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twice per week and reconvene in a month to determine whether services should be increased or be maintained. He only states that they will spend time with the reports to familiarize themselves with the results. Mr. Goldstein continues to mediate the requests of the parents by offering compromises and ensuring that the parents are content with the compromise. For example, Reed’s parents asked about the possibility of a one-on-one aide to support Reed in social situations, which Mr. Goldstein considers but also reiterates the possibility of a one-on-oneaide hindering natural socialization. Instead, he states that an aide for the entire classroom is a possibility to consider over time.
Running Header: IEP PROCESS6Finally, Mr. Goldstein states that he does believe that Kennedy would provide him with both the opportunity for mainstream socialization and the communication-support classes in the latter portion of the day to address his language gap. However, Reed’s parents amicably state that they believe that the mainstream class at Jones is the best placement for Reed and the least restrictive environment. Mr. Goldstein takes their perspective into account and states that it would be possible to provide the teacher at Jones with support, such as collaboration with Reed’sparents, but points out that Jones does not have a speech pathologist who has experience with students who are deaf/hard-of-hearing. Reed’s parents understand the predicament and suggest that they offer the transportation for Reed to transition between schools to receive the support of the experienced speech pathologist at Kennedy. Mr. Goldstein states that this is a possibility and that the IEP team should reconvene after deliberation to assess what is possible given the circumstances. Explanation of IEP ProcessDuring the IEP process several terms will come up and it is important to know what they mean and how they are related to special education. These terms are RTI, FAPE, and LRE. RTI is also known as Response to Intervention and was introduced when IDEA was reauthorized in 2004 (Wrightslaw, 2019). The Response to Intervention (RTI) is a tiered process of instruction that will allow schools to identify struggling students early and provide appropriate instructional interventions (Wrightslaw, 2019). The most common form of RTI is the three-tiered model and is delivered to students in tiers or levels. If the student does not respond to the initial interventions than more focused interventions will be used in order to help the student. RTI can be used to address both learning and behaviors.
Running Header: IEP PROCESS7FAPE falls under the IDEA act that every child will receive a free and appropriate public education. FAPE is one of the most important legal rights a student has and each member of the IEP team must understand what FAPE requires schools to do in order to meet the needs of every student on an IEP. Schools must provide special education in order to meet the needs of every child with a disability, provide related services at no charge to help the student, provide accommodations and modifications that will help the student learn and participate in general