In class this week, we discussed IEPs and Specific Learning Disabilities. These two topics tie in nicely together, as children who have SLDs receive IEPs to help them achieve success in the classroom. I really like the activities we did in class that simulated some of the different SLDs, such as dyslexia and dysgraphia. This allowed me to step into the shoes of my future students and really feel what it is like to have a brain that works in a different way. I feel like it is so easy for teachers to get frustrated with students with disabilities--even though this frustration is really a lack of empathy. I want to be able to know what my students are feeling, experiencing, and learning, and how I can positively impact their experiences to increase their learning.One other activity that really stood out to me was the Marta Case Study we did in groups. We all read the scenario, and chose a character in the scenario to role play during a mock resolution meeting between Marta, Marta's parents, the principal, school psychologist, and the superintendent. Essentially, Marta is an eleventh grader on a fourth grade reading level, who has a very high IQ, and made it all the way through her junior year of high school. Her parents are tuning into their daughter's academic progress for the first time in many years, and are appalled by her reading level. They then demand the school she is currently enrolled in to pay for Marta's tuition to a private school that she will attend for her senior year, since they feel that the school has failed their daughter by not bringing up her reading level. The school district implemented a program that held non-special education students accountable for meeting the appropriate grade level standards. The special education students were deemed not intelligent enough to be held fairly to the sam set of standards as the other students. (UGH.) The role play was of the resolution meeting.
After reading the case study, I was floored. I was unsure if the school was really to blame, or not. I felt disgusted by the program they implemented, and its policy that special education students were not intelligent enough to meet the standards of their grade-level, but I feel that Marta's situation was not completely due to this program. I think a lot of it might have to do with her lack of supports throughout her education. According to the case study, Marta was in a self-contained classroom for one year, was moved back into a general education classroom with resource pull-out everyday, and then in high school, Marta was placed in lower level classes, and received accommodations. I wonder what Marta's situation would have been if she stayed in the self-contained classroom, or if she was given more than 30 minutes of resource room a day. Would she still have been reading at a fourth grade level? I also have a problem with the team deciding to place Marta in lower-level classes in high school, despite her really high IQ score. Marta is able to think and understand well, she just has difficulties in reading. I wonder if Marta ever felt bored or out-of-place in the lower level classes. I also think that a smaller part of this problem is Marta's parents. They had no idea that she was reading so low, despite the mother attending every single IEP meeting. Maybe her parents could have also taken part in helping her read, or even just supporting her in her education.
All of that was swirling around in my head while trying to come together and resolve this issue fairly.
Technically, the public school is required to provide Marta with a Free and Appropriate Public Education (FAPE). I am not sure if the public school is still considered "appropriate" for Marta. The parents have definitely deemed the school to be inappropriate, but I am uncertain of how a school is decided to be appropriate, or who decides this. If the school is not appropriate, then they must pay for Marta to attend a school that is deemed appropriate. But, again, I am unsure of whether the parents can pick any school, or if the school district gets to decide which school is most appropriate. I am also wondering if there is a different environment that Marta can be placed in at her current school that is more supportive but not restrictive. I feel like she is kind of restricted by the low-level classes now. Maybe she could move up to a higher-level class for some contents, and have accommodations for her SLD, and then move to a resource room for reading?
I am curious to know how often situations like this occur. As we discussed in class, our school system is filled big problems such as money and resources, and staffing. These issues can directly effect children like Marta who may need more one-on-one attention with an adult that the school cannot afford to pay. Or, Maybe other children could really benefit from buying iPads, but the school cannot afford them, and they are having trouble getting grant money. My point is that, as an educator, we must rely on what we know to help the students as best we can. Some situations will be out of our control, but we must be able to understand this, and work around it. I feel like the system collectively failed Marta, but I do not think placing the blame onto one person or program would be productive at all. (Sorry that was ramble-y...)
I am glad we went over all of the specific parts of the IEP together in class, because to me, the document seems very daunting to write. There are so many parts, so much jargon, and a lot of data to synthesize from. Even the verb used in the goals section of the IEP will effect what the student focuses on, and how that will progress into new goals as they accomplish old goals. Aside from the actual formation of the document, having a meeting about touchy subjects such as learning disabilities can be scary. I would hate to be a part of an IEP meeting that turned into something unpleasant.
I found this article about how to have a happier IEP meeting. After reviewing the case study, I need a little happiness put back into this.
Most of the tips involve the inclusion of parents, and bringing the jargon and data down to a level that a parent who has no prior experience in the field of education can understand. Just as Marta's mother attended every IEP meeting, she never understood what the team was talking about when discussing Marta's data. I also really liked the tip about the seating arrangement of the meeting. Placing the parents among the education staff will make them feel more supported, and less of an outsider, like the cartoon below suggests. I hope can take these tips with me into my teaching career. Having happy and productive IEP meetings, as well as friendly relationships with parents, will only benefit the student in the end.
https://www.inclusionevolution.com/survived-iep-season-3-steps-get-organized-now-next-one/outnumbered-iep-cartoon/
Article: http://www.teachhub.com/iep-meeting-tips
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