This is the link to the video: https://youtu.be/lsbFs8cbzF4
Find a video of an IEP meeting online
The meeting in the video did match how the text described an IEP meeting. The team was all there, with a general education teacher and the special education teacher, home economics teacher, principal, counselor, mom, and student. Everyone had place cards to identify who they were. The principal opened the meeting by reintroducing the student Jane to the group. The principal spoke briefly of Jane and her home situation and her plans for the future. It was very positive and reminded the group of their goals. The teachers spoke individually of how Jane's assignments could be accommodated and she could graduate on time if she followed the course of study. All of the teachers added a note of encouragement. The counselor spoke of Jane's plan for transitioning out of high school, and her plans to work in child care after graduation. The counselor suggested Jane volunteer 5 hours a week at the local Boys and Girls Club to gain experience in child care. The mother agreed that was possible. Then all the education requirements were addressed, and the principal asked if there was any other thoughts. The counselor said she thought it should be discussed that Jane seemed to adore the idea of getting pregnant before finishing high school. The mother seemed defensive about that, saying that was something that should be discussed at home. The meeting was adjourned. I believe the mother missed an opportunity to emphasize the idea that having a baby in high school was not a good idea. The mother's reaction of this not being the school's business probably reinforced the daughter's idea that having a baby in high school is okay. The counselor wanted to talk about the challenges Jane would face if she got pregnant in high school, and the mother did not want it discussed. I personally wish I could find out if Jane had a baby before graduation. I, as an educator, would make everyone comfortable during the IEP process by modeling the attitudes I saw in this video. All of the educators spoke warmly to and about Jane. They presented themselves as a support system, there to help Jane accomplish her goals in life.
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When assessing culturally and linguistically diverse students, four principles provide a basis for best practices. Having a full multidisciplinary assessment team means including someone familiar with the language and cultural background of the student. The translator should be familiar with the assessment process so they can better assist the team and the parents. The parents should be included in assessment so they can provide input and act as advocate for their child.
Pre-referral strategies are important because they determine if the student needs to go to referral process. By comparing the student to other children with similar backgrounds, it can be determined if the student may have special needs or if the child was not given prior instruction and an opportunity to learn. Understanding their history can provide information about where the student's previous instruction may have failed. Language assessment is significant because students will not score well on tests if that student does not speak the test's language well. Tests should be administered in the student's native language and English to determine if the student needs special education rather than simply measuring English language skills. Appropriate assessment tailored to the child utilizes both formal and informal testing in a variety of environments. Formal standardized testing needs to be scrutinized for possible cultural bias. Informal testing, including interviews, will be most effective when done in both languages. I am very excited about my field experience hours this semester. Last semester, I did my observation hours through the C.A.R.E. mentoring program in Bensenville. I am lucky: I was able to retain that placement for this semester. I go on Fridays to Ms. Pyne's fifth grade classroom. I get there at 11am for Language Arts. Then at 11:45 they switch around, some go and others come in for math. During Language Arts I help individual students with their writing assignments. During math, I run a math game with small groups of kids. I really enjoy working with this class.
I am not nervous about this at all, because I know the teacher and the class. It was great to see everybody again. The kids were glad so see me, too. I have been going all school year so I know what the teacher and students expect from me, so I have no reason to be nervous. I plan to continue working closely with the children to help them master their assignments. In Language Arts I get to work individually with the students on their writing projects, and they are happy to have the extra help. I am going to strengthen my experience this semester by learning all the students' names. I will admit that I did not commit their names to memory last semester. As I work with them this semester, I have vowed to myself that I will learn all their names to establish a stronger connection with them. My three goals for working with children with special needs are compassion, commitment, and advocacy. I will be compassionate because every student is special with their own individual capabilities. Recognizing that uniqueness will help me understand what the student needs, and help students achieve their goals. I will never expect perfection, and I will be supportive when students struggle. I will be applaud their achievements. I will care. I know that things will get frustrating sometimes. I will stay committed when things get stressful. I think sometimes people give up when things get difficult. Teaching students with special needs is difficult. It is best to recognize that fact before starting the adventure. The student needs to know that the teacher is never giving up. I will commit to doing the best job I can, even when it gets bumpy. I am committed to being a good teacher. I won't give up. Advocacy is crucial. As a teacher, I feel it imperative to fight for the rights of my students. Students with special needs have special needs, and those needs must be met. I will stay informed on proposed budget cuts in the legislature. I will rally for the rights of individuals who need help the most. I want to see my students succeed. I will stand up for them. The Universal desiign for Learning (UDL)
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April 2017
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