1. Describe how Mrs. Taylor treats the development of an IEP for her students? How does this differ from the intent of IDEA? What are some reasons teachers or other professionals might become routine in the way they handle IEP development and annual review? Mrs. Taylor develops her students’ IEP by how her students do in their classrooms. As a special education teacher, her main focus is on her students’ academic performance in the classroom, and she creates her lesson plans based on her students’ needs. The downside is that Mrs. Taylor feels the documentation of the each student’s IEP takes away time from the classroom. She feels that she can identify and know what her students’ need and goals based on her observations and interactions in
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The process of developing and reviewing an IEP can be just as important as the actual legal document. What do you think this means? What are some ways that Mrs. Taylor can improve her process? Who else should be involved? Why? I think the process of developing and reviewing and IEP is just as equally significant as the actual legal document due to the fact that development and the review of the IEP is stated in the legal document. The legal document of the IEP states and list the student’s accommodations, special education services, strengths, weakness, and the student’s goals. Mrs. Taylor needs to remember the development of the review of an IEP is highly important, and that her views and thoughts of her student’s goals and needs are listed in the legal document of the IEP, which is how her student will receive his/her special education services. I feel it is highly recommended that the student’s parents and guardians should be included in process of developing and reviewing their student’s IEP. The IEP team only knows the student by the student’s performance in student, and not so much outside of school, but the student’s parents, or guardians know their student on a personal level, which can help the IEP team discuss what the student’s needs and goals
The process of developing and reviewing an IEP can be just as important as the actual legal document. What do you think this means? What are some ways that Mrs. Taylor can improve her process? Who else should be involved? Why? I think the process of developing and reviewing and IEP is just as equally significant as the actual legal document due to the fact that development and the review of the IEP is stated in the legal document. The legal document of the IEP states and list the student’s accommodations, special education services, strengths, weakness, and the student’s goals. Mrs. Taylor needs to remember the development of the review of an IEP is highly important, and that her views and thoughts of her student’s goals and needs are listed in the legal document of the IEP, which is how her student will receive his/her special education services. I feel it is highly recommended that the student’s parents and guardians should be included in process of developing and reviewing their student’s IEP. The IEP team only knows the student by the student’s performance in student, and not so much outside of school, but the student’s parents, or guardians know their student on a personal level, which can help the IEP team discuss what the student’s needs and goals