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The Role of the General Education Teacher in the IEP

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Corinne Foley

on 16 May 2013

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Transcript of The Role of the General Education Teacher in the IEP

Corinne Foley, Program Manager
Desert/Mountain Children's Center and SELPA The General Education Teacher's Role
in the IEP Process A Value Added
Benefit The General Education Teacher in the IEP A Value Added Benefit The Influence of the General
Education Teacher Approximately 13% of all students age 3-21 years receive special education services
Of those 13%, over half (54%) spend a majority of their school day (80%) in the general education classroom "The direction in which education starts a man will determine his future life." Plato Regular Educators on the
IEP Team - IDEA IDEA requires that at least one regular education teacher be represented on the team "if the child is, or may be, participating in the regular education enviornment.

Regular education teacher is a person, who is qualified to provide instruction to children without disabilities of the same age as the child with the disability. 34 CRF 300.321 (a)(2) Regular Educators on the
IEP TEAM - IDEA A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of

Appropriate positive behavioral interventions and supports and other strategies for the child; and
Supplementary aids and services, program modifications, and support for school personnel consistent with 34 CFR 300.320(a)(4) 34 CFR300.324(a)(3)(ii) "In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something else." Lee Iacocca Who is the General Education Teacher? The general education teacher should be a teacher who is or may be responsible for implementing a part of the IEP Elementary - Child's classroom teacher

Middle and High School - As many as possible, but at least one. Those not able to attend need to be provided copies of IEP goals, and be informed of his/her specific responsibilities related to implementing the IEP. Preschool General
Education Teacher If kindergarten-aged, then appropriate LEA kindergarten teacher

If preschooler, school system designates teacher who, under state standards, is qualified to serve nondisabled children of the same age. Regular Educators on the
IEP Team - IDEA The regular educator must also, to the extent appropriate, determine which supplementary aids and services, program modifications, and support for school personnel are needed to help the child: Progress toward attaining the annual goals
Be involved in and make progress in the general education curriculum
Participate in extracurricular activities and other nonacademic activities; and
Be educated and participate with other children with disabilities and those who are not disabled 34 CFR 300.324(a)(3)(ii) Question: Can someone else substitute for the regular education teacher?

Answer: No. The U.S. Department of Education’s Commentary states: “It is important to point out that the statute specifies that at least one regular education teacher is a member of the IEP meeting." Federal Register, Vol. 64, No. 48, p12583 (March 12, 1999) Frequently Asked Questions Question: Does the regular education teacher have to be physically present at the IEP meeting?

Answer: Maybe. The U.S. Department of Education’s Commentary states: “Whether the child’s regular education teacher must be physically present at an IEP meeting, and to what extent that person must participate in all phases of the IEP process, are matters that must be determined on a case-by-case basis by the school system, parents, and other members of the IEP team.” Federal Register, Vol. 64, No. 48, p12583 (March 12, 1999) Frequently Asked Questions Question: Which one of the child’s regular education teachers has to attend the IEP meeting?

Answer: The regular education teacher who is participating in the IEP should be a teacher who is, or may be responsible for implementing a portion of the IEP so that the teacher may participate in discussions about how to teach the child. If the child has more than one regular education teacher responsible for carrying out a portion of the IEP, the school system may disignate which teacher or teachers will serve as IEP team members, taking into account the best interests of the child. Frequently Asked Questions Federal Register, Vol. 64, No. 48, p12583 (March 12, 1999) Question: Does the regular education teacher have to stay for the entire IEP meeting?

