Wednesday, November 30, 2016

Video Modeling: When & How to Wash Your Hands







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Tip Sheet: IEP 101 - Informed Effective Parent(s)/Guardian(s)

         


Statement of the Problem/Issue:

Preparing and Involving Parent(s)/Guardian(s) in the Special Education Process. This is important because parent/guardians are a huge part of the IEP process. In order for the children with special needs to be most successful in school as well as their personal life, their parent(s)/guardian(s) needs to understand what is going on throughout IEP process.  



Tips:

·         Building BRIDGES is a framework which teachers can develop and implement various types of parent/guardian involvement. Building relationships between teachers and their student’s family is important, one way is to Recruit parent input by providing options that reflect their vision of involvement. Providing Individualized parent/guardian involvement strategies helps accommodate for a wide range of differences, for example, Dialogue needs to be an ongoing and easily understood by parents in languages and formats that are accessible for them. Lastly, educators can Generate ideas and supporting the parents by Empowering them with the knowledge and skills that will optimize parent-child interactions (Sawyer, 2015).


·         At the beginning of the school year, a school can set the stage by building parent rapport which allows for open communication and continued involvement throughout the year. Positive parent rapport is essential for fostering the parent-teacher collaboration and encourages parents plan for future participation. Ways to do this is through emails, phone calls, and open communication between parents and teachers (Staples & Diliberto, 2010).


·         Parent involvement is a more general term than engagement that characterizes interactions between the parents and the school. There are six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community (Underwood, 2010).


·         Communication and an understanding perspectives between parents and teachers is essential for a successful the special education process. The teacher understanding of the complex lives of families had impacted them in their role as a teacher. Reflections that connected the parents’ experiences to the teacher own values and role as educators suggested an increase in their understanding and appreciation of parent perspective (Collier, Keefe, & Hirrel, 2015).


·         During the IEP meetings, it is important to have a neutral facilitator. This will help assure that all team members including parents, are able to participate and stay focused on the main goal and what will benefit the child the best (Mueller, 2009).



Resources:

Empowering Parents: A resource that provides tips, advice and help for parents/guardians with children with behavioral concerns. There are different articles, blogs and behavior charts that can be utilized by parent(s)/guardian(s) to understand where the children are coming from and how to overcome different situations. This site can also help parents by knowing how they can help their child best solve the problem. If the parent comes to an IEP meeting of prior knowledge of what works better for their child, this can help with the child’s IEP. (Website) https://www.empoweringparents.com/


IEP 101: A Road Map to the Individualized Education Plan: A different way of looking at the basic introductory information about an IEP. This slideshow walks though the different step and highlights some of the important pieces to remember, as well as, including some of the definitions and descriptions of the steps. (Prezi Slideshow)       



The IEP Process Made Simple: An educational video that describes the 7 steps in the development of an IEP with Aspergers and High-Functioning Autism.  (Video)



Parent’s Rights and Procedural Safeguards: A training video covering information in regards to parent(s)/guardian(s) rights. This goes into more detail and specifics of what your rights are when it comes to the special education process. (Training Video)



Understanding Your Child’s IEP: This is a very basic overview of an IEP. This video is useful tool for adults who are new to the IEP process and talks about the different categories, different pages within the IEP and some of the laws according to IDEA. Also, this video has been made for both English and Spanish speaking individuals. (Video)




Introduction to the IEP Process for Parents: This funny film that gives parents a detailed view of not only the IEP process, but also shows how your local intervention specialist or special education teacher can come to your rescue. This helps parent(s)/guardian(s) that it is important to ask questions and look to a special education teacher or other advisor in the school to help you understand what is going on so your child will succeed. (Video)



Wrightslaw: Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. (Website)




References:

Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Listening to Parents' Narratives: The Value of

Authentic Experiences with Children with Disabilities and Their Families. School

Community Journal, 25(2), 221-242.

