Individual Education Plan (IEP) Meeting Reflection

posted Apr 21, 2013, 4:09 PM by Dawn Gernhardt

By attending two IEP meetings for special needs students in 2012 and participating in a mock IEP meeting with other education professionals in 2013, I collaborated with others to plan, teach and assess students with special characteristics. In order to be successful in these meetings, I learned how to prepare for an IEP meeting by reviewing online resources to find special education terms, roles and responsibilities, and the special education process. During the meetings I learned what a typical IEP meeting looks like. In the meetings, the team members developed modifications and adaptations in curriculum assessment and instruction for the students with special needs. Additionally, the team discussed how to apply the principles of universal design to differentiate instruction for the student in relation to the whole class environment.  During and after the meeting, I learned the benefits of my participation as a general education teacher in the IEP process. Throughout my IEP activities, all information was centered on articulating rationale for inclusive education for all students.

The evidence I have of my learning is a video that models the best practices of: using a written agenda is visible to all participants, the chairperson budgets the available time and politely redirects participants, an atmosphere of mutual respect exists, and participants share and contribute to a common purpose. See the video at http://www.youtube.com/watch?v=3xXRcOFSnoc&feature=youtu.be. I also have notes from  readings and observations, a best practice list, and a chart identifying the roles and responsibilities of those at an IEP meeting.

This evidence illustrates that I learned collaboration skills, how to prepare, and the benefits of participation for myself, as well as the team, the family, and the student. The video is steeped with best practice procedures, roles and responsibilities, rationale, universal design, all essential to the meeting effectiveness. With all of these experiences, including attending two IEP meetings at the high school, I feel I’m prepared to attend and participate in IEP meetings in the future.

I’m grateful for these valuable experiences, and I still have more to learn about IEP meetings and the objectives of TPE 6D. I need to learn how to apply universal design everywhere: in all assignments, assessments, lesson plans, materials, websites, and even the classroom environment. It takes time, but every time I’m creating something new or redesigning an existing work, I’ll consider Equitable Use, Flexibility in Use, Simple and Intuitive Use, Perceptible Information, Tolerance for Error, Low Physical Effort, Size and Space for Approach and Use. I also want to keep practicing communicating with parents (and students) on what is working well before contacting the about challenges or issues of concern. Along with that, it’s important for to me to learn how to communicate without using emotionally charged words. One teacher mentioned that if she uses classroom management techniques to work with a student who is disruptive, she always checks in with them or gives them a compliment to in her own way say “we’re okay” and reconnect. 

This reflection, in conjunction with my SST Reflection Statement from EDSS 511 meets the TPE 6D requirement.

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