Reading Reflections 25-30

#25: Identify key information for Leanna that will inform educational goals and supports for her IEP.

1. Leanna suffers from mild cognitive impairment. No specific disability has been determined.

2. Her disability has kept her from keeping up with her peers (skill & knowledge).

3. She lacks confidence due to falling more and more behind her peers.

4. She works really hard despite her disability.

5. Strong in auditory comprehension skills.

6. Oral reading skill is good but comprehension of reading material is low suggests low analytical skills.

7. Changes at home have encouraged Leanna to be more responsible instead of being disruptive like they normally are for students.

8. Low percentile scores on ability tests (age equivalent around 10 on many tests instead of 16)

9. Responds well to guided instruction (independent skill is low).

10. Mother is very supportive of her.

#26: Describe 3 differentiation strategies (content, process, & product) you would use to support Leanna in your class.

- Content: The material and instructions given to Leanna should be clear and simply worded. She should not have to guess at was is expected from her. The teacher should make sure to spend time with her for each assignment and assessment to ensure she understands what she is supposed to do. When possible, give Leanna notes on what is being discussed whether it be grammar rules, the theme of a novel, the structure of a character analysis essay, etc. Spend time with her going over these notes, rules, etc. to make sure she understands them.

- Process: She does very well when instructed and guided on an individual basis. Therefore, her teachers should make sure to spend a lot of time with her making sure she understands what is expected. They should also provide her with more guiding instructions than the rest of the class as she has a hard time when left on her own to figure things out. Another thing teachers could do is pair her up with strong students in the classroom who are both knowledgeable and helpful. This way she will understand better what to do and will develop better social skills (something she's also lacking in).

- Product: Her skills are quite a bit lower than her peers because of her cognitive disability. Every attempt should be made to help her increase these skills (i.e. work individually with her) but she should not be expected to provide the same level of content as her peers. Leanna should be encouraged to come to after school tutorials so the teacher can help her create quality work. Her mother should also be encouraged to help her with her homework.

#27: Identify key information for Mwajabu that will inform educational goals and supports for her IEP.

1. Mwajabu is a deaf girl (not completely deaf) from Tanzania and received no educational services there.

2. Moved to the US when she was 10; did not attend school for first 1.5 years in the US.

3. Must complete tasks beginning to end without interruption.

4. Likes to draw and is a visual learner.

5. School environment in Tanzania relied heavily on individual work.

6. Independent attitude.

7. Has difficulty interacting with her peers and can't communicate very well with them.

8. Social skills have been hampered due to her inability to interact normally with her peers.

9. English is a second language, has difficulty speaking and pronouncing some sounds correctly.

10. No mental deficiency although her analytical skills have been hampered because of her disability.

11. A more extensive evaluation of her abilities is required.

#28: Describe 3 differentiation strategies (content, process & product) you would use to support Mwajabu in your class.

- Content: Instructions and material should use simpler language than the instructions and materials given to the class. The teacher should also spend more time with Mwajabu explaining the content being taught. She should be provided with outlines, notes, etc. of whatever is being taught at the time. This will let her focus on understanding the material instead of having to write and listen at the same time (like when taking notes on a lecture for example). The teacher should spend individual time with her to make sure she understands what is being taught.

- Process: Mwajabu will probably do better in class with graphic organizers as these tend to organize content in a visual manner to increase understanding for those that are visual learners (like Mwajabu). Therefore, teachers should provide graphic organizers to her when possible, even if the rest of the class is not receiving one for a particular assignment.

- Product: Mwajabu's speaking and listening skills have suffered because of her disability. Therefore, the teachers should attempt to gather assessments that play to her learning style (visual) when possible, even implementing writing assessments as opposed to verbal assessments (speeches, presentations, etc.). Mwajabu cannot produce the same product as her peers as she has not had the same level of schooling as her current peers. Her disability has also made it difficult to acquire skills and knowledge. Therefore, there should not be expectations of her producing work on the same level as her peers. Teachers should work especially hard with Mwajabu on an individual level to help bring her closer to the academic level of her peers.

#29: List 10 best practices for preparing for an IEP meeting.

 

1. Learn about the families’ cultures and important traditions.

2. Provide opportunities for parents to learn more about the school environment.

3. Invite parents to visit their child’s classroom and special events and make sure all communications are in language that the parent understands.

4. Ask parents who they would like included at the meeting. Make sure all of the appropriate people attend, and inform the parents of who will be present

5. Meet with special education advocate for the student.

6. Share how the student has progressed in your class and what are appropriate goals for the student in the context of your class.

7. Ask what goals the special educator, parents and student believe are appropriate for the student and how you and your course will be an integral part of the IEP.

8. Identify what supports will ensure student’s success and how those supports will be provided.

9. Identify what evidence you might bring to represent students work from your class.

10. Identify what goals you will be responsible for and how those goals will be observed, measured, and documented

#30: List 10 best practices for conducting an IEP meeting.

1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning.

2. Make sure all people are introduced.

3. Review purpose of meeting.

4. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting.

5. Minimize educational jargon during the meetings to enhance parents’ understanding. Try to refrain from using acronyms!

6. Make ideas shared at meeting visible (white board, overhead projector…).

7. Check for parents’ understanding of key points made.

8. Review Team member roles & responsibilities

9. Follow through on what you are responsible for, supporting, differentiation, teaching, assessing, document and communicating to student, parents and special educators.

10. Conduct followup meetings to assess student's progress and determine further action.