Mueller, T. G. (2009). IEP Facilitation: A Promising Approach to Resolving Conflicts between

Families and Schools. TEACHING Exceptional Children, 41(3), 60-67.

Sawyer, M. (2015). BRIDGES: Connecting with Families to Facilitate and Enhance

Involvement. TEACHING Exceptional Children, 47(3), 172-179.

Staples, K. E., & Diliberto, J. A. (2010). Guidelines for Successful Parent Involvement: Working

with Parents of Students with Disabilities. TEACHING Exceptional Children, 42(6), 58-

63.

Underwood, K. (2010). Involving and Engaging Parents of Children with IEPs. Exceptionality

Education International, 20(1), 18-36.



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Tip Sheet: Portable Pen Scanner


Portable Pen Scanners (Scan to Text)


                         

Features:

·         Portable and USB powered, text and number recognition, compatible with Windows (7, 8 and 10) and Macintosh (10.8 or above), compatible with iOS and Android, recognizes more than 130 languages, speech reads scanned text aloud and translates text in 55 languages, pen button (tab, space, enter, etc.), Bluetooth connectivity and barcode recognition.



Function:

·         This is a full featured text recognition pen scanner. It is like a highlighter, slide the digital pen over the printed information and the text will instantly appear on your computer screen.

·         This is a very accessible tool for students to use in the classroom when students are given the task to take notes over a reading assignments

·         Slide the IRISPen over printed text or numbers (newspapers, magazines, invoices, faxes, letters, etc.) and the text will automatically be retyped in your computer using its embedded Optical Character Recognition (OCR) technology. Even signatures or small graphics can be scanned with the digital highlighter.

·         The pen scanner allows for students with a wide range of writing and comprehension skills to take notes or help them transcribe information.



Maintenance:

·         The portable pen scanner is very manageable and compatible with PC, MAC, IOS and Android (depending the specific IRISPen)

·         The device has a rechargeable battery via USB

·         Teachers and other people can find these products on Amazon, Best Buy and from the link provided below (from the first resource)



Price Range:

·         IRISPen Executive 7 USB-powered Digital Pen Scanner ($130)

·         IRISPen Air 7 Wireless Digital Highlighter Pen Scanner ($155)

·         IRISPen Express 6 Pen Scanner ($70)

·         IRISPen Executive 6 Digital Pen Scanner ($190)




Resources:










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Most Challanging Student Experience

          One of the “most challenging” students that I recently worked with attended summer school. They knew how to do a lot and didn’t have problems with talking, but what they did struggle with the motivation to perform a task and staying focused on the task. Some of the tasks varied, we worked on everything from matching, patterns, puzzles, reading, counting, working with clocks and telling time, addition to coloring pages and playing outside. I struggled to sometimes because they would be doing a great job, then I told them it looked really good they just have to fix one or two things and then they would cry and shut down and out everything. I even tried to let them know they were doing well but still needed help and reassured that they could ask for help if they were confused or unsure. Other times would take all the time and only complete one task because they wouldn't stay focused. I was working with a total of 2-4 students and trying to keep them all on task, so sometimes they would start after someone and would get frustrated if they weren’t switching tasks the same times as the other students. I definitely think that this student would have benefited if they would've had more 1 on 1 time with a teacher. Also, I think that the environment was conducive for their learning. There were 6 to 8 students total in the room at once and they had different disabilities, some would get a little “rowdy” at points causing a chain reaction within the classroom. The student was always interested in what others were doing rather than working on what they’re doing.
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Interest Survey

          I would start off by having the student answer some questions specific about themselves and let them know this would be kept between the student and myself. Some of the questions I would ask on the survey would be: name, nickname(s), and siblings (if yes, how many and how old?), what are some activities you like to do with friends? What are you hobbies/interest? If you could be anything when you grow up what would it be? If you were given one wish what would it be? I would ask them some other questions more related to the subject and what will help me better the student’s success in the classroom.

