Iep For Children With Learning And Behavioral Needs

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The IEP interviews occurred via Skype because of the distance between the interviewer and four interviewees. The feedback form had twelve questions related to the IEP process and its benefit to the student or child. Administrator The administrator had twenty years experience in the special education field, and he had attended several IEP meetings beforehand. His reply stated one positive feature of the IEP process was its ability to identify each student’s individual abilities. He said the large number of students per class was a negative feature of the IEP process. Likewise, student engagement in the IEP process comprised of integration classes of children with special needs. He wanted the process to address the child’s weaknesses and raise his level. Furthermore, the teacher accommodated the child with learning and behavioral needs through the help from the IEP meeting team. Yes, the IEP helped the child’s struggling areas since it overcame weaknesses and focused on strengths. In addition, the IEP goals made sense when they achieved the goals set for it, as it also included support services that helped achieve these goals. Communication with other team members also helped support IEP goals at home. In any case, consultation with parents and re-diagnosing the student aided the IEP services that were not working. General Education Teacher The elementary school GE teacher had attended IEP meetings and found the process had a positive influence on reducing the teacher’s effort and teaching time. It also reduces the student’s bad behavior while giving him or her time to solve classroom activities. However, the process negativity involved isolating the student and other students’ non-participation. He believed that the student need... ... middle of paper ... In addition, the integration classes of children with special needs are ways to engage the student in the IEP process. As a result, child’s diagnosis is a method used to identify the strengths and weaknesses of the child. He needed the IEP to attend to the weakness of the child and raise his level. He also confirmed that through the help from IEP meeting team members the teacher was able to accommodate the child’s learning and behavioral needs. For sure, the IEP helped the child in areas where he was struggling because it overcame his weaknesses and focused on his strengths. Thus, the IEP goals made sense because they achieved the goals set for it, and communicating with team members at home supported IEP goals. Overall, IEP included support services, but when they failed consultation with the parent and re-diagnosed student would help work with the child’s IEP.
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