Merissa Leonard

September 7, 2017
SpecEd 420
Checklist 2

The IEP meeting that I attended was a re-evaluation of a first-grade student

who is in the ILC program, at Renton Park Elementary. When this student came
into the program she was labelled developmentally delayed but is now labelled as
autistic after this meeting. There were many different people in this meeting
because there are many different services that this particular student qualified for.
The students mother was there and I have provided a list of people that came to the
meeting below:

1. Translator
2. Principle
3. School Psychologist
4. Speech Pathologist
5. Occupational Therapist
6. Physical Therapist
7. School Nurse
8. General Education Teacher
9. Student Teacher (me)

Before the mother walked into the room with her child and she seemed to care
very much about how she was doing. I could tell by how she was helping her take
care of her backpack and telling her to listen to the teachers and to have a good day.
Overall, this set a good tone for the meeting because we knew that this parent truly
cared and wanted what was best for her child. When she stepped into the
conference room, where we held the meeting, she seemed a little bit overwhelmed.
This was understandable because there was now ten people in the room, to take
about her child. The translator sat right next to the mother and was so helpful
throughout the meeting because while the parent could speak English, Spanish is
her first language and finds it easier to understand. One thing we learned during
the meeting was that her child is not bilingual, which they all thought that she was
because the student said she spoke Spanish at home. Her mother told us that, her
child does not speak Spanish at home and does not understand is well enough
either. After leaving the meeting I would say that there were cultural
considerations based on the fact that the translator was there. Based on how the
meeting went I believe that this student has been treated as an individual. Each
person that has worked with her, has built a close relationship with her and care for
her dearly. They all were looking out for what was best for her, which was so
relieving to see.
This parent knew how her child was doing in the ILC program and had previous
talked with the teacher and knew what recommendations were going to be made for
her child. Nothing that was suggested was a surprise to her based on what she was
previously talked to about and how she has been doing at home. Before giving any
recommendations, the school psychologist discussed the students different test
Merissa Leonard
September 7, 2017
SpecEd 420
scores, so that they parent knew exactly what each score meant going forward.
Following this the school pathologist stated that she still qualified for speech
services but that she felt she would not need them after this year, if she continues
to progress. Following that the occupational therapist believes that another year
would benefit this student and she still qualifies for services. And lastly, the
physical therapist stated that she no longer qualified for services for this student.
Once everyone agreed with the recommendations that were put forth, the school
psychologist stepped in again to discuss the next steps. It was suggested that this
student now step into the general education classroom with assistance, which is
known as the school inclusion program. The mother was so ecstatic about that, as
was everybody else in the room. It was very obvious that this child has come a very
long way from where they began in this program, and everyone in the room had
grown to love her. It was a great experience to be a part of because this child was
succeeding.