Background
The purpose of this assignment is to gain a deeper understanding of students with disabilities, the individuals who interact with them, and different processes/aspects of special education. For this assignment, an individual who frequently interacts with children with some form of disability was asked a series of questions. Amy Edwards - a special education teacher at McKinley Elementary located in Xenia, Ohio was interviewed. Ms. Edwards first became interested in special education at a young age. The pastor at her church had a daughter with special needs. Ms. Edwards had the opportunity to get to know the daughter on a personal level and developed a passion for children with disabilities. It was then she decided to invest her time …show more content…
First, to comply with federal law each child with a disability receives an Individualized Education Program, or IEP, on an annual basis. MS. Edwards is part of an IEP team at McKinley Elementary and assists in making academic, physical, or behavior goals for students with disabilities. There are several personnel on an IEP team, including the special education teacher, general education teacher, school psychologist, parents or guardians of student, local education agency (usually the principal), speech therapist, and when appropriate, the student. Having the student be part of his or her own IEP meeting is beneficial as the student can better understand his or her disability and how it may impact learning as well as teaching effective strategies for success (Vaughn, 2014). According to Ms. Edward, IEP meetings at McKinley Elementary focus on creating a vision statement for each student on an IEP, as well as going over the goals and objectives for meeting the vision …show more content…
If students are not adhering to the expectations of the teacher (general or special), the student may be momentarily displaced from the classroom. If this happens, the student may have to speak with the principal, other administrative personnel, or even go to a calming area in the building. Students may be given in-school suspension if necessary. Additionally, out-of-school suspension may occur for students with disabilities. However, students cannot be suspended out-of-school for something related to the goals or objectives on the IEP. Moreover, students with disabilities cannot be suspended for more than a total of 10 days within one academic school year. While interviewing Ms. Edwards, she described how it can be difficult when general educators at McKinley discipline students with disabilities. The general education teacher may have the same rules or expectations for a student with a disability as the other students. At times, students with behavioral or emotional disturbances have outbursts while in the general education classroom and the general educator does not respond appropriately to these situations. Ms. Edwards stated how she desired for the general education teachers to be more understanding and informed about their student’s behavioral or emotional
The purpose of this assignment is to gain a deeper understanding of students with disabilities, the individuals who interact with them, and different processes/aspects of special education. For this assignment, an individual who frequently interacts with children with some form of disability was asked a series of questions. Amy Edwards - a special education teacher at McKinley Elementary located in Xenia, Ohio was interviewed. Ms. Edwards first became interested in special education at a young age. The pastor at her church had a daughter with special needs. Ms. Edwards had the opportunity to get to know the daughter on a personal level and developed a passion for children with disabilities. It was then she decided to invest her time …show more content…
First, to comply with federal law each child with a disability receives an Individualized Education Program, or IEP, on an annual basis. MS. Edwards is part of an IEP team at McKinley Elementary and assists in making academic, physical, or behavior goals for students with disabilities. There are several personnel on an IEP team, including the special education teacher, general education teacher, school psychologist, parents or guardians of student, local education agency (usually the principal), speech therapist, and when appropriate, the student. Having the student be part of his or her own IEP meeting is beneficial as the student can better understand his or her disability and how it may impact learning as well as teaching effective strategies for success (Vaughn, 2014). According to Ms. Edward, IEP meetings at McKinley Elementary focus on creating a vision statement for each student on an IEP, as well as going over the goals and objectives for meeting the vision …show more content…
If students are not adhering to the expectations of the teacher (general or special), the student may be momentarily displaced from the classroom. If this happens, the student may have to speak with the principal, other administrative personnel, or even go to a calming area in the building. Students may be given in-school suspension if necessary. Additionally, out-of-school suspension may occur for students with disabilities. However, students cannot be suspended out-of-school for something related to the goals or objectives on the IEP. Moreover, students with disabilities cannot be suspended for more than a total of 10 days within one academic school year. While interviewing Ms. Edwards, she described how it can be difficult when general educators at McKinley discipline students with disabilities. The general education teacher may have the same rules or expectations for a student with a disability as the other students. At times, students with behavioral or emotional disturbances have outbursts while in the general education classroom and the general educator does not respond appropriately to these situations. Ms. Edwards stated how she desired for the general education teachers to be more understanding and informed about their student’s behavioral or emotional