This entry is an activity for Teach-Now while working towards a teaching certificate. Specific goals and requirements had to be met by this entry and is by no means designed to be an independent feature.
The following are three teacher interviews to learn about IEP planning and Special Education needs.
A classroom is a set of diverse students and at least one teacher. Each student learns differently because in essence each child is different. The teacher has the responsibility to ensure each student has an equal and productive learning environment. If a student struggles at a particular exercise, additional lessons of different practices should be given. But sometimes a student may need extra help to learn. Schools should intervene to monitor and identify that extra need and refer that child to a specific special education designed for that need. This is known as the Response to Intervention involving teachers, specialists, and parents in a goal-specific individualized plan for the student.
Patricia Marien was a teacher in the Leominster School District of Massachusetts. This school district covered students of a low-socioeconomic status which had a significant affect within the education process. Marien mentioned of one child whose father was imprisoned. Though he was incarcerated, he had threatened the well being of his daughter where she had police protection. When the school day ended, the police escorted the child from school grounds to an unknown location. She was not allowed much socialization where she could do normal after-school activities such as playing with friends.
Marien retired in 2009 after 35 years of working with 1st and 2nd grade students. These two grades are a front-line position when most children’s disabilities develop or are discovered. She was involved with many disability cases directly since she was part of the Special Education committee at the school. She earned her Master’s Degree for Education with 75 extra credits specializing in student behavior.
How did she identify if a child needed additional attention?
“You have to pay attention. You have to look at them like they are your children.”
– Patricia Marien
In addition to paying close attention to the other students, a teacher has to make detailed attention of the struggling student. When you see a child struggle continuously through many activities of the day, take notes of the difficulties and the behavior. In addition to the regular teaching activities, focus additional exercises to confirm the observations. Observe the child’s reading and writing skills. Children typically have difficulties with backward letters such as b, d, p, q, and sometimes some difficulty when singing the alphabet at “l-m-n-o-p”, but the common signature of a potential disorder is the reversed “c” as there are no other letters that can be confused with c. Parents typically diagnose their child with ADD, but children are active individuals that can be focused when they need to be; but if a child cannot sit still, then they may have that disorder. Typically for first grade, the teacher would observe the child for more than a month to collect enough details of their behavior. But Marien noted that a teacher’s assessment is more than likely subjective; additional teachers would be called in for a collaborative observation for “more eyes would help identify the child by different perspectives.”
When a teacher feels that there has been enough research to make an assessment, she will approach the special education referral team (otherwise called “The Team”) to discuss the child and the observations. The team would be the direct teacher, a special education teacher, the school guidance counselor, the school psychologist, and a behavioral specialist. The team will assess the data to determine if any special education would help. If there is an agreement, the team would then include the parents to further test the child during and after school. It would be at this time that the team would educate that parents that a child with disabilities was not a child lacking intelligence— the child will still be granted a public education with the best special needs to assist the child. If the noted behavior is confirmed the team and parents would write up what they called a “504” or otherwise known as an IEP. Marien noted that this could become the beginning of the hard part if a parent decided not to actively help; those that did had children that successfully achieved their education goals.
She taught many students with disabilities. Differentiated teaching was not new to her. Marien mentioned that even if she did not have a disabled child in her classroom, she still practiced “multi-dimensional” lessons using illustrations, hands-on-activities, and talk-throughs.
Ultimately, all students had to have the same test due to the standardized testing policy which she felt most often harmed the disabled child’s scores. She would give that child an additional test based on the their learning style described in the IEP to indicated if they “got it.”
“All of us do not have equal talent, but all of us should have an equal opportunity to develop our talents.”
– John F. Kennedy
Some of the disorders that she could recall requiring additional resources were:
Cystic Fibrosis (I did not know how severe this disease was and did not follow up with what care was needed. Cystic Fibrosis is an inherited disorder that affects the body’s mucus, sweat, and digestive fluids preventing normal breathing, cooling, and digestion. The individual is susceptible to lung infections and weak health because of poor nutritional absorption.);
Orthopedic – the child had one amputated leg;
Diabetic – she had two children requiring extra and scheduled care from the nurse for blood sugar testing. One child had eventually learned to administer the test as well as medicate himself under supervision.
