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Background
The IEP Project, was a group collaborations project. In this project we were
given a case study of a student who we were developing an initial evaluation
and develop an IEP based on his needs. After the development of the IEP we
also participated in a mock IEP meeting. This project was insightful it really
helped me experience and observe what IEP meetings look like and the work
put in for it to be successful. Through this project we were given a list of
information stating behaviors and concerns for a young boy. From this
information we were had to identify what, if any, was the most appropriate
label for this particular students. The IEP Project opened my eyes to
difficulties that can arise while trying to identify someone with missing
information, or not being able to questions answered.
The student that was in my case study was a 6 year old student named
Scott. Completing this case study was difficult because we did not have all
the information needed to answer questions we deemed were necessary for
the completion of his IEP. While we were reading the case study we felt that
Scott couldve fallen under a few different labels; Specific Learning Disability
SLD, Emotional Behavioral Disability EBD, or Intellectual Disability ID. The
concern I had was mislabeling Scott. I didnt want to identify him as the
wrong disability and have his IEP not be affective or meet his needs. I
approached this challenge by carefully reading and understanding the
information given. I compared the information given to the eligibility
checklist for each disability. I found that his eligibility for EBD was most
fitting than the other labels based on the information in the case study and
the eligibility checklist. Based on the eligibility checklist he did not qualify
for SLD or ID. The focus of the case study was on Scotts withdrawal from
the classroom, his difficulty following routines in structured activities, high
pitch screams 8-10/hour, stabbing a teacher, threating other students Im
going to kill you, saying things like nobody likes me, and his frequent and
severe tantrums at home and at school with long periods of recovery. The
case study touched on the concerns of his writing technique/style, his refusal
to participate in group activities, and refusal to use scissors, pencils, crayons,
or markers. There is significant evidence of his behavior adversely effecting
his functioning and development in social relationships, and classroom
adjustment. It was also determined his behaviors were severe and chronic.
He screams 8-10/hour, and has a tantrum approximately 5/2hours, with a
long calm down period. He has inappropriate responses to normal situations,
inability to develop or maintain satisfactory interpersonal relationships,
extreme withdrawal, and other inappropriate behaviors that are different
from normal children of his age.
Techer Standards
Standard #9: The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students,
IEP PROJECT RATIONALE
CEC Standards
IEP PROJECT RATIONALE
Alverno Abilities
Communication- In this project Communication was a key aspect for our
success. As colleagues we had to communicate with each other for the
benefit of the child and success in the IEP process. This project put it in
perspective the amount of communication and collaboration that is need for
schools to adequately identify which disability a student might and have put
a plan together for the best interest of the child. Each member of the group
communicated their ideas and what they wanted their role to be in the
group. The group worked well together and spoke professionally and
respectfully to one another. Creating the IEP was smooth and efficient, we
did not run into any bumps or problems while discussing amongst each
other.
IEP PROJECT RATIONALE
Educational Framework
The theorist I referred to in this project was Albert Bandura. I feel strongly
about his self-efficacy model. This model states a students self-efficacy
plays a major role in how one approaches goals, tasks, and challenges. This
was one aspect I try to reach during his IEP and Evaluation. Scott emotional
state affects his ability to adjust to changes and attempts challenges.
Challenges and changes are a big issue for Scott being able to regulate his
emotions. Addressing his self-efficacy in his IEP and Evaluation to address
his emotional state as a reason his emotional regulatory takes so long.
Applying this theory while evaluating Scott helped me assess his needs and
how I can be there to support him.