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Factors affecting communication skills
Factors affecting communication skills
Reflection on improving communications skills
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During my time at Carmichaels Area Elementary School, I was able to further my professional development in various ways. To name a few, I attended the Pennsylvania Department of Education training, DIBELS training, parent meetings, an IEP meeting, and learn about technological programs that were being implemented. The two professional development sessions that stood out the most to me were the parent meeting about enriching a student during reading for my Kindergarten placement, and the IEP meeting I attended during my special education placement. Each professional development meeting allowed me to see ways to present information to parents, communicate the student’s strengths and weaknesses, and build a positive, healthy relationship with …show more content…
I attended a meeting of a co-teacher in the building, because all of my meetings were on a day that I had to return to Waynesburg University. I was able to see how my co-teacher communicated with the parent from the time they entered the building, until they left. I witnessed how an IEP meeting ran, who was in charge, the process of signing paper work, looking and discussing the IEP, as well as how to talk with the parent about any concerns or questions they may have about a goal for their child. The meeting began with friendly conversation, to allow the parent to feel comfortable in the environment. Next, we signed attendance records and other paper work. Finally, the special education teacher led most of the meeting by going through each part of the IEP, with close attention to the goals for the student. At the end of the meeting the teacher asked the parent if there was any information that needed clarification or if there were any questions, and she was sure to address them in a friendly manner. With this meeting I learned the relationships that you build with parents determines how well a meeting or interaction will go. I will always try my best to communicate with the parents, and families of the students’ in my classroom as they are a major part of their child’s learning
While it is not required for Amy to attend her IEP meeting it should be encouraged rather than discouraged for many reasons, especially when a student is old enough to participate in his or her own education. If Amy should want to attend, she should be present. There is so much that she could offer at the meeting, along with creating a sense of responsibility in her own learning. She can help with setting up learning goals along with accommodations that she might benefit from, after all, she is very involved in what she is learning. Also, transition planning for college and other postsecondary goals will be considered after a child turns 16, thus she should be present during this time. Probably the most important reason to involve a student in their IEP meeting at 17-years-old would be to help them develop the ability to self-advocate. This will be important as they move on from high school and into the real world, or college.
In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.
I went to the school board meeting on March 21, 2016 in Kanawha. The following people were at the council: Wayne Kronneman, Leah Deutsch, Ryan Hiscocks, Ryan Johnson, Jay Burgardt, Mona Buns, Gary Chizek, Todd Hammer, and Jon Harle. The others were mainly community member which included teachers, principals, parents and supporters. Some of the West Hancock staff included Mr. Peterson, Mrs. DeHart, Mrs. Bruns, Mr. Francis, Mrs. Gast and others. The other people who were there were parents and other community members. The first part of the meeting was the revision of the budget and presentation of the budget. This was given by Wayne Kronneman. He explained the budget of this year and how it compared to last years. Also he also talked about the budget for next year. After that they had a discussion with the
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
I observed an IEP meeting for one of my students who has a TBI, traumatic brain injury. She just moved to this school district last year, so this was a follow-up IEP meeting to see how she was doing on her short-term objectives and overall goal. They also talked about transitioning her into high school, because she is in 8th grade now. The People who attended the meeting were the DAPE teacher, the mom, the student, the three special education teachers, the para-professional, and case manger.
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
His name is Isaac and he is a 5th grader. Isaac recently had his triennial IEP meeting in which I was able to be a participant in. Since Isaac is going to transition to middle school next academic school year the triennial IEP consisted of having Isaac partake within the meeting. The school psychologist and the RSP teacher discussed in-depth Isaac’s disability and transition to middle school using child-friendly language. I conducted my interview with Isaac a few days after my participation in his IEP meeting.
During the course of my fieldwork hours I was provided the opportunity to attend several Intervention Team Meetings (ITM), also known as Student Study Team meetings (SST) within my district. In the Rialto Unified School District if a student is experiencing difficulty with class work, behavior, or attendance the teacher or an administrator can refer the student for an ITM. The referral process includes the completion of an ITM referral form along with the items requested. The form is then submitted to the school’s administrator to communicate with parents to inform them of an ITM date. Depending on the severity of the student file the ITM team can request the presence of the school psychologist or a special education teacher.
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.