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Successful IEP meeting strategies
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After reading this week’s material (IEP’s check list and the IPE Meeting video) it gave me a clearer view as to how a well-organized IEP meeting should be like. The first strategy that I think is extremely helpful to have a successful IEP meeting is the roles and responsibilities that all the team members have. Each of them are a part of this child’s life therefore is important they prepare themselves well before the meeting to be able to share with each other their concerns and come up with the best solutions possible for the child’s best interest. The second strategy is to listen attentively, is important that everyone involve is alert and can engage in the discussion in a respectful manner. Ask questions when in doubt to have a clear
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.
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
Students who are under the category of a 504 plan, a student have a physical or mental disability that essentially hinders a student schooling. An IEP, or Individualized Educational Plan, is for those students who have a learning impairment that develops in school. Student A meeting was differently from an IEP meeting, because the students was not there for any intellectual disabilities. Student A meeting was conducted because of health issues. This student has Type 2 diabetes and is constantly is missing school due to his serve condition. Student A has missed over half of the school year. Even though he makes up the work he is missing out on the lessons
Focus: Angel will comply with the rules of the home, school and community. Ms. Smalls (MHP) and Ms. Smith (MHS) attend an Individual Education Plan (IEP) meeting.
I wanted to follow up with you about Hannah's IEP. I have looked through the draft the below are my concerns and suggestions.
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...
IFSP focuses on the child and family. The goal of IFSP is get the family services to help the development of the child. The IFSP has six different categories than the IEP which includes background information on the family, service coordination, statements family strengths and resources, statements of family concerns, identification of natural environment, and family authorization. However the IEP focuses on the academic needs of the child. The IEP has information which states performance profile, program eligibility, special instructions regarding special education, aids that need to be used in the classroom, and special education placement. IFSP and IEP do have some similarities. Each document has the students’ background information
Referral: During this stage of the IEP process, the child will be referred to a special education program to fit their individual learning needs. The referral will determine if the child is eligible for special education services. A child will be placed in a special education program when their learning needs require more accommodations than a general education classroom. For example, a student who experiences a behavior disorder will often be placed in a special education, behavior focused (BD) classroom. This process may be lengthy, but it’s well worth it when the student receives the support they
In my group we were figuring out plans for our students with Individual Education Plans (IEP), we had several people working in our group and all were experienced in this field. There was the General Education teacher, Exceptional Student Education teacher, School Psychologist, Guidance Counselor, IEP Councilor, and me the ESE Paraprofessional. With all of these professionals, we were able to hammer out the entire list of First grade ESE students in a short period of time.
The implementation of this new system required our entire department to sit through two 8-hour training sessions and read an 85-page manual. Some of the members in our department are still struggling significantly with writing their IEPs in this new system. Here is where I provided the majority of my services hours. Mrs. Walker had me write three IEPs in the new system. She read through them, and gave me some feedback on certain things that I needed to go back and fix. After providing her with the edited copies of the IEPs, she and the assistant principal approved for me to do a few hour-long sessions in one of the computer labs, where I assisted some of the other special education teachers with writing their IEPs in the new system. I was given great feedback on the help that I was able to give thanks to Mrs. Walker’s
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
When there is a question, an explanation should be offered so that the information is understood. Members speaking should respond to questions their teammates may have. One thing to never do is to push a personal agenda on anyone. Regardless of what anyone says; engage them by agreeing or by respectfully disagreeing with what was said and then offering an explanation. Keeping the discussion on task is important. Oftentimes, the task is lost in the shuffle when team members get on a tangent. Someone in the group must be strong enough to bring the group back into focus.
...w to apply these tactics into practice. Understanding the meaning of each tactics is just the first stage, flexibility in the use of appropriate tactics in future issues is more important. Besides, I need to make a detailed plan before the negotiation. Firstly, analyzing the interests, perspectives and weak points of the opposite side and selecting suitable tactics. Secondly, preparing several response strategies will help me to control the situations. Thirdly, setting the minimum level what I can agree on the issue is also essential part of negotiation.
The QUIAT that I chose was number three, “IEP team members have the collective knowledge and skills needed to make informed assistive technology decisions and seek assistance when needed.” I believe this to be super important, because the people that make up the members of the IEP team must have a great deal of knowledge and the skills to help make decisions regarding their students and be able to receive assistance when it is needed. I honestly believe that this is very important when it comes to anyone that works with a child or children that need assistive technology. Members from the IEP team should have the required knowledge and skills about the assistive technology too. It is sad to see those students who are still struggling or even