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