Field Experience A: Special Education Team Interviews

Edinburg

 

· Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities.

We mainly serve students with Emotional Disabilities and Other Health Impairments for ADHD.  We also have students with Autism, ID and many also meet for speech.  We also have some students who are twice exceptional with a disability and gifted as well.

 

· Describe the educational, developmental, and medical services available for individuals with disabilities in your district.

There is a continuum of services available for our students ranging from accommodations/goals, inclusion support or self-contained classroom and a range of combination of services.  These services can include educational, developmental, behavioral and/or medical services.

· Describe the specific steps in the IEP process.

For a student who does not receive services, the student receives interventions and data is collected to determine if progress is being made.  If adequate progress is not being made and a disability is suspected, a full and individual evaluation is recommended.  Once the evaluation is completed, a staffing is held to review the results of the evaluation.  If meeting eligibility for a disability and there is an educational need for services, a plaafp is developed addressing strengths and weaknesses.  A draft IEP is developed based on student needs, including measurable goals, accommodations, academic services, related services and functional services.  A meeting is scheduled to meet with parent to share results and recommendations prior to ARD to see if parent has any questions or any additional input.  An ARD meeting is scheduled to review the recommendations and put services in place.

· Explain how special education and general education teachers are supported in the IEP process.

A staffing is held with all educational members to discuss student data and to make recommendations for students.  All special education teachers are trained in the Instructional Cycle.  They also have access to Instructional Specialists to collaborate on IEP writing.

· Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration.

Staffings are scheduled at least two weeks prior to ARD to review data and collaborate to make recommendations.  Staff are also expected to reach out to parents to discuss data/recommendations and get parent input.  If student is old enough, they are also encouraged to participate in their educational plan.  Stakeholders include general education and special education teachers, administration, related services, instructional services and anyone who may provided services to a student.   Outside service providers can also provide information based on parent requests.

· Describe what you do to support families of individuals with disabilities.

Teachers have conferences with families to support the family with training.  This can be parent training or in-home training.  Families can also have support to social work services and are provided with community resource information when applicable. Families are also included in the IEP process to support the students.

· Explain the process of addressing behavioral issues for students with disabilities.

Interventions are recommended and data is collected to support the student with behavior needs.  A student that meets eligibility as a student with a disability and has a behavior need can receive a range of services from accommodations, BIP, goals and behavior support that may be social skills training, in-class support, PASS program to self-contained services. 

· Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required.

Staff are trained each year on special education policies, services and educational strategies and confidentiality at the beginning of the year.  Throughout the year training is available as well as individual technical assistance . 

· Discuss what you do to stay current on special education law.

The district provides updates on special education law and has it available in the virtual platform for review.  Also, being part of a professional special education organization helps remaining current on special education law.