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Communication)
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instruction, but it would be helpful for filling out IEPs in the future and
for reporting progress to the state. The student strengths, PLAAFP, and
goals and objectives are the most practically understood and would be
the most helpful for characterizing Jared and his needs. That being
said, I wish there were more information included about his strengths.
When planning to teach him, I would want to include activities that
draw on his strengths and interests, but unfortunately that is the
smallest category in IEPs.
Part Two:
The process of writing IEPs requires the cooperation of several
school professionals, and subsequently a coordination of their time and
efforts. According to Ms. K, my cooperating teacher, this process can
differ greatly from one student to the next. Ms. K leads all IEP
meetings, and she is the one who writes them. Sometimes the
principal or social worker will lead them, but in this case, she likes to
be the one in control.
Ms. K articulates that in this school district almost all of the
students parents are professionals, implying that they are well
educated and highly involved in their students lives. As a result, they
like to be very involved in IEPTs and find value in voicing their opinions
and desires for the type of education that they believe their child
should receive. Parent input is a good thing, but sometimes it can be
overwhelming. In affluent areas such as this school district, parents are
sometimes too involved, often starting arguments during IEP meetings
and threatening to sue the school and/or teachers when they believe
their childs plan isnt being carried out in the manner they had legally
agreed on. Ms. K looks out for the best interest of all her students, but
the situation becomes frustrating when parents dont learn to trust her.