all children, regardless of their disability and the severity of the disability, will be provided with a free education that is tailored to their individual needs. Children will receive the necessary therapy needed at no cost to them or their families. 2. LRE Stand for Least Restrictive Environment. Children with disabilities must be placed in a classroom to be educated with students without disabilities. Placement in classrooms will be consistent with the child's needs. 3. IEP Stands for Individualized Education Program. This is a document put together that tailors to each individual's with exceptional needs. The IEP will address the present level of academically functioning, the degree at which the individual will be able to participate in general education programs, plans for initiating services, and an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being made. 4. Procedural Due Process. Schools must provide due process safeguards to protect the rights of the children with disabilities and their families. Parent consent must be given for the initial and all of the following evaluations and placement decisions when it comes to special education. Schools must maintain...
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...Special Education Your principal has come to you as a member of the Child Study Team and asked you to present an inservice to the classroom teachers of your building about their role in the IEP process. Provide detailed information about your presentation, helping teachers to understand how important their input and collaborative efforts will be to the Team process. Classroom teachers need to do a number of things as participants in the IEP process. It is, after all, a process that is ongoing from the time a child’s problem is observed until the child is identified as a special education student. Even after that, the classroom teacher, as part of the Team, is a valuable participant in the success of the child. First, teachers need to be observant and cognizant of the abilities and inabilities of his/her students as compared to the age and grade level of the rest of the students in his/her classroom. In this way, he/she can determine whether the differences noted are obvious enough to result in a discrepancy between achievement and ability and detrimental enough to the child’s success to warrant a comprehensive evaluation. Next, he/she needs to document, document, document—document behaviors, document strategies attempted, and document the results of those strategies—did they work or didn’t they? All classroom teachers should be trained and involved in the GEST (General Education Support Team) process. This process looks at regular education students and determines whether...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...Channeling Students into Special Services As I read the text and at the end of the initial evaluation, it seems Jeffrey will need special services when he enters school. The reason I say this is because Jeffrey is 17 years old and only reads on about a 4th grader level. Therefore there needs to be a referral for the student for initial evaluation, so that it can be known what type of supports Jeffery may need. From the referral, he was classified as having a learning disability, so therefore it will be processes and procedures taken place. Some of those procedure and processes that will be followed after the identification of Jeffrey’s learning disability are: IEP-Individualized education Plan will be developed by the IEP team, parent participation in planning, transition services statement, then the Jeffrey will receive the special education service and after that he will have a yearly review to update his IEP. An IEP is the first and most important step for Jeffery; this document is complex and is very time consuming. It will include the special education goals for Jeffrey, the placement, how he student will participate in the general curriculum, and other serious information. (Rosenberg, 2008) The IEP team and parent participation goes hand and hand, because his parents play a major role in the IEP team. The general education teacher will participate as well as the special education teacher, some other professionals and when appropriate, the student. (Rosenberg, 2008) ...
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...Liberty University Gibb and Dyches workbook summary Special Education and the Individualized Education Program The Individualized Education Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21. An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual educational needs. Every child who receives special education services must have an IEP. An individualized education program has the goal of setting reasonable improvement learning goals for a child for one year including the role the school will assist the student to achieve their specific goals (Gibb & Dyches, 2016). The IEP is developed by a team that meets and discusses the relevant information about the child's strengths and deficiencies. The team meets, in order to analyze the data obtained by gathering data and individual assessments data about the child. The team then develops specific educational interventions educational to address the child’s educational deficiencies that result from his or her disability. This team meets at least once a year but as often as needed to ensure that the child’s educational needs are being met. The IEP has two important roles. The first is the special education plan that is individualized in appropriate ways for each...
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...Disabilities Education Improvement Act • Funding for early intervention services: Funding is available for children before they are classified as having disabilities. • There are three people who have important roles: parent, teacher, and student. The parent must be vigilant in the IEP process. The teacher must be accountable, have a voice in the IEP process, and be knowledgeable. The student must understand that he/she will have to work hard, but he/she can achieve. Students must also understand they are more like students without disabilities than different. • One change the IDEIA made is that academic achievement must be a focus. • IDEIA also increased flexibility in addressing issues with discipline. Additional...
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...(Personal) Individual Education and learning Plan represents both the continuous procedure and the associated certification that shows the training of a special student with special and / or additional needs through explaining, saving, tracking, examining and analyzing the student’s education program, support needs and learning results. The key elements of the IEP procedure and the primary elements of the IEP papers (the product) are essential to the potency of person academic planning. State-wide reliability is required. The purpose of IEP From state-wide assessment there was unanimous agreement that the primary purpose for creating (Personal Education) IEP and learning Plans is to provide a structure and guide for the kid's learning system, which is targeted upon the person child and is applicable to the common educational setting system. The IEP has certain meetings that are held to meet and set goals for this education process. Roles and responsibilities of the principal. As the educational leader, the principal is responsible for guaranteeing that all appropriate Federal and State regulations are complied with so that students with problems receive a free appropriate public knowledge in the least limited environment and have access to the age/grade appropriate common knowledge program and all program options available at the institution. The principal must manage and make sure the execution of all (Personalized) Individual Education Programs (IEPs) for each student with...
