importance of working with iep?
411763
As a parent of a child with an I.E.P., I can say that it has helped keep everyone involved in my daughter's education on task, including myself.\n\nThe specialized reports issued to students with an IEP give you a great idea of your child's progress in many more areas, and in much more detail than a standard report card.
678960
Administration is especially responsible for implementing IDEA for the students with special needs in their schools. The IEP is a binding legal document between the parents (or student if over 18) and the school/district. While being written, the student's essential needs must be met to ensure adequate learning and skill-building toward grade-level benchmarks (even the most profound child's goals relate to eventual access to academics). \n\nHere are some sites to help you get started:\n\nhttp://www.wrightslaw.com/\nhttp://www.wrightslaw.com/law/reports/IDEA_Compliance_Index.htm\nhttp://www.thompson.com/libraries/education/idea/index.html\nhttp://www.aasa.org/policy/content.cfm?ItemNumber=2004
555515
As a teacher in the public school system, I see a direct correlation between proper parental involvement and student success. By proper I mean genuine concern and taking personal responsibility for helping their child succeed. I think too many parents are overworked and stressed, not home often enough, or are too busy keeping up with hyperactive schedules to spend the energy it takes to invest in their child's education and teach proper behaviors and habits. Many parents are also trying to be their kid's friend instead of an authority figure. All too often the parents that rant the loudest about the public school system's failures are the ones who refuse to see their child's faults. They blame the school, teachers, administrators and the government for not doing enough or for picking on their kid. Yet, as teachers, there is only so much we can do. I can teach, tutor, follow IEPs, use every resources I can find or create, teach good study habits, use multiple approaches to the topics, call parents, meet with councilors, be highly qualified, try to leave no child behind, and create a positive and stimulating environment, yet I cannot make a child learn. Students, with the help their parents, must take on the responsibility. \nAll of that being said, they are good parents and good teachers that are working together to help children succeed. Just the same as there are those who could do much more. \n\nTo those who invest the time and energy into the education of children, be it their own or other's, Thank you very much. Keep up the good work.
1090801
Education and healthcare. Call me boring, but that's where it's needed most. I would divide it between the two. And I was reading what one person said about teaching the English language--believe me, that is not a priority. There are special needs kids in schools who aren't getting the attention they deserve due to budget cuts. Do your homework before you open your mouth, or rather, before you type something prejudicial instead of useful. The English studies come secondary to that.
574684
In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
503374
Education is absolutely important in communication. (Heck, you even spelled Illeterate wrong. Caps also imply screaming so tone down okay?) Sorry, I'm in a heckling mood here cos Elliot got booted!\n\nHow else is education important? Well, it enriches you. You gain knowledge, learn how the world is, learn how history was, learn the beauty of art, science, humanities. Education exists not for the sole purpose of posting profiles on line but for us to tap into. We learn basic mathematical calculations & problem solving skills. This helps us tackle issues in life with our vast store of knowledge. Real fulfillment comes from listening to a masterpiece or viewing beauty as interpreted in a painting through an artist's eye. What can beat that! It is all about balance (of ignorance vs knowledge) so learn to appreciate education and the vast opportunities it affords us to open our minds.
371725
You just answered my question (What is the most important thing you ever learned?) in the way that makes a teacher trainer believe in what she is doing!\nLook, I can't speak for the UK these days. Got qulaified -Got out! I'm on International Eductaion now and it's been my passport to the world...and a vocation I still believe in after...well too many years at the chalk face! The profession doesn't need people to make up numbers, as much as it needs dedicated professionals who seek a reward far richer than gold. I have funny feeling you are just the sort of teacher the kids are so desperately needing (and frankly deserve!)...so hang in there, cos it really is worth the slog. You can contact me for info about a curriculum based on learning to learn for life ...not for tests or govt. figures, if you're interested. jacquelinewebb@isoz.ch.
