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Spec Ed 420
Spec Ed Meeting
I met with Brittany Ashbaugh, special education resource room teacher of Woodland
Elementary in the Puyallup school district. We discussed one student in my classroom with a
social emotional, occupational therapy, and speech and language IEP. This student meets for
30 minutes twice a month in the resource room and more frequently with the speech
pathologist. His needs in the resource room are limited but still important. During social and
emotional work, he follows the We Thinkers primary focused program. He learns how to follow a
When accommodating this student in the classroom, teachers should incorporate visual
aids to better understand tasks and expectations. He needs frequent check-ins for his
developmental delay. The instructions for a task can be confusing or easy for him to forget. His
teacher should repeat those directions and have him repeat the directions back to you. This will
also give the student practice repeating words to advance his speaking abilities and
enunciation. He will have an IEP meeting in December to discuss his advancement and a
The process of evaluating students with social and emotional IEPs looks different for
each student. In his case, Brittany may pick a difficult situation for him to work through in his
mind. He would think of scenarios that would effectively solve his hypothetical problems. The
check-ins in the classroom also look different from students to student and depending on the
type of IEP. There are data sheets given to the teacher that show goals of each student and
whether or not they are reaching those goals. It is easier to find data for graphing results with
academic IEPs but the process is more creative and individualized when working with social
are many opportunities for students to receive the help they need to succeed without being
pulled out. The school counselor made an RTI triangle for behaviors that the school follows. In
regards to academics and referrals, a strategy meeting is held between the speech pathologist,
the occupational therapist, the grade level teachers, the assistant principal and the principal to
come up with a plan, and to later discuss the success of those strategies. There are meetings
each morning between teams to decide on making referrals for Special Education. Parents are
heavily involved before this point, and would be involved in those meetings as well for final
decisions.
Evaluations in the social emotional resource room are on a rating scale for parents,
teachers, and students to fill out. Academic IEP students will do assessments to test whether
there is a discrepancy between cognitive and academic scores. If a student has an average IQ
but is testing lower in learning situations, it may be a learning disability. All of these evaluations