Answer: Not necessarily. Depending on the child’s needs and the purpose for the IEP meeting, the regular education teacher does not have to be present for the entire meeting. Frequently Asked Questions Beyond Bench Warming
to Best Practices The General Ed. Teacher Brings Knowledge of: The general education context
How the student with disabilities performs in a general education context
How the student interacts with her peers
The pace of the class
The dynamics of the class
Approaches for teaching the class as a whole
State assessments Review current IEP to refresh memory and provide feedback
Review strategies and accommodations used and their effectiveness
Consult with the special education teacher or case manager Before the IEP Gather work samples, progress monitor data, observational notes or other evidence of student’s progress
Consider recommendations for goals, suggestions for ways to make the student more successful
Record student strengths Before the IEP Share students strengths
Provide information about student’s participation, performance, progress and interaction in general education classroom– bring the data
Share information about general curriculum and common core standards
Make recommendations for learning strategies and effective accommodations and modifications if needed – make sure they will work in your class At the IEP Meeting Help determine appropriate behavioral interventions and supports for child to be meaningfully included
Behavior Support Plan
Services on IEP (OT/Speech, etc.)

Always remember the student
Need to access the curriculum
Fair does not mean equal

Sign the IEP At the IEP Meeting Follow all accommodations/modifications, including supplementary material, assistive technology when applicable, and STAR, classroom and district assessment participation
Be willing to ask for assistance and try new approaches
Regularly review the IEP to review and monitor how well the IEP is addressing the child’s needs, progress and learning
Alert the special education teacher if the IEP needs to be revised due to lack of progress . . . Or great progress Beyond the IEP Empower each student with specific strategies to meet his learning needs and provide opportunities to use those strategies
Make the special needs student a part of the whole class by generalizing strategies recommended by OT, PT, and/or LSH Specialists
Encourage each student to use his strengths to build upon his area of need
Be deliberate in your instruction and differentiate – its good for all
Be the communication link Beyond the IEP Five Questions Every General Education Teacher Must Ask Which students in my class have an IEP or a 504 Plan?
Have I personally reviewed each IEP and 504 Plan?
Do I remember what these documents say?
Am I making a “good faith effort” at implementing each IEP or 504 Plan?
Do I have proof that I am implementing the IEPs and 504 Plans? Benefits to the General Education Teacher in Attending the IEP Meeting Opportunity to give feedback, share observations, and make suggestions for appropriate goals, modifications, placement, services, etc.
Opportunity to participate in designing a plan that will be reasonable in general education setting
Opportunity to identify type and level of support needed to uphold IEP goals
Opportunity to suggest strategies and methodologies to implement the goals Benefits include, but are not limited to . . . After the IEP, little evidence that teacher actually implements routine adaptations (e.g. differentiated instruction by creating multiple reading groups to accommodate weak-to-strong readers).
Montgomery County Schools documented “that only about 25% of teachers used differentiated instruction with the special needs students.” Often Two Separate and Disconnected Silos Multi-tiered classroom instruction with general education teacher using effective intervention accelerates low achievers, preventing need for special education
Inclusion in general education classroom with special education teacher supporting those unresponsive to first tier of intervention
Co–teaching in general education classroom, including all tiers of support in general education classroom Co-mingling of General and Special Education An accommodation is a change that helps a student overcome or work around the disability.

An accommodation levels the playing field. General Education
Accommodations Juan is a student who has trouble writing so his teacher allows him to spell the words orally. This is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information. Example Accommodation No Accommodation Accommodation Knowing the answer and being able to articulate it are clearly two different things! A modification means a change in what is being taught to or expected from the student.

A modification changes the game. General Education Modifications Partial completion of requirements
Curriculum expectations below grade level
Alternate curriculum goals Example Modifications Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. Example Modifications Positive Behavior Support Plans Top 10 Reasons Used by General Education Teachers for Failing to Comply with
IDEA 10. “I think this law is STUPID!”
9. “I’m ready to retire anyway!”
8. “No one told me I was supposed to do
7. “He’s just lazy.”
6. “The parents are the real problem.” 5. “I don’t get paid enough for this!”
4. “I didn’t sign up for this!”
3. “He doesn’t want my help anyway.”
2. “I don’t have time.” “It’s not fair to my other students.” Source: Melinda Baird, 2001. Revised by NEREC, July 2003 “…no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.”
-Terri Mauro Never use the "f" word!
It's "free and appropriate" not "fair and appropriate."
Given an equal playing field, we can all reach and exceed the goals we set for ourselves.
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