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...consists of himself, three sons and their paternal grandmother. Mr. Robinson’s youngest son was diagnosed as Severely Autistic with a language and speech impairment at the age of three. This paper describes an interview with Ken Robinson and will summarize views of his parental involvement in regards to a special needs child, his opinions on the No Child Left Behind Act (NCLB), involvement in his child’s education, the schools role in the educational process, parental rights and building a reliable alliance with his teacher/school will be discussed. Mr. Robinson stated that the No Child Left Behind Act did affect his relationship with the teachers, because although Kevin is a special needs student, he is held accountable for standardized testing equivalency under a different set of standards and testing than the general education students called the Georgia Alternative Assessment (GAA). The GAA is a portfolio of special needs students completed work. It is used to capture student’s achievements, as related to the education plan and goals set forth for the student. Before NCLB the students work was not collected in this manner. Mr. Robinson is very active in his son’s education. Mr. Robinson noticed that Kevin was not talking by the age of two. Initially, Kevin did not socialize much with his two siblings,...
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...Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services through the inclusion settings in all core content areas. ACADEMIC PERORMANCE: Student J’s academic performance has showed adequate...
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...Jennifer Kerns SPE-350 Special Education Litigation and Law Discovering the Relationship Between the Law and Your School (Benchmark Assessment August 5, 2014 Nancy Hooper Discovering the Relationship Between the Law and Your School (Benchmark Assessment) For this Benchmark I had to research the law and how it is applied to special education issues that were covered in this class.. I looked at my state departments of educations website to view the laws of my state of Oklahoma and Texas and Arkansas to see how they cover special education issues. I had also had to interview a lawyer who is well-versed in school law. I interviewed Ms. Andrea Kunkel, she was a wealth of information. She is well-versed in Special Education law, she was an attorney at Rosenstein, Fist and Ringold, where she represented Oklahoma Public Schools. She handled many Due Process Cases, she advised school staff on their legal responsibilities under the Section 504, Title II of the ADA and IDEA. She also was the legal advisor of the Oklahoma Directors of Special Services and is now the staff attorney of CCOSA (Cooperative Council of Oklahoma School, where she is currently training school administrators on special education law and issues and is the liaison to ODSS group. The first topic we discussed was how has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today? Ms. Kunkel said that...
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...desires. These needs can cause one to feel unsecure or even disrespected. In the following scenario, the IEP Team issued a specific plan for a student with Exceptionalities that required the teachers both General Ed and Special Ed to accommodate and modify lessons to meet the needs of a student with special needs. During this scenario the General Ed teacher was monitored and it was noticed that he/she did not use any accommodations or implement any strategies to accommodate the student with exceptionalities. Action Plan: The current action plan will assist General Ed and Special Needs teacher in providing an equal opportunity to receive an quality education using every resource possible to accommodate and modify curriculum to meet the needs of students with exceptionalities IEP Team/ Parent Meeting: * Inform parents of IEP meetings( Who, What, When, Why and How) * Include all IEP goals specific for the student with exceptionalities * Review assistive technology that maybe used * Identify Core subject areas that will be taught * Identify the roles of the Educators and Parent responsibilities * Design PBS (positive behavior support) plan * Review methods to modify the schedules of students with special needs * Review maps for assumptions; Inclusion, flexibility, individualization, TEAM and collaboration * Review methods of communication; Teacher, parent, Add and Administration ,Board and District Form a Buddy...
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...Marc DiSilvio ADP 664 School Psychologist Interview February 4, 2015 In order to complete this assignment I interviewed Carly Wise, the Psychologist for all of McGuffey School District. I asked her a number of questions about her role, and she provided me with thorough answers. • In what ways do you work with students? She assists the students of McGuffey in various capacities. She works with emotional needs students, learning disabled and with the gifted program. She works closely with classroom teachers through observation, consultations with behavior and academic issues, crisis prevention and in the creation of Functional Behavior Assessments. She works with outside agencies as needed. • In what ways are families involved in the process?...
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...considered for special education services. Parents or legal guardians of the student are involved in each stage of the process and are given a copy of procedural safeguards, which summarized state and federal requirements for special education services. Once an evaluation is completed, the results are presented in an ARD meeting within 30 days of the time the written report was completed. The ARD committee discusses the results and an Individualized Education Plan or IEP is developed. Annual goals are set, placement is determined, and any accommodations are considered at this time. The Role of the Principal The principal is responsible for implementing any and all decisions made in an ARD or Admission, Review, Dismissal meeting, even if he/she designates an administrative assistant in his/her place. The principal must assure that educational decisions are made in the best interest of the child, and decisions further meet federal and state guidelines; as well as district and campus policies. The Importance of FAPE FAPE or Free Appropriate Public Education is a required component of The Individual with Disabilities Act or...
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...delivery. Analyze ways to create a collaborative school culture to promote professional growth and leadership. Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Analyze the range of placements and services offered to students who have a disability. Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7. As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment. In this assignment, you will design a differentiated...
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