  • Do they like this subject?
  • What would they like to learn in this class?
  • Describe the way you learn things best
  • Is there anything that you can think of that could make this class hard for you?
  • Can you think of anything can do to help you with this?
  • Have you ever felt unsafe at school?
  • Have you ever been bullied by other students?
  • At home, how many adults do you feel comfortable talking to if you had a problem?
  • At school, how many adults do you feel comfortable talking to if you had a problem?
  • Think of your favorite/best teacher, what did they do that you liked?


          Then, I would end the interest survey with a game or activity to engage all students and so the students can get to know each other’s interest as well. This might help students maybe break down some barriers with finding common interest. In the game, I would ask more general questions to help me and the students learn about each other.

  • Favorite color, sport, subject in school
  • Who likes to read, write, sing/play music, puzzles, board/card games
  • Have they been in the same school vs moved to different schools
  • Do they have any pets?


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Tuesday, November 29, 2016

Interview 2: Special Education Process


Interview Questions

            I would start off the interview just by talking about how they were, how school/teaching/school was going for them. Talk to them about what I am doing in school and my plans. Then, I would transition by talking about the SED course and talk about wanting to learn by talking with people who have been involved in the process with how students receive services. I would reassure them that all names, schools, other personal information and answers would be left anonymous. To begin the questions referring to the special education process, I would start by letting them know I have been introduced to the process and I have read about the different steps, but wanted to know more of the “ins” and “outs” of the process from different perspectives and what their thoughts were about the process.

1.      What was your initial thoughts of IEP?

2.      Did you feel overwhelmed when creating lesson plans?

3.      How have you been involved in the meetings?

4.      Overall experience from the process as a new teacher?

5.      What are some challenges you face as a new teacher with the process?

6.      What are some improvements or changes you think would make the process better?

7.      How often do you communicate with the special education teacher or advisor about students who require additional help?

8.      How did you familiarize yourself with the process so you could keep up with the student and what was going on during the meetings?

9.      What are some examples of accommodations you have made for students?

a.       Did you find it challenging to come up/make accommodations for the students so they were still able to meet the standard?

10.  How has the school helped you through/prepare you for the IEP process?





Hello Dave,


I spoke with you earlier about meeting with you to talk about the special education process and your involvement and your thoughts.  I have read about the different steps and I have been introduced to the process, but wanted to know more of the “ins” and “outs” of the process from different perspectives. Here are some of the questions I had for you.

*All names, schools, other personal information and answers would be left anonymous.

·         What was your initial thoughts of IEP?

·         Did you feel overwhelmed when creating lesson plans?

·         How have you been involved in the meetings?

·         Overall experience from the process as a new teacher?

·         What are some challenges you face as a new teacher with the process?

·         What are some improvements or changes you think would make the process better?

·         How often do you communicate with the special education teacher or advisor about students who require additional help?

·         How did you familiarize yourself with the process so you could keep up with the student and what was going on during the meetings?

·         What are some examples of accommodations you have made for students?

o   Did you find it challenging to come up/make accommodations for the students so they were still able to meet the standard?

·         How has the school helped you through/prepare you for the IEP process?



