IEP

My IEP experience was eye opening. I didn't realize that the process to get a student an IEP was a long process, and along with all the necessary services. My first full experience with getting a student with an IEP was when I was a SpEd Aide one-on-one. I had seen this process first had, and I was able to help the child after his IEP was completed. Before his IEP, I would see this child wondering outside his classroom because his teacher didn't know what to do with him. It wasn't that the teacher didn't care, but she had no answers or the help to get the necessary help for the child. So as long as the child wasn't in danger or disrupting other classes he was left alone. To begin the process, the Special Ed teacher arranged a meeting with the parents/guardians along with the teacher and principal to let the parents know of the problems that faced the child and to let them know the actions that are being taken to help the child. At this point the parents/guardians are able to make their concerns and questions known to the Special Ed teacher, principal, and the teachers involved. After this meeting the necessary paper work is sent to the district's lead Special Ed director for them to consider. Then the district's specialists are able to come out and test the student. Since the services of these specialists are in high demand, the time it takes them to get out to the sites is some times long. But once the tests are done, the results are taken into account and the result are sent to the sites. With the approval of the district's lead Special Ed director, the necessary steps are taken with the results of the tests. Again the Special Ed teacher arranges a meeting with the parents and the necessary individuals of the school. At that meeting, and IEP is arranged to help the child in the school setting. If all the parties agree to the final IEP, it is signed by the parents/guardians, principal, and the Special Ed teacher. After that the IEP is implemented.
The student with my help was able to function better in school and his classroom. He was able to get hearing aides and glasses which help out tremendously in school. Just those simple corrections helped out. In class, his disruptive behavior was controlled by giving him breaks in the gym. He was also given a computer to work with his education. There were educational web-sites to use to learn his colors and numbers. Also I was able to teach him social skills along with the help of the other staff in the school. His education was considerable improved by the IEP that was developed for him. He no longer is alone in school but an aide is there to help him.
What I would do differently? I would be more of a student-centered helper rather than try to make him do the work. The work is important to get him to his grade level but the student should be considered to what material is taught and how much of it is taught. What good is it to teach a frustrated child and expect the quality work out of them? Keep the pace at their level and try to keep the learning environment comfortable.

IEP

Wassillie Kassel

IEP

Jason Ohler

Ed 630

 

 

              I have learned that the process of getting a student labeled Special Ed is a long and structured process.  It may be clear that the student needs services and needs an IEP but procedures must be followed.  Getting the serviced and an IEP for a student may become frustrating and may seem at times the Special Ed department is not trying to get student with a Special Ed label but for the sake of the student, the long process must be followed.  The process in the beginning starts meeting with the Special Ed teacher.  Tell the Special Ed teacher my concerns and see what the Special Ed teacher can do and see what is recommended.  There the process is started.  If the problems still exist for the student in the classroom, tell the Special Ed teacher.  He or she will get the ball rolling.  A meeting is set with the parents/guardians, teacher, Principal, and the Special Ed teacher.  The parents are told what the concerns for the student are and what options are available.  From that point, the Special Ed teacher fills out the necessary paperwork to get the process started.  The documents are signed by the principal, parents and the Special Ed teacher and sent to the lead Special Ed person at the district office.  From that point, district specialists come out to test the student to see what is causing the problem(s) for the student.  Since there is a huge demand for the services of the specialists, it is hard to get them in a timely manner to move on the process of getting the services for the student.  Once the specialists’ tests are done, then the results will dictate what services are needed.  For this one student, he needed hearing aids, and glasses to begin with and the district paid for them.  With observations from specialists, an IEP was developed.  Then another meeting is arranged by the Special Ed teacher with the parents/guardians, teachers, and the principal to discuss the proposed steps that are considered.  The parents/guardians voice their concerns and what they want out of the meeting.  When all parties are satisfied, the IEP is drafted and signed by the parents/guardians, principal, and the Special Ed teacher.  This process was long and sometimes tedious.        

              The student learned a lot. His education wasn’t much before the IEP was developed and implemented.  He was wondered around the hallways outside of his classroom.  The teacher couldn’t get him in class once he felt frustration.  Using his IEP, we were able to reintroduce him into classroom.  He got hearing aides and glasses.  Once he started to feel frustrated, we went to the gym to do physical activities.  We tried to limit this to 15 to 20 minutes.  We would go back to class and he would do what the rest of the class was doing.  Another adaptation I was able to provide for him was the use of the computer and educational internet sites.  This picked up his interest and I had a difficult time with coming up with other sites for him to use.  We learned his alphabet and colors using this method.  I was able to help him take role in the morning when it was his turn.  He would call out the names of the students in class in Yup’ik.  I would read the names to him and he would call them out as before he wasn’t able to do this simple task.  I also taught social skills to him slowly along with the help of other staff in the school.  He was able to interact and do his work with my help as before he was left on his own.  These are some examples of what the student was able to do with my assistance because of his IEP along with the help of his teacher and other staff in the school.

              What I would do differently?  I would be more of a student-centered helper with the student(s) in his position.   I would find myself frustrating the student at times and it would escalate his disruptive behavior.  The more I tried to get work out of him, the more it made frustrated and in turn would frustrate me.  Also what I have learned and would take differently is not to take things personally.  I would find the student limitations of doing work and then implement breaks along with other activities that don’t require much work on the student’s part.  Another way I would help the student is to talk with the parents more and work with them to educate the child.  The main reason we are there is for the benefit of the child and not for ours.  

 

First Experience

What an experience. First class was the introduction of the MAT program was harsh. All that reading and writing that was required after the first day was shocking. I guess that was the necessary experience to weed out any needless hopes of wishing the program would be easy. It was really a test to see who would complete assignments. Tested your commitment to the program. All of that aside, I like the program so far as it nears its midpoint. I like learning about my classmates and the profession of teaching.

My First

I like google.