Hearing Impairment – the child could only hear extremely loud sounds. Because of the limited hearing ability, Marien wore a headset with a microphone that transmitted to the child’s headset connected to her hearing aid. The disruptive portion of the class was not the child or the microphone that could attract young children’s curiosity, but the teacher aid that worked specifically with the child — she would speak very loudly explaining class instruction preventing any clear communication to the rest of the class. The teacher aid did not have a microphone because she worked directly with the child;
Autism;
Aspergers;
Turrets;
Bi-polar;
and Bee-sting allergy — sure, this may not be a severe disability as others identified by IDEA; however, this could disrupt the learning process and social behavior for this child.
There were two other cases that she discussed in greater detail. One regarded a twin child with a developmental disorder. The child would be disruptive in class by making loud noises that resembled a dolphin — this was the language that he spoke to his twin brother. Eventually he required hospitalization for self-endangering and potential endangering the other children. His twin had no developmental disorder and could remain in the general student population.
The second case was eventually identified as a vision disorder. Marien classified this case with great emotional reverence as her best experience of a success story; she was so involved with this child’s development she mentioned him by his name, Mike. For a few months, she noticed that Mike would do well with his coloring assignments, had intelligent answers to questions, and participated during class. The concern was his writing skill and narratives of his drawings. On paper, his words and letters were scrambled and his narrative would not match his drawings. Though he had difficulty seeing, “oddly enough, he had awesome fine motor skills.” He was very social, he was well-liked, participated in class discussion, and had great motor and speaking skills, so Dyslexia was doubtful as a diagnosis. The child’s mother, Margo, also had noticed the child’s condition and started her research. Marien with the team and Margo decided that Mike should see a specialist. He was diagnosed with a vision disorder she could not recognize, but could have been titled or inverted vision (PubMed.gov, Feb. 2007). His IEP was a set of exercises to learn coping skills and to repeat first grade. Despite this disorder, Mike was an honor role graduate only a year behind his original class, and is now a third-year student in college. She believed that Mike was able to constructively live with his disorder because of his positive attitude and the active and strong support system at home.
Marien felt a disabled child became easily frustrated because they would have a bad self-image due to their disability. She incorporated Thumper’s Rule in her class. Thumper is a rabbit in Disney’s Bambi story. The Rule simply states “if you can’t say something nice, don’t say nothing at all.” By following this rule, a child could be a helpful peer with a positive attitude and helpful comments so she would pair the disabled child with other children thus working as a teacher’s aide. Young children were more accepting to “odd” behavior and quickly accommodated to assist their peers. Peers can be very influentially in curving an intrusive behavior into a productive one as well as helping others to achieve a group goal.
Teachers like Patricia Marien do not work alone when teaching disabled students; there were always specialists involved specifically working with the teacher and parents for the sake of the child. One such specialist is Staci Hall, the Educational Director for a Special Education Itinerant Teacher (SEIT) agency. Hall works within the New York Educational environment and this is her explanation of a special education specialist.
Could you please explain your job?
I am currently working as the Educational Director for a SEIT (Special Education Itinerant Teacher) agency. Our SEIT teachers provide one-to-one educational support, to children aged 3- to 5-years old, in the home or school environment. Our SEITs main goal is to provide individualized educational support in order to help integrate the child into their mainstream setting.
My job responsibilities include providing direct supervision of teachers, observing and supervising teachers in the classroom setting, running regularly scheduled group supervision meetings and individual supervision meetings on as needed basis, liaison between agency and New York City Department of Education, supporting families in the CPSE and CSE process and ongoing special education and general education services, developing and maintaining relationships with stakeholders and resources in community, making case assignments and executing all related paperwork, planning and running Orientation meetings and staff development days, working closely with parents, school directors and therapists to ensure effective and cohesive delivery of service, editing all reports and IEP pages, participating in the preparation of the Certified Roster and Certified Financial Report, processing and recording all data related to billing, making and maintaining internal control systems to ensure compliance with all 4410 regulations.
How long have you worked as a Special Education Referral professional?
I have been working in the field of Special education for 15 years, all of which included some aspect of evaluating and referring students for special education services.
What are the qualifications to hold this position, or to be authorized in this position?
I hold a BS in Child Development and Family Studies, a MSEd in Early Childhood Special Education and an EdM (2nd Master’s) in Educational Leadership and Reform. The second masters program led to a license to be a School Building Leader (SBL) which is a license required by NY state for my current position.
Is there persistent practice or professional improvement?
There currently is not a persistent practice but I do think that we are required to complete a certain amount of professional development workshops over the course of our license. I actually have to look into that more as I was just certified this year with my initial certificate (as opposed to my permanent).
