Lesson 6 - Sarah Holgado

This week we split up into groups for our in-class presentations. My group will be teaching the class about ADHD. We also discussed how autistic children usually focus on a single object or person. Brother Cloward discussed spina bifida - a disease in which the spinal cord does not properly develop in the womb. This can usually be prevented if the mother takes folic acid even before they know they are pregnant. We also discussed cerebral palsy - a disease that occurs during the birth process; it is caused malpractice.
This week I had the opportunity to go to all my classes in a wheelchair. I can honestly say it was one of the most challenging yet humbling experiences of my life. Simple things like going to the bathroom or opening a door suddenly became obstacles. I was living in a whole different world, but it really helped me to have more compassion for and better understand those with disabilities.

Lesson 6- Amanda Noorda

This week, I got to use a wheelchair around campus for 2 1/2 hours and it was quite an experience. We had to use an elevator, make a few transfers, travel up and down a hill, and ask for assistance. The purpose of using a wheelchair was for me to experience what a challenge it really is for a handicapped person who has to use a wheelchair everywhere they go. I was able to get around the buildings fairly easy and I had to take my time getting around. Then, we took a midterm which was split into two parts one multiple choice in the testing center and part two being a group activity. We also did a mock multidisciplinary team meeting, which is where the principal, special education teacher, school nurse, psychologist, speech and language pathologist, and parent meet to determine if a student is eligible for special education services. The more we do group activities relating to our future rolls when we become teachers, the more we will be prepared for our tasks.

Lesson 4&5 - Amanda Noorda

For this week, we learned about the process of how an IEP meeting works. an IEP stands for an individualized education plan and it is where a student's parents meet with the school principal, special education teacher, one general education teacher, school nurse, school psychologist, and sometimes a speech pathologist or a counselor. The purpose of this meeting is to discuss the student's academic progress assessing their strengths and weaknesses and eventually determine if the student qualifies for special education. It helps to know the student's background and the specific subject or area in school they may be struggling with. Helping the student succeed in school is the top priority and the team is to do the best they can to accommodate for the student's needs. If the student does not qualify for special ed, they are then referred to a 504 plan.

Lesson 5 Journal - Kassidy Norman

Something I really enjoyed this week was the mock IEP trial. My group made it to the beginning of the IEP part which we had a lot of fun with. Trying to figure if the child is even eligible for an IEP was difficult and fun at the same time. You need to make sure you cover each of the eligibility requirements in order to decide if the child is qualified for this. It was fascinating to listen to what we all had to say about what is in the best interest. The individual who was playing the role of the father brought up a lot of good points and really expressed his concern for his child being eligible for an IEP plan and what the next step was in the process. He was very cautious and didn't want his child to be considered "special" or having a disability. It helped me to realize that we need to look at everyone's perspective and really do what is best for the child and what will help them succeed.

Lesson 4 Journal - Kassidy Norman

This week we gained a greater understanding of IEP's and 504's. Something I found interesting was the six steps to the referral process. You first look at the initial concern regarding the students progress. You then gather the information and then share it with the team and discuss the issues. You also discuss the possible strategies that will help resolve the child. Implementing and monitoring the strategies they've given to the students. Lastly you evaluate and make the decisions that will essentially help the students. In class we got these six steps to the pre referral process all separated and we had to put them in order and it was a great way to learn the process in a hands on activity.  

Lesson 4 Journal - Sarah Holgado

This week we learned about the pre-referral process to special education, IEPs, and 504s. There are six steps to the pre-referral process. It begins with an initial concern for a student, based on performance or behavior. Then the teacher and others involved with the student begin to gather information on the student's background, family relationships, etc. Once that is complete, the team shares and discusses the information and what it means. The next step involved the discussion of strategies - what they can do to better serve the struggling student. Then the team begins implementation and monitoring strategies. This is when they test out certain strategies and document what works best. The final step is evaluation and decision making. This involves the team to decide if the student is eligible for an IEP or 504.

Lesson 4- Amanda N.

This week we learned a lot about the Individualized Education Program (IEP) and the different steps of the pre referral process determining if a student qualifies for special education. The first step in the process begins with initial concern regarding the student's academic progress noticed by either a teacher, parent or member of the school staff. Then, the teacher talks with other teachers and the parent to gather important information where the student may be struggling. The pre referral team takes a closer look at the student's background, attendance, and observe what the student does in class. Next, the team shares information and they discuss different strategies and interventions in attempt to help the student's weakness. This is what leads to discussion and possible strategies as the next step. Then, implementation and monitoring of strategies is when the team tests the suggested strategies to see if it makes any difference. If it doesn't, then they move on to evaluation and decision making. We also had to submit our individual plan for our higher wider deeper project. Something I want to learn more about is how to teach a student with a speech impairment and I would like to interview with a special education teacher, and either a speech pathologist or a parent. I also mostly want to know what assistive technology services/devices are useful and what modifications or accommodations should be made for the student.