Sincerely,

Gabrielle




Introduction:  The main purpose of the interview is to learn more about the Individual Education Plan (IEP) and to learn more about the interviewee’s perspectives and knowledge of their experience with the special education process. The person I interviewed is a secondary general educator. He teaches 10th, 11th and 12th grades history in a small, rural Maine public school district.  I know Dave because we went to school together and we have stayed in close contact since then, especially, how we are both in education. Dave was introduced to the special education process when he was in college. Although, his focus in college was secondary history, he had a minor in special education, therefore, Dave was exposed to the whole process when he was in college working towards his minor in special education. He is in his first year of teaching and so far, he hasn’t had too many complications with the special education process. Dave has a total of about 80 students spread out between six different classes and of those students about 25 of them have an IEP or a 504 plan. There are half of those students who have an IEP while the remaindered have 504 plans. He learned a good amount of information from attending college and taking courses, until this year he has finally been able to implement some of the strategies he learned into his lessons. Dave already knew that I had done one interview with a social worker about the special education process and I mentioned that I would have to do another one towards the end of the semester. I called him up and asked if he would be willing to meet with me for the second interview. Thankfully, we have stayed in close contact over the years and he was willing to meet with me over Thanksgiving break. Once he agrees to meet, I emailed the questions to him as well just to give him some time to think about his answers. He had to prepare for the upcoming week of classes and because we are still very close he said I could just stop by his classroom for the interview. Dave and I spoke about what he has been doing in the classroom and how everything was going in his first year of teaching up to this point. I segued into the questions related to the process by introducing the purpose of why I was conducting the interview, from there we discussed more about the special education process and his personal thoughts and experiences. I did remind him that everything is confidential, all names, and schools will be changed. For the next hour, we talked and at the end of the interview, I thanked him again for taking time out of his break and prep time for the interview.



Findings:  Dave talked about her initial thoughts when it came to the IEP process. Going into his first year as a teacher, he thought it was a good process and helps to keep students up to date. Unfortunately, he feels as there is too much paperwork and it’s good to refer too, but its bad because your spending so much time filling out the paper work and that he felt “bogged down through bureaucracy and that sometimes all the paperwork can take away from the students.” Although he has had experience with his courses and student teaching, he still feels overwhelmed when creating the lesson plans. As a general educator and a first-year teacher with 3 U.S. History classes, a Government class, Military History class as well as an AP History class, he finds it to be a lot of work to create the lessons. Dave’s overall experience with the IEP process hasn’t been terrible, he says there is potential. There isn’t always a parent or student present during the meetings, which can make it challenging to have the most successful outcome from the meeting. He mentioned from talking with one of his students, he knows that the lack of parental support at the meetings isn’t helping improve the student’s situation. Other challenges he faced was that an overall attendance of the IEP meetings were lacking, not just from parent(s)/guardian(s), but from the students and other general education teachers as well. The only person who is present at all the meetings is the social worker as the administrator representor, the special education teacher or supervisor, and sometimes a general education teacher, student and the student’s case worker. Dave’s role as the general educator when he attends the meeting, is to discuss how the students is performing in his class. Also, he tries to have good communication with his students to see how they’re doing and is making sure they are getting the assistance they need so they don’t fall behind. He has noticed that the student with an IEP, who also is involved in sports is more likely to come talk with him, ask more questions to make sure they are doing what they are supposed to so they stay eligible and sometimes ask to go to a different environment where they know they will have less distractions. Dave tries to inform students when he knows they have an IEP meeting because they don’t always know. One of the improvements he thinks the school could do better with is to change the timing of the IEP meetings because most of them re scheduled during the middle of a school day. This can make it hard for parents to take a half or full day off from work so they can attend their child’s meeting. It is also hard for the teachers too, the school is already tight with its availability of substitutes, let alone having a sub come in for just an hour so more general education teachers can attend the IEP meetings as well. Another improvement could be to have the students more involved, we know the student should advocate for themselves and be involved in the process, but it makes it hard when they aren’t even aware they have an IEP meeting that day. The students are always busy with school so they might forget about the meetings or lose track of time, if there was a way of emailing the students or informing them so they know they have a meeting that way, Dave thinks that this could be a start of improving the students experience. Overall, he notices that there is a lack of involvement from the parents as well as the students. Dave talked about his communication that he has with the special educator, which is sounds like he has a good relationship with them. He said he talked with them about three to four times a week to check in with his students to see how they are doing and sometimes even to find guidance. This is Dave’s first year teaching, so there is still much to learn, but he takes advantage of seeking advice of what might work best with specific students, more so the one with more detailed IEP. As of right now, there is only a few students that he has that has a detailed IEP and he sometimes looks to the special education advisor for assistance to help make accommodations for the specific students. He talks with other general education teachers as well about different students. If there are students who need or require extra time, Dave struggles to find a common time or the lack of motivation from the students to make better use of their time. The students have an academic support period every day which they are supposed to seek help from teachers if they need to, but if that teacher is already helping one student they don’t really have the time to help other students. Because Dave is in his first year of teaching he didn’t really know what to expect when it came to the special education process, so he just played it by ear and based some things off from his special education courses from college as well as talking with other teachers. Some of the adjustments and accommodations he has made for his students is the amount of work load, extra time to complete work, more 1 on 1 assistance, and allowing them to go to another environment that they will be more productive in. Some of the struggles he has with making accommodations is that he isn’t exactly how sure or understands how much leeway he actually has especially since everything is switching over to the standards. Dave said, even when he thinks his is breaking down the standard without changing it or losing the concept he still feels like it is much too complicated for students even if they don’t have an IEP. When he read  a standard to me and broke it down, I was still confused and that is coming from a senior in college, how is he supposed to break down the standards so 10th, 11th and 12th graders will understand them. He found that he benefitted from teachers being very understanding and talking with him. Also, the school does tell the teachers when meetings are, which is good so the teachers can do their best to make the meetings. Dave felt as he is doing the best he can but still feels he struggles to really make the standards work for students with IEP.



