100%(27)27 out of 27 people found this document helpful
This preview shows page 8 - 10 out of 13 pages.
No documentation of participation, consent, or prior notices were present at both meetings. No assessments were mentioned in the meetings and there was no reporting of progress or annual goals discussed in the meetings as well.During both meetings there was no mention about the two-part test for determining IDEA’S mainstreaming requirement for Reed. Current placement for Reed was going to be Kennedy or Jones, which both meetings discussed about it. The non-compliant meeting discussed the schools even less specially Jones because the aim of the school IEP team was to place Reed in special education within the Kennedy school. During the same meeting the parentsaim was for their child to be placed in regular classroom with accommodations and possibly an aid to help Reed in class. In the compliance meeting, both schools were also discussed and Bruce Goldstein the district admin was able to explain why the district felt it was important for Reed to transition to Kennedy school, and then in one year or so, Reed might transition to Jones. The IEP team felt that the Kennedy school has the right environment for Reed due to his special disability. In both meetings there were no conversations on Reed’s previous school, his level of hearing, and the
Assignment 2.1 IEP Process 9specifics of Reeds disability. In the successful IEP meeting the parents did bring in reports from Reeds auditory tests and stated that Reed needs 3 to 5 pathology sessions per week, which the IEP team acknowledged and will look it over. In the non-successful meeting parents just stated without any documentation or reports that they want Reed to have 3 pathology sessions per week, which the IEP team did not discuss about it any further. In the non-compliant meeting the Least Restrictive Environment (LRE) is not being offered. The Director of Special Education Bruce Goldstein tries to convince Reed’s parents that Kennedy Elementary will be the best option for Reed. That Jones school will not be able to accommodate Reed in his disability. Reed’s mom states that interaction with peers who do not have disabilities is an essential component of role-modeling and appropriate social development for Reed in regards to Jones school, which the school IEP team does not go into detail. Contrast to the successful meeting, Reed’s mother brings up a valid point about her son transitioning from kindergarten to first grade. Reed’s mother believes that the LRE for this transition would be to place Reed at Jones Elementary where Reed will be in a regular classroomand with peers with no disability to become Reeds role models and help Reed socialize and adaptmore to his environment. The IEP team discussed it and stated that it could be an option but also considering that the Kennedy school does have regular classes as well and Reed could be placed in the regular class for half a day then move to specialized class during the second half of the day.