A teacher approaches you with concerns that a child is struggling; what is your question?
First, I ask for specific examples of the times and areas I which the child struggles- I want the teacher to paint a picture of the child for me. Then, I inquire about parental concerns and if this topic has been broached with the parents, school director, other relevant parties.
What do you do to assess the child of concern/question?
When I did evaluations, we utilized the Brigance Inventory of Early Development II which is a standardized test. Once that was administered, we scored the results and incorporated them in a written report. That report was then shared with the parents and if delays were present and services were suggested, that report was used in an IEP (Individualized Education Plan) review meeting with the CPSE (Committee on Preschool Special Education) at the Department of Education.
Now, I would refer the parents to a CPSE administrator in order to receive approval for an evaluation. Every child in NY State is entitled to a free evaluation if concerns from the parents or school are present. I often help the parents through that process but it is independent of our agency.
What are the characteristics of a child in need of special education?
It truly varies from child to child. Some children present with global delays (i.e. significant delays in every area of development- cognitive, physical, speech, daily living, social emotional), a speech and language delay, a physical delay (fine or gross motor), sensory processing/integration disorder, social emotional delay, or any combination of the above.
Can a special education child remain in the general classroom?
The answer is a resounding yes! The IDEA law was put into action by parents who advocated for their children with special needs to be educated with typically developing peers. It states that children must be taught in the least restrictive environment. For most children with special needs- that is a mainstream classroom with extra support in the areas in which the child struggles. However, in some instances, the level of support needed may be too great and if a child needs constant 1:1 support in order to manage their environment, then a mainstream environment is actually more restrictive. So, again, it all comes down to the fact that each child’s needs and learning styles are unique. And, education should not be a one size fits all process.
Are there follow up assessments to finalize or confirm the determination?
A full evaluation consists of a social history of the child and family, an educational evaluation, speech and language evaluation, occupational and physical therapy evaluation and psychological evaluation. Any final determination of what services are on the child’s IEP, if any, are determined at the IEP meeting by the CPSE administrator, parent and teachers.
The child has been evaluated to have a need for an individualized educational plan; who is responsible to get the child into that plan?
That depends on what services the child is mandated to receive. If they receive SEIT services, the SEIT acts as the case coordinator and helps with this process. But, ultimately, it will always come back to the parents. And, unfortunately, if the parents are not savvy or well informed, they are not always aware of their rights or able to navigate this very overwhelming and complicated system.
As a teacher, how do I identify that a student needs special education? What would I try first before referring the student to a more personally enhanced learning classroom?
First, observe and take notes. Try to put some simple supports in place for the child if you can pinpoint where the struggle is. Approach something from an entirely different angle and see how the child responds. You may learn something new from it yourself. Then, go to your supervisor with your concerns. Next steps depend on your school or program’s protocols as far as referring a student for support. Every school should have a plan in place. But, I always find that having a lot of anecdotal examples of the child helps with every step of the process. Honestly, even if you have concerns are not able to put your finger on it, so to speak, bring in your supervisor and ask for support or a fresh pair of eyes to assess the situation. It never hurts to inquire further and be wrong. But, it could be detrimental to let it go and not help that child get hat s/he needs to be a successful earner.
How would you define a developmental or cognitive disability?
A delay that impacts or interferes with the child’s ability to function on a daily basis.
Please describe a success story, or what good and bad have you experienced during your profession
The best case scenario s is when parents are receptive to the support you provide and work together with you to carry over strategies at home that you use at school; they work with you to problem solve and communicate effectively. The team approach is so crucial in any child’s success. The worst case is when a family refuses to see a child’s issues and fights against what you are doing to try and support that child- whether intentionally or unintentionally doing so. Or, when a school is inflexible or unwelcoming of the Seit support. Again- it comes back to needing the whole team to work with the whole child.
Does “Special” need to be replaced, why call it special is there another word?
I do not think “special” needs to be replaced only because whatever word you replace it with will then become the new stigmatized word. All children are special and all special education practices can truly benefit any child- what we do is really just good practice. So, as I see it- we are all special and deserve a special education!
When and how does a child graduate?
When they no longer require the extra support. It is unique to each child.
Reference
PubMed.gov – US National Library of Medicine National Institutes of Health. (Feb 2007). Inverted or tilted perception disorder as referenced at http://www.ncbi.nlm.nih.gov/pubmed/17285521