Discussion:  Overall, Dave mentioned a couple of the ways that could help improve the special education process. According to the Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in IEP meetings (Weishaar, P.M., 2010). I did not think to ask Dave how the school keeps both the parents and students up to date about when the meetings are. Either way, there should be more of a desire to participate during the meetings and the rest of the IEP process. A solution that could help improve attendance is to have strengths-based IEP focus during the meeting. Often, teachers use negative terms that come from their professional training to describe the child’s characteristics. For example, teachers may refer to dysfunctional families, or use terminology such as emotionally disturbed, mentally retarded, learning disabled, and so on (Weishaar, 2010). Strengths-based meetings gives teachers a chance to refocus their perspectives and really think about the terms they are using during the IEP meetings. It is important for the teachers, school and/or other school professional to talk with the parents when they are planning an IEP meeting. Also, this helps to let the parents know that their thoughts are valuable and it’s important for them to share their child’s strengths as well. By doing this, it can help encourage parents to participate and attend more IEP meetings if they feel that they are just as important as everyone else attending the meetings. Plus, parents don’t want to waste time out of their work day and students don’t want to come to the meeting to hear everyone is pointing out the “weakness” of their student. Both the parents and student’s attendance would increase if the school had strengths-based focus IEP meeting. The parents and the student know why they are at the meeting, it’s important to focus on the student’s goals and priorities now and in the future. Discussing what the student can do and what you want the student to be able to do can help focus the IEP meeting by talking about skills that may be useful to reach their goals (Weishaar, 2010). This goes to show that informing the parents about the IEP meetings and emphasizing that their voice is just as important can help improve the overall outcome of the meeting, especially when they use strengths-based meeting plan.


Reference:
Weishaar, P. M. (2010). Twelve Ways to Incorporate Strengths-Based Planning into the IEP
          Process. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 83(6),
          207-210.
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Sunday, November 27, 2016

Interview 1: Special Education Process


Interview Questions

            I would start off the interview just by talking about how they were, how school/teaching/school was going for them. Talk to them about what I am doing in school and my plans. Then, I would transition by talking about the SED course and talk about wanting to learn by talking with people who have been involved in the process with how students receive services. I would reassure them that all names, schools, other personal information and answers would be left anonymous. To begin the questions referring to the special education process, I would start by letting them know I have been introduced to the process and I have read about the different steps, but wanted to know more of the “ins” and “outs” of the process from different perspectives and what their thoughts were about the process.

·         What was your initial thought when introduced to the process?

·         In what ways have you been involved in the process? Teacher? Parent/guardian? Or seen the process from both sides?