815334
PAPERWORK!! is the SE teacher's biggest obstacle (and any other teacher's) and documentation for that paperwork. IDEA (Individuals w/ Disabilities Act) makes certain that all individuals with a disability receive services in the least restricted environment. You will be certified to teach SE K-12. Dealing with parents of SE students is a challenge and dealing with teachers in the regular ed classroom is also a challenge (see the response of one the people above whose parent teaches Calculus and thinks the SE teacher has half the work!) \n\nRegular ed teachers, for the most part, WANT to help SE students succeed but feel their hands are tied due to time factors - modifying tests, having someone read a test to a student with a reading disability, etc. -- seem excessive. But they DO make a difference in students' success in the classroom and are worth the extra effort.\n\nSome parents of SE students want special privileges which the law does not afford, but these parents are also few and far between. But you need to be prepared. \n\nThe SE students themselves are usually a real delight! Most work hard despite and within their disability and don't ask for hand-outs. Occasionally, a few will, but they are rare. \n\nDocumentation/paperwork/corrdination of efforts and time involved ofthese things are the obstacle - pretty much the same in ANY job!!
887859
If he is already in an IEP program his team needs to meet again to discuss different options for him. There are other ways of going rather than sticking a child in a special needs class within a public school and not getting any help. There are private schools that are considered level five or level three schools where you would not have to pay considering that he meets the school criteria or they feel as though he is suitable for the program. I hope that I answer your question or helped you in some kind of way.
851624
I think it's vital that both parents and professionals work together, especially when SEN children are involved. By working together they'll be able to help the child develop further and share any achievements/concerns for one another to look out for.
1171278
First of all, if your child is in special education, she CANNOT be held back. If she is not learning effectively in the general education setting, then she needs additional Resource pull-out. You need to have a new IEP called, her difficulties with academics discussed, and additional instructional supports put in place. If your child is receiving speech, she may need more phonics-intensive reading and writing instruction than what is provided in the regular ed classroom. \n\nHolding a child back in elementary school, who is not receiving special services, is an effort to avoid putting the child in special education. Sometimes a repetition, especially of kindergarten or first grade, allows a child with a mild developmental delay to "find his/her academic feet" and be able to perform effectively at general education instructional styles and pacing.\n\nHowever, No Child Left Behind limits the number of children that can be held back in any given year, so many students aren't held back when they should be, and end up in special education for "Developmental Delay" or even "Specific Learning Disability"  when a simple retention would have kept them out of special ed.\n\nSpeech-Language Impairment is not a matter of developmental delay, however. No, retention will not help your child.\n\nAn IEP is supposed to be designed so that a child is accessing learning effectively, at his/her potential. A child with an IEP should be making appropriate gains each year compared to him/herself, and it is the IEP that needs to be revised if failure is happening. And yes, a "speech-only" student categorized as Speech-Language Impaired CAN be given Resource room academic instruction, if his/her learning needs warrant it.\n\nYou need to have a new IEP meeting, and increase your child's time in special education services, if her academics are that shaky right now.
