Sarah Herman

SPEC_Ed 420
February 1st, 2017
Reflection #3: Meeting with a Special Education Teacher

In my co-teaching environment classroom, there is only one student with an IEP. The

student with an IEP began the school year on just an emotional/behavior IEP, however,

with much discussion and testing done between the two general education teachers,

specialists, and the special education teacher, the student has been placed on a Math IEP,

Writing IEP, and fine motor IEP. Methods that have been noticed when working with the

student is that the student needs to be talked through each step. After speaking with the

special education teacher, and having moments where I got to work with the student this

is very apparent. This was the case when the student was rounding to the nearest hundred.

Due to the fact that I was able to ask What is next? and the student was able to answer

the question and complete the question on their own. The student has to be prompted in

order to complete their work which is a reflection of their behavioral IEP. The student is

monitored through testing both in the classroom and outside of classroom on academic

growth. However, due to the students Emotional/behavioral IEP the student is assisted

with a para educator at all times who monitors their behavior throughout the day.
The process that you can refer a student who you suspect may have a disability is done

through many evaluation and observation forms. When considering the student

mentioned above for other IEPs other than emotional/behavioral, the student was

prompted to be observed directly in the classroom setting, as well as receive observation

forms that the students teachers, para, and parents fill out. Additional resources are

determined through IEP meetings with the behavioral analysist of the school, special
 education teacher, and other specialist teachers present with the parents to determine the

next step if the student qualifies for the IEP.

Throughout the day the para educator has a chart where she is able to record the behavior

of the student. This chart is utilized to monitor the behavioral/emotional IEP as it records

the students reaction to transitions where the para educator is necessary throughout the

day. When it comes to the fine motor IEP the student is evaluated through a testing

setting with the writing specialist, as well as the behavioral analysist. The para educator

Is present however, does not scribe for the student in this situation. So the student records

handwriting, and plays with puzzles, as well as colors in the line to work on and evaluate

the fine motor skills. These are compared at parent teacher conferences, as well as when

an IEP check in happens. The skills that the student gains and shows in the evaluation is

recorded to determine the status of the students IEP