·         How was your overall experience in the involvement of the process?

·         How do you approach making the decision to make referral?

·         What benefits or barriers do the students face when going through the process?

·         What could use improvements?

·         What changes would you want to see in the process?

·         What are your thoughts about inclusive vs mainstreaming classrooms?

·         What tips would you suggest to a new general education teacher in order to help them understand the process and to help the student to be successful in the classroom?



Hello Kelly,


I spoke with you earlier about meeting with you to talk about the special education process and your involvement and your thoughts.  I have read about the different steps and I have been introduced to the process, but wanted to know more of the “ins” and “outs” of the process from different perspectives. Here are some of the questions I had for you.
*All names, schools, other personal information and answers would be left anonymous.

  • What was your initial thought when introduced to the process?
  • How was your overall experience in the involvement of the process?
  • How do you approach making the decision to make referral?
  • What benefits or barriers do the students face when going through the process?
  • What changes would you want to see in the process?
  • What would you say your philosophy of special education? Mainstreaming? Inclusion?
  • What tips would you suggest to a new general education teacher in order to help them understand the process and to help the student to be successful in the classroom?

Sincerely,

Gabrielle





Introduction: The main purpose of the interview was to learn more about the Individual Education Plan (IEP) and to learn more about the interviewee’s perspectives and knowledge of their experience with the special education process. The person I interviewed was pretty knowledgeable when it came to Special Education Services but she wasn’t as well versed when it came to the specifics and details of an IEP meeting. I interviewed Kelly Williams, she is Social Worker in a small, rural Maine district. She works mainly in the primary and middle schools (Pre-K to 8th grade) and works as the main connection that the parents have with the school district. I know Kelly personally because it is a small community and pretty much everyone knows everyone, which in some cases isn’t always the best in some situations. In both Kelly’s and my case, it worked out for the better because she knew of my history working with students, helping out in both sports and academic settings. She had asked me last year to watch her grandson who has severe disabilities because she knew my background. In the past year and a half, I have become fairly close with Kelly, and her grandson Elijah. Because of her grandson, Elijah, she was introduced to the Special Education process 23 years ago. Her son Mark, was affected by a tornado when he was only six years old and had some minor head injuries that he has struggled with ever since. When Mark and his wife had their first son, he was born with Cerebral Palsy and mental retardation. Elijah’s mom was not able to be a part of his life due to drug and alcohol problems, so Mark was left to deal with custody battles while taking care of his son who was dependent on him. Long story short, Kelly helped Mark out with the legal aspects of thing from birth including the special services required. Mark always looked to Kelly because of his head injury that happened when he was younger, he never trusted himself to always make the decision or feel comfortable and confident in himself to do so. So, Kelly has been a part of the process for over 20 years now as a guardian, and as a social worker for closer to 10-15 years. She is currently taking courses that deals more with all of the specific details of the legal rights when it comes to IEP. She knew the basics of most of it from her personal experiences but there have been some changes that have been made since she last learned about everything. I messaged Kelly to see if she would be available for me to interview her afterschool so we could discuss more about her background of the Special Education and IEP process from both personal experience and from the Social Worker perspective. I emailed her an overview of the purpose, followed by some questions for her to think about for when we meet. I interviewed Kelly Wednesday, September 28th after school in one of the conference rooms where some IEP meetings take place. The conference room is off from the main lobby, as we were talking, there was a buzz outside the door but not too distracting, Kelly and I talked for an hour about the tedious process that comes along with Special Education and IEP process.

