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1Running head: ASSIGNMENT 2.1 I.E.P. ANALYSISAssignment 2.1 I.E.P. Analysis Magaly Anaya, Yumiry Kamigawara, & Kenneth Kabukuru National University Professor Maria Carr SPD 616 Law, Collaboration, and Transition September 2019
2ASSIGNMENT 2.1 I.E.P. ANALYSIS1.SUMMARY OF EACH – written as a narrative. Reed is a male student who is deaf and currently attends an auditory pre-school. Within his auditory preschool class, there are 8 students who are deaf or hard of hearing. His age is not disclosed, but might be between the ages of 3-5 due to his transition into first grade. Parents believe that this is the best time to transition their child into the mainstream neighborhood school, Jones Elementary School. With his communicative disorder, he requires supplemental assistance in speech and socialization. Reed has been assessed as having a speech delay of 18 months. Reed’s parents believe that the least restrictive environment for him would be to place him in a mainstream school with an aid to assist him with socialization skills. They also believe that Reed must receive speech therapy at least three times a week. No information on SES, ethnic make-up of the schools, school-wide performance and API scores is provided. Kennedy Elementary services a total of 55 students with communicative disorders.The students at the school attend a general classroom during the first half of the day and spend the second half in a communication focus class. The classroom size at Kennedy are made up of 5-8 students with teachers who have an extensive amount of training and experience working with deaf or hard of hearing students. Speech therapy is provided to all students twice a week. In contrast, the classroom size at Jones Elementary are made up of 20-25 students. Ms. Griebler, the first grade teacher at Jones Elementary has not had any experience working with a deaf student. A teacher’s aid is only made available for activities, and not as a 1:1 for a student.
3ASSIGNMENT 2.1 I.E.P. ANALYSISThe videos for this week highlight both a collaborative and non-collaborative IEP meeting with Reed’s parents. The IEP meeting was made up of Reed’s parents, the first grade teacher at Jones Elementary School, the speech language pathologist at Kennedy Elementary School, and the special education director of the school district. In the first meeting, Reed’s parents share their concerns about transitioning their son from an auditory pre-school to the neighborhood mainstream school. They share that they would like him to increase socialization with typical peers in a general education setting with the help of an aid. Additionally, they want Reed to receive intensive speech therapy a minimum of three times a week. They believe that a mainstream school would provide the least restrictive environment for Reed because he will be able to mingle with peers in his neighborhood. The school team listened to the concerns and requests respectively and gave them some recommendations of their own. The special education director asked them if they had had a chance to visit the