IEP Is Becoming Much More

IEP is becoming much more of a dynamic instrument. There is increasing demand for updated and sustainable IEP's that take into account the student's changing needs are standard. The one point in time analysis is becoming a thing of the past and these results need to updated on a regular basis (Barnett, Daly III, Jones & Lentz, Jr., 2004, 66).

How do you plan to teach to the state standards, especially with regard to students with disabilities?

The Americans with Disabilities Act and the One child left behind policy dictates that we teach to the needs of people with disabilities as well as to state standards. If you see this as a mission and a vocation and not just simply as a job, you can find the energy and innovation to do both. On top of this, I have a love of children that draws me to teaching. Also, I am passionate in my own love of learning makes that propels and inspires my teaching.

How do you make sure you meet the needs of a student with disabilities with an IEP? The IEP is an evaluation of their needs. It should be based upon a thorough investigation of the therapist's notes on the student. When I make a difference to a child in a classroom or successfully teach a challenging lesson, when connection with the child is made, the reward is immediate.

3. How do you communicate with parents, especially about a planned intervention? I bring in the parents into the planning of the intervention. It is necessary to have them on board with the intervention so they have ownership on what is going on with their child.

4. What are the best things about your school's special education program? In our school, there is a well planned special education program. Luckily, we are in a wealthy district so we do not lack for resources. The people in the district take special education very seriously and fund it adequately. The Assistant Principal of my school was a real inspiration to me, and she is one of the major reasons I pursued a teaching career with developmentally disabled students. Her ability to guide her students, her fairness and also her sense of justice provided me with the inspiration to bring these principles to my own classroom.

5. Prior to a referral for special education services, what are 3 things you would do for a student in your class who is experiencing social/behavioral difficulties?

First, the child needs to see a therapist. This will weed out students who are truly having problems with developmental disability from those who are having other problems, including temporary problems. Secondly, the therapy results need to be reviewed by the teacher, the parents and the student. Thirdly, a detailed IEP needs to be written up and tried with the student.

6. What inspired you to teach the developmentally disabled student? While I was student teaching, I was fortunate to have had the opportunity to take a developmentally disabled student aside to help him with a particularly difficult problem that he was having trouble understanding. When I was able to show them a different way to approach things and they "got it." At that time, I knew that I had chosen the right field for sure.

7. Is your school's referral process working adequately? Is it timely and efficient? Happily, my school's referral process is very systematic and effective, while being timely and fair. It is a democratic process while being helpful to the student.