Jeanette Netzel

SPEC_Ed 420
Sheri Modderman
02/09/2018
Reflection – Meeting with Special Education Teacher

Prior to talking to my school’s special education teacher, I did not really know anything

about the process to get a child to have an IEP. During this meeting, we mainly talked about the

process in which you can refer a student’s who may have a disability. We focused on this

because my class does not have any students with an official IEP. At my school, I learned that

RTI is in place and that this is the first step of many to eventually get a child to receive IEP

services. After this first meeting the teacher provides the student with suggested interventions

and keeps data of the child’s growth in content areas. I am placed at a Kindergarten center, so

teachers at my school will keep data of how many numbers, letters (upper and lower), and

sounds the child knows. I learned that by taking frequent data on the child the teacher will be

able to chart that child’s growth to see what type of disability they may have. After the initial six

weeks of suggested intervention from the RTI meeting there is a Child Study Team (CST)

meeting with parents and the Special Education team. At this meeting, it is decided if the child

will be evaluated for services with parental consent. After 30 days, there is a result meeting to

see if the child has qualified or not. After another 30 days, IEP services are decided like goals

and accommodations. After learning all this information, I was honestly surprised by the

lengthy duration of the process. On one hand, I would want a child that needs the services to

get them as soon as possible, but I can see why this process may help vent children who are

having difficult times but do not have learning or social disabilities.