Field Experience C: Practical Implications of IDEA

Since I work and am completing my field experience hours at a private school, laws

supporting special education are different than those in the public school system. Private schools

are not required to accommodate special needs, but can if they choose to, depending on what the

private school’s mission and vision is. There are not any full-time teachers with special education

training at my field experience site. This is not a requirement for teacher candidates upon hiring.

Our administrative team meets with each family before they enroll to determine whether both

parties feel the school is a good fit for the child. There are a few professionals who come in to

provide one-on-one support to students with special needs. There is a phenomenal physical

therapist who visits 2 of her clients on site every other week. An occupational therapist visits one

of our students with autism weekly. Some of our students have an Individualized Service Plan

(ISP) provided by the public school district and implemented by our school.

Our school provides additional support for students with special needs through child

studies. This is a process that the teacher participates in with a mentor, under the supervision of

the principal. Mentors are trained Montessori guides who have greater experience working with

neurodiverse students. The child study process begins with a meeting to discuss the teacher’s

concerns regarding the student. The teacher then conducts a series of objective observations to

gather data. The teacher meets with the mentor to share the data and discuss various strategies to

support the child. They decide on a timeframe to consistently implement these strategies before

drawing conclusions. This supports the NPBEA’S standard 5 states: “Effective educational

leaders cultivate an inclusive, caring and supportive school community that promotes the

academic success and well-being of each student” (2015). With approval from the principal,

parents of the child are welcome to hire additional support for the child at school.
 There are cases where parents decide to move their child to a public school for access to

additional, free special education services. Through Child Find, public school districts seek out

students with disabilities in their area, whether they attend a public or private school (Tucker,

n.d.). Parents can also seek these services which the district may pay for. This is where an ISP

may be developed for the child in need. This is a simpler version of an Individualized Education

Plan which public schools develop for students needing special accommodations. Ultimately, it is

through research, communication with administration and partnering with the student’s teacher

that the most appropriate decision can be made to support a student with special needs. The

Montessori pedagogy supports the overall development of every child through individualized

lessons and concrete learning. Ideally, this pedagogy can fuel a passion for learning and

exploration within any child. It is a great challenge to support a classroom of children with needs

varying in complexity, but it is made possible through the many community resources available

to support children and their families. I will apply these principles and resources to support the

children and families I work with, providing the most inclusive and appropriate education

possible.
 References

National Policy Board for Educational Administration. (2015). Professional standards for

educational leaders.

Tucker, G. C. (n.d.). 6 Things to know about private schools and special education.

https://www.understood.org/en/articles/6-things-to-know-about-private-schools-and-

special-education