Expert answer:Mod 6 Special Education Working with Families Resp

  

Solved by verified expert:for this assignment Respond to Bryant ’s responses and share your experience in an IEP meeting.You are a special education teacher so share your experience attached some resoruces to help response should be 400 words BryantI have attended two IEP’s since I have started teaching. In both cases, the parents seemed reserved and passive in the experience. I attributed this to them not thinking that their input was needed or wanted and they were there to just hear what the school was doing for legal reasons. I think that the involvement of the parents in the IEP is vital and their input is needed to create the most effective learning plan for their child. It all starts with how the seating arrangement is set up. If there is a rectangular desk, having the student and parent on one side and the school employees on the other side creates an artificial divide between the parents and teachers. By using a circular table or by placing some of the school staff on the same side of the table, the creation of a feeling of one unified team can be achieved. Another way to help to make the parents feel more comfortable in an IEP is to prep the parents. This means to give the parents the opportunity to review the material that will be covered in the IEP before the meeting. This can be done by sending the student home with a checklist of items that will be covered during the IEP. The material can include the student’s performance and current progress towards completing the goals that were set in the last IEP. My role at the IEP meeting is the general education teacher. My role is to provide assessments of how the student is doing emotionally, mentally, socially, and academically in the general education classroom. While the IEP is taking place, my role is also to give insight on how the student acts in the classroom on a daily basis. I am also there to give suggestions on what accommodations, modifications, and support systems are working, not working, and what new accommodations, modifications, and support systems can be added. In order to communicate with families effectively, I will use positive language when describing their child’s behavior and academic progress. When discussing new strategies with the parents, I will ask them for input on what strategies they think will work. This will help the parents feel like they are part of the team and that their opinions are valued.
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How do we apply this to our daily work?
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One of the most important parts of being an effective advocate for your students
is working collaboratively and communicating with their families.
Communication and parent support is key in ensuring a student’s needs are met.
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Working with Families
Tips for successful collaboration
include:
▪ Celebrate strengths and successes
▪ Identify and agree on the problem
▪ Make a plan and set a timetable
▪ Look at the data together and then
set new goals and/or look for
different solutions
▪ Have regularly scheduled, open,
and transparent communication
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The following article provides an
interesting perspective on working
effectively with families.
While reading think about how you work
with families now.
Working with Families
After you read the article, reflect on your
current practices. How will you change
them? What stood out to you the most?
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• The makeup of an IEP meeting can be stressful
for a parent. How can you help parents feel
more comfortable when going into a meeting?
DISCUSSION
BOARD
• Share your role in IEP meetings. What are your
responsibilities? How do you communicate
effectively with families to ensure they are
comfortable in meetings?
• In what ways do you effectively work with
families?
• Respond to one classmates responses and
share your experience in an IEP meeting.
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Working with Families in a Collaborative Way
● Most children do not choose to fail; task avoidance or refusal is frequently an
indicator that something is getting in the way, making the task seem overwhelming
or impossible to the child.
● Most parents are trying strategies at home, although they may not have the
background or knowledge to understand which strategies may be more helpful
and which may be a waste of their time.
● A productive discussion often begins with non-judgmental statements, along with
fact-based and observation-based.
● Examples of this are:
● “I’m noticing that Johnny is able to finish his math assignments in the
allotted time, but rarely finishes writing assignments. Are you seeing this at
home? What do you think may be some of the issues behind this?”
● “Here’s what I think may be going on, does that make sense to you?”
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• The following video prepared by the National Center
on Educational Outcomes shows a sample IEP
team meeting:
IEP MEETING
VIDEO
• This is a good example of a scene from a
collaborative IEP meeting, where new
accommodations are discussed with the student
and parent, with the benefits and processes
explained.
• What might have happened if this didn’t occur, and
the school team simply stated, “We are going to be
implementing a read-aloud accommodation?”

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