1. Schools should never wait for students to fail before identifying a learning disability and providing the necessary services. When approaching struggling learners in this way, precious instructional time is lost and the achievement gap is widened. Instead, schools need to identify students early, so they are able to get back on track as soon as possible with just a little extra guidance.
2. There is a ton of paperwork in special education. This being said, teachers need to make sure they aren’t taking shortcuts, even though a great deal of time, effort, and organization is required.
3. Parts of the IEP can be drafted ahead of time, but the entire document must not be a finished product when it is brought to the meeting. It should be open to change, as each member of the IEP team has a part in its development.
4. Balance is essential in an IEP. It needs to be broad enough to identify what the student will accomplish within a school year, but at the same time, it needs to be specific enough so that teachers have the appropriate information to successfully implement it.
5. When the IEP team recommends specific and appropriate …show more content…
To begin, I feel that schools have come a long way in being more “proactive” in the process of special education qualification. With RtI and the work of prereferral teams, many students with learning problems are given the appropriate help they need to get back on the right track very early in their educational journey. As a result, the problems are fixed before special education is even needed. This isn’t always the case. When intervention strategies in the general education classroom just don’t work, the multidisciplinary team steps in to conduct further assessments and gather data to see if a student has a disability preventing he or she from being
2. There is a ton of paperwork in special education. This being said, teachers need to make sure they aren’t taking shortcuts, even though a great deal of time, effort, and organization is required.
3. Parts of the IEP can be drafted ahead of time, but the entire document must not be a finished product when it is brought to the meeting. It should be open to change, as each member of the IEP team has a part in its development.
4. Balance is essential in an IEP. It needs to be broad enough to identify what the student will accomplish within a school year, but at the same time, it needs to be specific enough so that teachers have the appropriate information to successfully implement it.
5. When the IEP team recommends specific and appropriate …show more content…
To begin, I feel that schools have come a long way in being more “proactive” in the process of special education qualification. With RtI and the work of prereferral teams, many students with learning problems are given the appropriate help they need to get back on the right track very early in their educational journey. As a result, the problems are fixed before special education is even needed. This isn’t always the case. When intervention strategies in the general education classroom just don’t work, the multidisciplinary team steps in to conduct further assessments and gather data to see if a student has a disability preventing he or she from being