349742
Monkeybiz is absolutely right about how properly designed inclusion programs cause minimal impact on the regular ed kids. I am also glad to hear how well her son is doing. Congrats!\n\nHere are the issues that must be addressed to create an effective inclusion program:\n\n1. The child with special needs must be non-disruptive in his/her behaviors with the regular ed students; one of the major supports I provide is bringing up self-esteem and confidence through clear and observable academic growth (self-esteem must be earned through success to have any lasting, long-term effect)...low self-esteem being the major cause of misbehavior in SLD students.\n2. The child with special needs must be motivated to learn.\n3. The child with special needs should have language arts skills within one year of expectation for regular ed students for language arts independent inclusion, and within three years of language arts expectation for regular ed students for other subjects. For example, I have 4th graders who see me for Language Arts remediation, who are now able to read at the late 2nd grade to early 3rd grade level, who do quite well in math, science, and social studies with the modification of written work length, peer and teacher support for reading assignments, and multi-sensory instruction in the regular ed classroom. Those who are below that in Language Arts also have me for Math, and we provide supervised inclusion through an educational assistant in science/social studies for those whose reading is early 1st grade/Primer.\n4. The student with special needs must have study and personal advocacy skills (e.g. using the dictionary, confidence in asking for help from the teacher and peers, using environmental resources such as assignment postings, posters, etc.).\n5. The student with special needs should have his/her time in regular ed and in special ed pull-out carefully balanced to best support his/her learning needs.\n6. The regular ed teacher must be open and flexible, get along well with the special ed teacher on a professional level (personal doesn't hurt either), and have the skills needed to modify curriculum and adjust instruction to meet the needs of ALL the students in class (rather than seeing the inclusion students as "belonging" to the special ed teacher).\n7. The special ed teacher must be versed both in the regular ed curriculum programs, AND in research-based curriculum and instruction appropriate for a variety of learning disabilities, speeds, and sensory issues. The special ed teacher must be able to work with almost everyone on the regular ed teaching staff with some effectiveness, even with the untrained and unmotivated ones (in other words, be open and cooperative with many people, and have a thick skin and tenacity for those who would rather not "deal with those kinds of kids").\n8. The special ed teacher should have a small enough case load that he/she can spend adequate and effective time with the student on his/her continued areas of need (state cutoffs for caseloads are much higher than reality for teacher effectiveness). With appropriate time in individualized instruction for remediation skills, study skills, and coping skills, the child has an excellent chance of success.\n9. The parents must have a strong sense of education as the key to the future of their child, and convey their value for education to their child.\n\nIf ANY of these components are missing, or even somewhat reduced, the student is at a high risk for failure. However, with adequate numbers of dedicated staff, it can work wonders!\n\n"Full inclusion," all-day inclusion, only works if the regular and special ed teachers are co-teaching the class as all-day partners who have similar instructional styles and get along together personally, there is an educational assistant providing additional support, the administration is flexible for both curriculum and instruction of regular ed students, and both teachers h
824249
First of all, way to go.  I'm a single parent of two and in school and I know how hard it is.  I find that time management is the most important as well as reading the material every chance you get.  I have a straight A average because I use the school's writing lab for all of my papers as well as having my friends read them and give me critical feedback.  This helps me get better grades and I make sure to always keep my eye on the goal.
621379
i had a friend with dyslexia, dysgraphia and dyspraxia... the only thing that worked for him to learn was repeated hands on teaching, he also had to be very very interested in what he was learning, because then he would try his hardest to actually comprehend the information given to him. this is a very difficult situation because most children at the age of 10-15 do not enjoy 90% of what is being taught to them.  My recommendation is to have a teacher that he/she  likes.  Someone who is willing to sit down and teach them 1 on 1 and have a lot of patience.  This person also should be very creative with the way he or she teaches due to the backwards mindset of these disorders. The ADD will make it harder to concentrate, but it shouldn't be as much of an issue if the teacher is animated as well.  I know what you are thinking... where can I find someone like that, and as for that i don't know. The one teacher's attention divided among 23 students, i think will not work
254658
The point of identifying students with disabilities is to provide "individualized instruction." As you may know this is operationalized in an IEP (Individualized Education Plan/Program). That means you aren't addressing the entire population of kids with disabilities. \n\nAs a result, the number of needs depends on the kid. I'm sure someone out there has come up with the idea there are "five basic needs" but it sounds pretty arbirary to me. I wouldn't trust the notion. The safest approach is to deal with each kid individually. It's probably best for the kid and avoids having to answer the question for all kids with disabilities.\n\nAlso, inclusion sometimes depends more on the skills of the "regular classroom" teacher than it does on the skills of the kid being mainstreamed.\n\nGood luck.
