need it tonight Response to my teacher and 2 students

profileEliie2121

 

Responses for week 4

 

Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. . Respond as if they were parents of a student where you were the special education teacher transition team member. Read the questions that have been asked and answered; taking on the special educator team member role was the answer clearly written for a parent? Add to each answer, keeping a focus on IDEA, providing a more detailed response with additional helpful parent resources. Be sure to explain why you have chosen those particular resources and how parents will find them helpful. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

 

This what the teacher wrote to

 

Dear Eliie2121,

 

Apparently you have a challenge with your composition skills. You have good ideas but you are having trouble expressing them.  I would suggest that you go to the Writing Center and get some assistance.  I am not an English instructor but there are so many errors in your writing that it is my feeling that you need this writing assistance.  Even in this email to me there are numerous errors of grammar.  I am going to write your question over correctly so that you can see the errors. Please look carefully at the punctuation I have added and the changes. So, in answer to your initial question here, you need to write better and be aware of what you are writing (as I pointed out in my post response to you).

 

 

 

So, if I am reading your response to my discussion question, is it not what you wanted me to write or is it that I see things differently on the questions? Please let me know one way or another so that I can make corrections on it.

 

 

 

On your paper there were missing commas, incorrect capitalization, missing words, plurals needed, etc.  Hopefully, you can see that some assistance is needed. I am here to assist you and this is the best advice I can give you so that you can be successful in graduate school and in your teaching career.

 

 

 

Dr. Todd

 

The first response is to the teacher and the other 2 is students from the class. I need you to read what the top post  above and 25 words or more please.

 

 

 

 

 

Instructor Todd

 

I have a correction to make on your post. It is in regard to this sentence: The main participants in the meeting are the parents, children, and the school. Children are not present at these meetings unless it is the child with the disability. The school is not present at these meetings either. By the use of this word, you are probably not referring to the physical school or building but are thinking about school personnel. However, only a few personnel are basic members of the team..  According to the law of IDEA here is what the law states about who should attend:parents, a special education teacher, a regular teacher, a representative of the local educational agency, a person like a school psychologist who can interpret the instructional implications of evaluation results, "other members who have knowledge of special expertise regarding the child, including related services personnel" (speech and language clinician, social worker, OT, etc.) ,and  the child when appropriate According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes: (i) the parents of a child with a disability; (ii) not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment; (iii) not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;(iv) a representative of the local educational agency . . . (v) an individual who can interpret the instructional implications of evaluation results . . . (vi) at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and (vii) whenever appropriate, the child with a disability." - See more at: http://www.wrightslaw.com/idea/art/iep.team.members.htm#sthash.OFDbwGwW.dpuf

 

Retrieved from http://www.wrightslaw.com/idea/art/iep.team.

Dr. Todd

 

 

 

Charlene Stubbs

 

My son received an IEP ever since he was in 3rd grade all the way until he graduated from high school. Right before he graduated I attended his transition meeting which consist of his father, his special education teacher, the counselor of the school he graduated from and the psychologist and social worker of the college he was attending, the principal, and myself.

 

Questions

 

1.       My first question I had was for the current counselor was; did you’ll consider what his interest was and provide him with options of schools that would help meet his future goals? The reason for this question is because my son has a learning disability but he loves anything dealing with the law; not to mention he is a very debatable person. So I wanted to make sure that the school he was going to offered law classes that he would be able to major in.

 

2.       My second question was for the future counselor was; were you aware of his interest and what his goals were for his future? The reason for these questions was that if she was aware of this she would have known where to place him or provided options to him to help him get into his major.

 

3.       My third question was for the special education teacher was do you think that a community college would be best for him because of the small setting verse a university that have a large environment? The reason for this question was because if she kept stating that he is shy and works well alone than with a large amount of people. I couldn’t understand why she stated this because he comes from a large family he always act as the boss of everyone.

 

Answers

 

1.       The answer was they were aware of his interest however, that is why they provided him with the list of three schools that were in the vicinity of Illinois and Indiana because my son wanted to stay close until he graduates from college. Then he will consider leaving the state to pursue his law degree to become a judge. Gatepath, (2015) mentioned that a student-centered approach means finding out the student’s interests, their hobbies, and their skills and how they spend their time,” explains transition specialist Eli Poblitz. “It’s asking the student what they want to do. Sometimes they have no idea and we have to give them an idea how the world connects to them.”

