I wanted to follow up with you about Hannah's IEP. I have looked through the draft the below are my concerns and suggestions.
Page 3
Parental concerns regarding their child's education:
What is written in that area has nothing to do with my husband or my concerns about her education.
Suggestion
The Braden's are concern about her academic, social and emotional growth for her during this school year. They recognize that Hannah struggles with math skills that challenge her but are making an effort to encourage Hannah to attempt all tasks. Also, they have concerns if her IEP is being followed. They celebrate her intuition, compassion, and interpersonal strengths as an individual.
Page 10
Suggestion
Allow one opportunity to complete
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
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.
To start, Amanda Wingfield displays different characteristics from Troy. Amanda lives with her son and daughter who are in their 20’s and are supposed to be starting their lives. Amanda wants Laura to succeed in life and be a remarkable wife to one of her future gentleman callers. When Amanda discovers Laura has stopped going to her typewriting class, Amanda realizes her dreams of Laura succeeding are flickering away, “My hopes and ambitions for you”(Williams 14). Through this quote Williams incorporates heartache into Amanda’s voice depicting her ambition for Laura to succeed. She also feels, “So weak I could barely keep on my feet!”(Williams 14). These two quotes illustrate that Laura’s own being is extremely important to Amanda and to an extent, acts as if Laura’s failure is her own failure. This sense of care that Amanda shows is essential to help Laura make something of herself and appears to the reader as a deep aspiration of Amanda’s conscious. While Troy only cares for Cory because , “It is my job...cause it’s my duty”(Wilson 38). Another way Amanda wants Laura to be blissful is through her efforts in trying to get Laura a gentleman c...
Kathy Harrison starts her personal story happily married to her childhood sweet heart Bruce. Kathy was living a simple life in her rural Massachusetts community home as the loving mother of three smart, kind, well-adjusted boys Bruce Jr., Nathan, and Ben. With the natural transitions of family life and the changes that come with career and moving, she went back to work as a Head Start teacher. Her life up until the acceptance of that job had been sheltered an idyllic. Interacting in a world of potluck suppers, cocktail parties, and traditional families had nothing in common with the life she would choose after she became a Head Start teacher.
Discussion: Uchenna reported that he is doing very well at home and in school. Uchenna said he is behaving accordingly in class, earning all his points/reinforcement. Mrs. Riley reported that Uchenna has improved emotionally, he expressed himself and utilizes his coping skills appropriately. She confirmed that Uchenna is earning his points, and is currently on level 2. She also said that Uchenna is excelling academically, especially in reading. Uchenna's asthma is currently under control and his mother has a written medical action in place.
Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans are important for these students to have a chance at normality.
The support that students from Middle School 244 receive from their teachers and counselors more than just surprise me. I would personally expect that level of compassion from a high school guidance counselor at the earliest. I believe it is that kind of support that will rebuild a school community, reshape students, and revitalize hope into not only the students but also the school’s faculty.
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).
“I always knew I wanted to be a teacher,” she stated. Her passion for helping children with special needs was developed at a later age. The reason why Chris decided to be a special education teacher was because of two twin boys in her grade who had special needs. Chris was only in kindergarten at the time, but she recalls that one of these boys did not get to go to school. The other boy, Jimmy, could come to school, but he would have to leave halfway through the school day. Chris was confused and upset about how Jimmy could not be at school and asked her mom about this. The reason why Jimmy and his brother were not able to be at school was because there was no special education program available. This moment, even though she was in kindergarten, shaped Chris’s plan for her life.
I was in AIT, when Hannah started getting her ear infections, and having hearing problems. She was six years old and in first grade, she was getting all A’s a very bright, happy go lucky little girl. Hannah was always laughing and playing she is a very sweet little girl. The frighting time, i was away at a traing school, that my little sister Hannah, experience hearing loss.
Using Allison’s strengths and interests is important to helping her become a successful student. This is the method of helping Bender, Brian and any other student become successful in school. Building on the student strengths, while allowing them to work on their weaknesses is important for all students and especially for twice-exceptional students in the classroom. When looking at the student’s weakness it is important to understand that their behavior is not a weakness, but a result of an underlying cause. Examining the cause of the behavior will help recognize the challenge areas for improvement by understanding the underlying cause for the behavior. After understanding the student’s strengths and challenges, the teachers can then fully help the student learn to the best of their abilities.
The first day that I met Izzy (name used with consent) I noticed a huge smile, a cheerful laugh and a big personality; the wheelchair immediately faded into the background. Izzy has become a large part of my life as I have seen her mature while watching her disease progress. I have learned that behind the smile there are many details that have allowed her to live at home, to go to school and to develop her independence. These details are tailored to her individual needs and originate from her team that includes Izzy, her family and her healthcare workers. One of her healthcare workers, an occupational therapist, is my aunt who works in the school system and supports school age children/teens with physical and/or mental disabilities to succeed in school. I was introduced to Izzy when she was starting school and over the years I have seen the enormous impact that occupational therapy has made for Izzy, her family and her school community. Her occupational therapist made a pencil grip so that Izzy could write and then provided computer access through a keyboard and then a voice activated system.
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
As a teacher understanding the student progress can determine whether or not the student is doing well in a class. In addition, based on what the results are, teachers can change their teaching methods or review over what the student is missing in their work. By examining and analyzing Haley work I will be able to see the development of her writing, word choice, content information, and drawings.
This case study began in Andy 's second grade when he first received his IEP. In his third grade year, he was in Mrs. Sachs ' class, who is a strict teacher. In that environment, Andy could not succeed. However, he was also in a resource room with Kathryn, but in the resource room, he was showing little progress. Now, the CES board is voting to decide whether or not Andy will receive his IEP in the fourth grade.