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.