Findings: Kelly talked about her initial thoughts when it came to the IEP process. At first she was overwhelmed because her first involvement with the process was as a guardian and someone who her son, Mark, could rely on to be sure Elijah would be provided with the proper care and services required. They knew he was only going to developmentally be a toddlers age and mentality and that he would be nonverbal. From the Social Worker perspective, Kelly wanted to make sure that the parent(s)/guardian(s) are involved and that their concerns were addressed. She would make a point to talk with the parents before the actual IEP meeting and go over the basic concept of what would be taking place during the IEP meeting/process. She makes an effort that the parent understands and ask any questions related to the special education services. When I asked Kelly about the referral process and how it may put teachers or administrators in an awkward position when or how to bring it to the parent’s attention, she mentioned the multitier approach. The different levels helped with initiating the referral process and that for evaluation and observations from the general education teacher and the Student Assistant Team (SAT) helped determine what special services may be needed. The SAT is a starting point to form the student’s base and build a foundation to look back on. They take notes on what interventions and/or accommodations that might need to be made as well as help with the parent’s involvement. In most cases, by the time students reach 3rd and 4th grade there would typically be an IEP in place or already have an idea of what is supposed to be on the IEP. When I asked her about her personal experiences with Elijah and his IEP, they knew from birth that he would need special education services. They waited until he was 6 to actually put him in schools and the family knew what services he would need and the school was very good with providing him the one on one attention he needed. Whereas, for most Ed Techs the ratio of teachers to students is one teacher to 3 or 4 students. Personally, for Kelly, she never really had any bad experiences with the process until it was time for high school transitioning to postsecondary because she knew college wasn’t in the picture, she was focused on finding a MR program that would meet Elijah’s needs. He needed a program that he felt comfortable with but also having the one to one caretaker, the main problem with this was that they gave her the paperwork that had to be filled out within the next 60 days due to age and the transition period, but they didn’t get the paper work until later and it was postmarked two weeks prior. This was a stressful period because they only four weeks to find another placement that he liked, had the services and one on one he needed and was in their area. Luckily, she found two different programs, but one had 2-3 people to an adult, so she went with the only other option. When we talked about what other problems there were, what could be changed or improved we started talking about standards based and what that means to the Special Educators. She talked about the students would struggle with standards based diploma because of the challenges that arise with having the students meet the required standards. Also, despite testing, the lower level of each students’ ability to reach every standard is going to be challenging not only for them but the Special Educators as well. Next year, when the district is all Standards-Based, she said how the school and herself would probably be getting many calls about why their student didn’t graduate. One thing she did mention, which is what interested me was what she would change or improve about the process, which was to make a parent friendly document or something that breaks down the entire special education and IEP process for parents and for parents who might also have a disability. Another piece of advice she gave was for general education teachers to be more involved, ask questions (respectfully, of course), and not to assume diagnosis. As general education teachers, it is important for us to be involved in the process and be aware of what is going on.

Discussion: One thing to help the IEP meeting to go smoothly is to keep a positive and open mind when the meeting is going on. This can really help the student to have the overall best outcome from the IEP meeting. If both the parent(s)/guardian(s) and the school come to the meeting with their concerns, then go from there and hopefully they can come up with the appropriate requirements and services that will best benefit the student. Due to the fact that an IEP meeting is geared towards discovering what struggles the student has and what accommodations and resources are needed, it is important to emphasize and address the strengths of the student. Everyone in the meeting needs to remember that they are talking about an actual student and not completely dehumanize the student, especially if they are present at the meetings. Using appropriate language during a meeting can make difference for the student’s mentality and make a difference for them in and out of the classrooms. Another aspect that needs to be taken into consideration when going through the IEP process is the language used. It is important to understand the background of the families as well because if the parents have a disability then it would be important to make accommodations in order for the parents to understand what is going on during the special education process. One of the most surprising things I found out when talking with Kelly was self-advocacy from the students. There was a situation where a student was not given her proper accommodations for assessments, but she knew what accommodations she needed and stood up for herself to make sure she got them. She referred back to her file and IEP and brought it back to the teacher to show her that she was allowed to have extra time and the test read aloud to her. This goes to show how important self-advocacy is and the fact that the parents need to be able to advocate for their children who are unable to advocate for themselves.
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