 

2.       The answer was yes she is aware of his interest and that we have a plan to help him through his process of meeting his goals of graduating and to enter in the law school of his choice. We plan on pushing him we also will be focusing on his strengths and abilities. We will make sure of here are any barriers we will be ready to offer potential solutions for him. We will work with him so he will be ready and successful in college. According to Torpey, E. (2015) “Start exploring what you want to do when you’re a freshman. Most people need some preparation before they’re ready for the workforce, and planning should begin long before it’s time to start a career. This could include attending a college or university to earn a certificate or a degree. Knowing what type of career preparation, you need begins with thinking about what type of career you want.

 

 

 

3.       The answer to this was that he would be best in a small setting community college because that is what he is used to because of the school he is coming from. It had two buildings and the one he was in is a small setting. My response to this was why not think outside of the box and have him get used to a large setting because when he enters the real world the setting is very huge. Kravets, M., MA, and Wax, I.F., MS (2003) stated that larger universities have disability services programs to serve students with disabilities however; the campus may have limited staff to work with the students. This leaves the student to seek the help they need and they will have to advocate for themselves. There is far less personal attention at a large university than at a small school and they will have to become very independent.

 

My son just graduated from college with a degree in Criminal Justice and is in the process of taking his placement test to get in to law school.

 

Gatepath (2015) The High School Years: IEP Meeting Planning. Retrieved from http://www.abilitypath.org/areas-of-development/transition-to-adulthood/life-after-high-school/articles/iep-meeting-planning-high-school-years.html?referrer=https://www.google.com/

 

Kravets, M., MA and Wax, I.F., MS (2003) Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder. p.9 https://books.google.com/books?id=3_tgzBWCqwYC&pg=PA9&lpg=PA9&dq=learning+disability+student+small+setting+or+large+setting+in+college&source=bl&ots=Xlzfu2kKZ-&sig=tmDeAuzQaUU5Zv7UwqclRzQl9J8&hl=en&sa=X&ved=0ahUKEwjNq-32n-nNAhWE5IMKHXhAAEMQ6AEISTAG#v=onepage&q=learning%20disability%20student%20small%20setting%20or%20large%20setting%20in%20college&f=false

 

Torpey, E. (2015) Career planning for high schoolers. Retrieved from http://www.bls.gov/careeroutlook/2015/article/career-planning-for-high-schoolers.htm

 

Anne Quick

 

Children with disabilities need proper attention when moving from one step to another step. In this, a transition planning should be made that fits the needs, preference and interests of the student. The transition plan should be made at the right age in order to fully benefit child with disability. Some of the questions that may be asked during the transition plan meeting include;

 

1.       Is it important to start transition planning at an early age?

 

2.       What will happen if the transition plan delayed in child’s life?

 

3.       What are some of the activities that need to be provided during transition planning?

 

Since transition planning is important for in the improvement of postsecondary results, it is therefore important to have transition planning at an appropriate age.  Although Disabilities Education Act (IDEA 2004) states that transition planning should start at the age of 16, transition planning should even start earlier. Transition planning should start at the age of around 14 years depending on the needs of the children with disabilities and the activities that are supposed to be provided (Field, Jette & Institute of Medicine (U.S.), 2007).

 

If the transition planning is delayed in the life of the children, say past age of 16, the post-secondary success of the student will not be attained. The children will produce poor results in the work they will be doing after secondary school education. According to Smith (2005), many students with learning disabilities can benefit from transition planning activities that begin in middle school.

 

At the transition planning age, different activities are supposed to be provided to the children with disabilities. One of the activities that need to be provided to the students with disabilities during transition planning includes training in self-advocacy skills. Self-advocacy skill plays a great role in the post-school success of the students with disabilities by equipping the student with relevant skills that makes him or her proficient in different areas (Brown-Chidsey & Steege, 2010).

 

 

 

References

 

Field, M. J., Jette, A. M., & Institute of Medicine (U.S.). (2007). The future of disability in America. Washington, DC: National Academies Press.
Smith, S. (2005). IDEA 2004: A parent handbook for school age children with learning disabilities. Bloomington, Ind: AuthorHouse.
Brown-Chidsey, R., & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice. New York: Guilford Press.

 

 

 

 

 

 

 

 

 

 

 

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