457433
I'm not sure exactly who you should go to, but you might try speaking with a local Department of Education Office of Civil Rights (link below).  They handle discrimination cases and that type of thing - if the school is denying your child services that he needs, then I'm pretty sure they can help you with this at no cost to you.  \n\nIf your child hasn't officially been diagnosed as special needs, however, the school is probably not obligated to offer extra services.  In any case, the teacher should be making modifications of her instruction to reach all students no matter what level they are performing at (research the term "differentiated instruction").\n\nOther possibilities (though I don't know much about using services from these entities so I may be wrong) might be a legal aid office or the attorney general's office.  \n\nI would highly recommend documenting every conversation you have had with teachers, administrators, etc., on this subject (you might even considering putting a voice recorder on your telephone, or carrying one with you when you speak in person - in most states this is legal as long as one person participating in the conversation is aware of it, but I'd recommend checking the laws for your state).  Also document the actions they've taken (firing the aide) and all the correspondence they send you (the letter about the teacher's credentials).  Documentation goes a long way in legal proceedings if your situation goes to that extreme - it will probably also give you some leverage at the IEP meeting if someone says something that you can disprove based on your detailed, accurate records. (Be sure to keep your records factual though, don't make assumptions about what you thought you saw or understood).\n\nI would also recommend going above the principal's head to the superintendent and asking to see a copy of the teacher's license/certification.  It should state whether or not the teacher has special ed credentials.\n\nBest of luck to you!
511726
Cons \n-- too much paperwork (in addition to grading papers, daily lesson plans, and keeping grade books current... child study team paperwork, IEP student present levels paperwork, referral paperwork for discipline or counseling, academic level schoolwide data collection paperwork, requisition forms, curriculum mapping, movie permission forms, field trip request forms, cafeteria lunches for field trip request forms, parent permission slips, computer lab permission slips, textbook inventories, etc., etc.-- plus if you're in Special Education...the rest of the IEP paperwork, individualized lesson plans, additional present levels reports, progress reports ref. IEP goals, etc., etc.)\n-- low relative pay for the investment of training time (most people with similar degrees in other professions make 2x to 3x as much starting pay, and get raises fast...as a teacher you'll be getting almost the same pay for years)\n-- low relative pay for the real-time investment (contract is 182 days, 7.5 hours per day, but you take papers home for grading, plan in the evenings and over "vacations," read professional journals, attend professional development classes and conferences, etc.)\n-- problem parents (you're working their child too hard/not enough, you obviously hate their kid, your motivation is to torture their child emotionally, you don't care, the other kids are all the real problem, you don't know what you're doing, their child never does anything wrong, their child never lies to them, their child is brilliant but you don't know it, their child is mentally retarded but you don't know it--yes, I've heared this one before--parents can get money from the state if their child is severely disabled, etc., etc., etc. ad nauseum)\n-- the demands of NCLB (prime example is that all kids must be reading at grade level by 2012, including slower learners, those learning English as a Second Language, and those with special needs... it's like saying that amputees must run faster than Olympic-level athletes)\n-- the occasional oddball administrative creativity moment from your school or central office especially in regards to discipline procedure, or a "new is always better" approach to curriculum and instructional program adoption (sigh)\n-- the deer-in-headlights look you'll get when there's a problem (ranting parent, kids picking on each other, etc.) and in spite of your best efforts for your students, you seem to be the one with the target painted on your butt (and everyone is wearing big boots) -- always document everything you do during the day! (I have a spiral notebook just for non-routine interaction documentation)\n-- burnt-out colleagues that you have got to collaborate with (for various reasons) who are not interested in anything but meeting their contract time and hitting retirement age (burnt-out for all the reasons above) -- this one for two reasons...one is that it makes the project at hand very difficult for you, and two, the eerie and awful feeling that if you're not careful in dealing with your stress, that could be you someday.\n\nPros -- Working with kids, making a difference in their lives, that moment of happy excitement on their face when a student "finally gets it," getting to play with cool science and other materials, having a chance to be creative across a variety of subjects and media, the "boost" of a successful intervention with a child who was experiencing difficulties, the chance to be involved with your community in a positive way, having the people who were in your class walk up to you 10 years later and offer a sincere "thank you", having parents walk up and say "thank you" and/or who are obviously positively and deeply involved in their child's upbringing, working with a group of people (staff, administrators) all of whom are enthusiastically (mostly) there for the same reason you are -- love of teach