Special education teachers

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Special education teachers spend a lot of time working with the IEP   process and writing the IEP documents. It is important to become   familiar with this process, including who the stakeholders are, how to   write a thorough and effective IEP, how to identify supports for the   student, and the types of meetings that can occur.
Imagine collaborating with a Grades 9-12 certified   special education teacher about the IEP processes to help you   synthesize the following:

1. What individuals are asked to attend an IEP meeting?
2. Have you ever had an educational advocate attend an IEP meeting?     Describe the role of the advocate and experiences during the IEP   meeting.
3. What is the difference between an annual IEP and an     IEP review? How does your team document the review of the IEP if the     annual IEP and review occur in the same meeting?
4. How do you     determine the specific educational needs of an individual with   disabilities?
5. How are students’ needs addressed in the     present level of performance, goals, and services sections of the   IEP?
6. How do you specifically build on the strengths of     students with disabilities?
7. Are students typically involved     in their IEP meeting and/or in the development of their IEP? Why or     why not?
8. Ask at least two additional questions of your   own.

In 250-500 words,     summarize and reflect upon your observations, interview, and     collaboration with your mentor teacher. Explain how you will use     your findings in your future professional practice.

Review the rubric prior to beginning   the assignment to become familiar with the expectations for successful completion. 

 

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