Reply to students response with 150 words and one scholar references .
Topic 11 DQ 1 Questions SPD590
Discuss with your cooperating teacher/mentor how they handle conflicts that may arise during an IEP (whether it is an initial, review, or addendum/amendment meeting).
Share at least one strategy that has been shared with you that you plan to use if needed in a future IEP meeting. In addition, explain how you plan to keep the IEP meeting on track if a conflict occurs.
Student 1 Roslyn C
Topic 11 DQ1
I work consistently with the Cooperating Teacher/Mentor and frequently we discuss the IEPs. However, her -1st Strategy- she calls the students’ parents often so they are aware of the concerns and what she has in place to alter their behavior. Therefore, she gives frequent phone updates, text, facetime, personal visit (okayed by Administration), and email concerning the student progress and issues. This strategy is approved by Administration and the Case Manager. They have agreed that the SPEDT must keep the parent updated often as needed, no shocks on mid-quarter progress report and end-of-the-quarter report.
Also the Cooperating Teacher/Mentor -2nd Strategy- is to communicate the student strengths in the meeting. This should keep a positive meeting suggesting the student is improving. However, if a conflict does arise; stop talking, breath, ask the parent calmly in a compassionate voice what support they would like their child to receive. Therefore, comprise on what the parent, you as a SPEDT, and school can do to service and support the student. This will give the parent a feeling of relief that they are obtaining compassion, service and support to aide their child and end the IEP on a positive. The meeting where all minds agree the student needs are going to be addressed with periodic communication updates on how the plan is developing with SEL growth.
Remember the IEP is to address the needs, find methods to improve the student SEL, and increase their academic knowledge.
Student 2 Teresa Turner
Topic 11 DQ1
Handling a Conflict in an IEP Meeting
My cooperating teacher stated that she has not really experienced any major conflicts. She feels that by keeping the parents/guardians informed throughout the school year has helped in reducing conflict over the entire year. At the school where I work, the staff have consistent contact with all parents/guardians through email, phone calls, and texts. The parents/guardians are very well informed of what their child is doing in the classroom academically and behaviorally.
The one thing that I plan to use is a comprehensive agenda. I have attended several IEP meetings during my student teaching, and I liked how the agenda was used to keep everyone on task. The agenda gave the parents/guardians a guide on what will be discussed during the meeting and by whom. It also allowed parents/guardians to have a chance to interject their thoughts and ideas during the entire meeting. I can see how this could reduce stress and frustration when you know exactly what will be discussed and how you can add to the conversation.
My teacher mentioned that she likes to start the meeting by having everyone at the table say something positive about the student. I like this idea, because you are starting with something positive that brings a since of calmness in the room. All parents/guardians want to hear good things about their children. I can see how starting off positive could make the meeting seem less stressful and the parents/guardians could relax some and let their guard down. By reinforcing the good things, it will make it easier to discuss the more challenging issues during the meeting.
Student 3 Candice B M
Topic 11 DQ1
Replies to Temple Crutchfield
In my district, the site admin is responsible for resolving conflicts in an IEP meeting. When parents have an issue that goes beyond the scope of special education, the admin makes a note of the parent’s needs and schedules a meeting with the parent outside of the meeting. As I explain the IEP to the parents, admin is taking notes and writing down questions that the parent has and is there to support the team.
I actually have a parent currently that wants her sons IEP amended to include an accommodation that if he hits another student he won’t be suspended. We have social/emotional goals for the student and he sees the school counselor, speech pathologist and myself several times a week for conflict resolution interventions. He also sees private behavioral counselors daily after school. During our meeting, the principal took over when the parent asked for the accommodation and stated that the student must have consequences for putting hands on a student. He does have lesser consequences than a general education student, but he still has to understand that he will follow the school expectations.
