1 Reply Latest reply: May 25, 2011 12:03 AM by teacherandstudent RSS

Transitional Plans

jmh6276 New User
Currently Being Moderated

Hello All,

I am currently an elementary special education teacher.  I have been teaching for the last 10 year and I am currently interested in looking into secondary opportunities in the field of special education.  As an elementary school teacher I do not have experience working with student to develop ITP's.  Can anyone provide any good resources to use with students in regards to the assessment measures to use with students in this age group.  Any advice or feedback is welcome.  What resources have you used that have been successful in meeting the needs of your students.  I also find that as students get older, parents do not actively participate in the IEP process.  I currently work in the urban area and my friends at the secondary level have shared their frustrations in regards to parent involvement.  What tools have you used to encourage active parent participation????

  • Transitional Plans
    teacherandstudent New User
    Currently Being Moderated

    I am very much a beginner (I'm a graduate student), but I can share with you what I would do if in your situation.

     

    I don't know about secondary assessment tools given my elementary/special education impending certification.

     

    In reference to parents, maybe you could try telling students what to expect out of the IEP process. If you outline step-by-step what goes into an IEP meeting, and provide them supports (such as handouts and brainstorming reasons why attending the iep meeting is important), it may empower students to want to be active  participants in the IEP process. As students become informed, it's very possible that they may inform their parents about the process. In addition, you could send letters home to parents explaining what an IEP meeting is about and the steps that go into an IEP meeting. It's possible that parents aren't getting involved due to a lack of knowledge about what to expect and/or their own negative experiences about school. In both situations, an open and honest dialogue with parents could help them become collaborators in the IEP decision making team. You could communicate with parents and figure out the best times where they could work with their child given their current schedule. Flexibility may be needed depending on the parents' current workload and current demands.

     

    I hope this information is useful.

     

    Diana

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