Running head: INTERVIEW 1

Interview
Sarah Goldberger
Grand Canyon University
05/27/2020
INTERVIEW 2

Interview Notes
Describe your role in the IEP process.
 Serve as a case manager and be in charge of developing, implementing and evaluating
IEPs for students.
 Provide the instructor the required details about the handicap, medical issues, and/or
device service for students (way to meeting special needs) before a pupil reaches the
general education classroom.
 Consult with the instructor on general preparation to adjust the program, make
appropriate improvements, ensure the adjustments are incorporated and determine the
overall success of the infant.
 Build timetables and track para-educators preparation.
 Creation and monitoring of a para-professional program for the instructor in general
education.
 Fulfill and keep all student records issued.
 Keeping in contact with parents or families of the designated pupil.
 Maintaining cooperation and good collaboration with educators.
 Teams, small group or whole class, will teach class lessons.
Summarize the steps that should be followed prior to creating an IEP for an individual
with disabilities.
 During the pre-reference phase teachers will try different certified teaching approaches to
determine if the problems presented may be caused by poor instruction. The next step in
the IEP process, which is applied to for special education care, involves children whose
literacy is impaired.
 If the pre-reference interventions prove ineffective, the student is referred by means of a
referral for special education services. Parents, daycare workers, therapists, doctors or
social welfare agencies may report to the association. Special education programs can be
applied to during a child's life during various times and can change greatly based on their
particular requirements.
 A specific examination is carried out after a recommendation has been received to assess
if the individual has a disorder that needs special education services. The key life
experiences of the infant, including interpersonal interactions, school success and home
results, are used to determine the sort of services needed at this level of the IEP cycle.
 In order to identify people with an impairment and who are eligible for special education
programs, knowledge obtained through the assessment is used. In order to prepare for and
include an effective education system the IEP Committee establishes numerous aspects of
the programs needed.
Describe how you involve parents/guardians and students in the special education process.
 Encourage parents to have interviews with teachers in special and general education at
the beginning of the school year and periodically throughout the school year. Interviews
may be conducted as one-on-one or squad interviews, telephone calls or e-mails.
INTERVIEW 3

Conferences are a forum to exchange ideas and to discuss current student events and
issues.
 Encourage guardians to prepare for a preliminary IEP to be sent home a week before the
IEP committee conference from the Special Education Director. Read this carefully to
ensure that the desires and needs are taken into account. If necessary, make corrections
and additions. Bring the draft for final writing until the IEP committee conference, to the
special education professor for your boy.

Reflection

Teacher and student not only must get ready for the transitional planning that focuses on

students. Many IEP team leaders will therefore consider how a workshop with active

participation of students varies from the more traditional classes. To excel in this form of IEP

meetings, IEP team leaders need to insure that during the discussion children are allowed fair

voice, answer concerns to the teachers and ask for input directly, reflect on the abilities of the

student rather than their limitations, use clear words and keep a supportive tone. The Instructor

will consult with other participants beforehand and explain how their attendance could vary from

what they could anticipate in order to ensure further the effectiveness of a student-centered

planning meeting. This is also a good opportunity to gain the support and expectations of other

members.

You can hear a wealth of personal data regarding students, including those with

disabilities, as a general education instructor. Confidentiality is of great significance, of course.

You should only talk to people who need to know about information about one particular

student. For example, a teacher from the third grade may discuss problems in the classroom with

students receiving services from that teacher, but not with colleagues who are not part of the

teachers' team. Therefore, any workers who see special educational reports for a pupil have to be

recorded.
INTERVIEW 2

The Individualized Education Program (IEP) meetings include students, and each student

is different. Speak regarding his / her illness, diagnosis and learning needs to the student freely.

Explain to your student what services he or she should receive and what these services should be.

Integrate the student gradually through IEP meetings and encourage student preparedness. Select

a section of the IEP and prepare for something additional, for example, interests, strengths and

preferences. Strategies to improve the collaboration between parents and teachers can be

implemented early in the school year. Early during the school year and periodically during the

school year parents can hold conferences with teachers of Special Education and General

Education. Individual meetings or team sessions, telephone sessions or electronic

correspondence may take the shape of a call. Lecturing facilitates exchange of ideas and provides

a venue for discussion and discussion of current student celebrations.

Education preparation takes a very distinct path than regular schooling, although some

fields are similar. General instruction requires the delivery by school agencies of specific

curricula utilizing standard teaching methods. General learning involves the typical classroom

environment, in which teachers respond to the needs of the whole class. Teachers of general

education adopt techniques and strategies of instruction irrespective of pupil discrepancies. The

contrary of general education is special education. In the meantime. Special training uses a

specific curriculum that is specific to a specific particular type of student. The methods and

methods of teaching that a special student uses, for example, are different from that used for

another student. The unique curriculum focuses on meeting the desires and discrepancies of the

graduates. To this end, various methods of instruction, learning materials and supportive

equipment might be required. So special education teachers use the resource room, rather than

use the traditional classroom.

INTERVIEW 3

Teacher of special education and general education should share with a student, work

together on how best to satisfy the needs of the student. This means that both teachers must

contribute to IEP targets, test accommodation, curriculum changes, differentiation and any extra

plans (health or behavior) that the student has. The success of special education students is

driven by collaboration and should always be a priority for teachers. If the schedule does not

work, both teachers should sit together and find a weekly working time. In co-operation with

others, the free exchange of ideas should be comfortable. This might mean that colleagues make

suggestions which go into the field of expertise of another teacher. Collaboration meetings will

allow members to fulfill the expectations of students and thereby be versatile in the process of

collaboration.

The gathering of data for teachers of special education will not be laborious, boring or an

all-day work. The collection of information is simple, efficient, streamlined and so simple that

paraprofessional professionals and regular editorial teachers can help you. If a child has the IEP

goal for following 3 phases, you do not want to just collect the data in a predetermined context.

Everyone working with the child should be collected data that includes teachers, providers of

services, paraprofessional etc. We want to collect data across environments and obtain real data

on skill generalization. You want to keep it simple when it comes to taking sticky notes. Using

tally marks or a basic + /- method to chart the sticky notes for checking. You would also like to

create your own set of data collection codes. The best way to divide and conquer all the collected

data is. This system is simple enough to implement regular professors and easy enough to allow

the paraprofessionals to complete this task.

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