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Field Experience C: Practical Implications of IDEA

Shanaye Packineau-Williams

Grand Canyon University

EAD-505-0500: Education Law

Dr. Shelly Arneson

November 25th, 2020

 In my experience with the special education teacher interview from my field experience

site, and my principal mentor, I learned so much about the responsibilities that they have. As

educators we tend to think that we have a lot on our plate but being a special education teacher is

so much more complex than I could imagine. The role of a special education teacher is to

provide specifically designed instruction to students who have a disability. The special education

teacher is also the case manager and must ensure students with disabilities are given an equal

opportunity to have meet FAPE (free appropriate public education) while keeping them in their

LRE (Least Restrictive Environment). IEP’s are developed by an IEP team consisting of special

education teachers, general education teachers, relative services and administration. This all falls

under the PSEL standard 7d: Promote mutual accountability among teachers and other

professional staff for each student’s success and the effectiveness of the school as a whole. The

role of a principal is that of an administrator. The special education teacher/case manager

facilitates the meeting and when school policy needs to be addressed or the principal feels the

need to interject, she/he does so. Students may also attend and be an advocate of their own

learning, in fact, in the upper grades are encouraged to do so. In high school, it is mandatory that

the student attends. An IEP is an Individual Education Plan that is developed by the IEP team.

This occurs annually once the student has been identified by the Multidisciplinary Team. The

role of the principal is to watch over the delivery of the special education and be present when

meeting on the IEP. The administration is part of the IEP team along with the family, student,

SPED teacher, and general education teacher. The principal is there to provide knowledge on

curriculum that is available, and resources that are provided by the school and district. PSEL All

in all, this helps build a safe, caring healthy school relationship for everyone involved. The

parents see that we love their child and want what is best. (PSEL standard 5a)
5 functions that are required of the principal to meet IDEA guidelines:
·         take responsibility and administrative leadership.
·         Ensure teachers implemented the IEP; and
·         Cooperate with parents.
·         Communicate regularly with special education teachers and parents of children with
special needs. 
·         Exercise leadership to ensure that IEPs are followed

Community Resources:

1.Through the Looking Glass (http://www.lookingglass.org/)

2. Parents Helping Parents (http://www.php.com/)

3.Team Of Advocates For Special Kids (http://www.taskca.org/)

Resources:

1. Subpart 3 - Gun Possession. (2005, December 19). Retrieved November 19, 2020, from
https://www2.ed.gov/policy/elsec/leg/esea02/pg54.html

2. Special Education Resources and Links for Parents and Teachers. (2016, July 20). Retrieved
November 26, 2020, from https://www.specialeducationguide.com/pre-k-12/tools-and-
research/support-and-resources-for-parents-and-teachers/

3. PSEL. (n.d.). Retrieved November 26, 2020, from https://www.npbea.org/psel/