Friday+January+25+(Melissa+Charette)

__Topic: IEP’s and Collaboration__ - The ABC’s of IEPs - Video: Inclusion in New York

Preparation for next class: Read Chapter 6 Make note of this: Presentations start next Friday (February 1)

We first discussed the __psycho-medical model.__ - Our professor presented us with a scenario: o When somebody does not feel good, they usually go see a doctor. o The doctor will then assess the illness by : - asking questions and looking for symptoms, - a doctor will usually do an examination, - the doctor will usually look at records from your file, - And finally other tests will be done as well. o This is all done because we are trying to get a __diagnosis__, which will then lead to __treatment__ and hopefully a __remedy/cure__. o Assess > diagnosis > treatment > cure - However, this model does not always work. (ex: diabetes, we have a treatment, but we lack a cure) - In education we started to follow this model. o Psycho = psychological o Children with disabilities went to see doctors or other specialists. o __Example:__ § Johnny was having difficulty reading. They sent him to see a specialist who after assessing Johnny provided a diagnosis of dyslexia. The teacher asks the specialist what this means and the specialist says that it means that Johnny has difficulty reading. Does this really help the teacher? § Problem: Where are the strategies for the teacher? - As teachers, what we really want is the treatment (our strategies for teaching students with special needs) - The problem with the psycho-medical model is that we assume that the problem lies with the student. It assumes that we have figured out the best way of teaching to read, etc. There is nothing wrong with Johnny in this situation, he just needs another approach. Different people learn different ways. - Now, assessment is to focus on strategy, rather than a diagnosis and a label.

__The ABC’s of Individual Planning__ __Definition:__ An Individual Education Plan (IEP) is a global term referring to a written document developed and implemented by a team, outlining a plan to address the individual learning needs of a student.

__An IEP is__: - collaborative - comprised of 7 essential components - a global term referring to a variety of written formats - a “work-in-progress”, reviewed at intervals throughout the year o it is not written in stone and is always being revised

__An IEP is not__: - a description of everything that will be taught - restricted to curriculum issues and concerns (can include life skills too) - just for students with severe disabilities - limited to classroom resources

Occupational = fine motor skills Physiotherapist= gross motor skills
 * On a side note: what are the differences between an occupational therapist and a physiotherapist?

__Who needs an IEP?__ - If it is determined that differentiated instruction and adaptations will be insufficient to assist the pupil in meeting the expected outcomes.

__The principal must ensure__: - that the IEP is prepared with the assistance of the pupil’s teacher - that it takes into account a pupil’s behavioural or health care needs, if any; - that the pupil’s parents, and the pupil if appropriate, are given an opportunity to participate in planning

__IEP Development and Implementation Process__: This is the cycle: Gathering and Sharing Information>>> Setting Direction>>> Developing and Writing the IEP>>>>> Implementing and Review the IEP

__7 Essential Components:__ - Identification and background information - Current level of performance - Student specific outcomes (goals) - Performance objectives - Methods, materials, and strategies - Names of team members who will implement the IEP and the settings where it will be implemented - Plans and timelines for evaluation and review


 * Acronyms: SERT (special education teacher) SNIT (special needs integration teacher) **

__Textbook Chapter 5):__ -The textbook highlights that support is very important in order to make inclusive education work. -Inclusive education helps build community. -The needs of a student with special needs can best be met in a general education classroom. -Working collaboratively is also important. -An effective inclusive school has classrooms with support staff and ensures that the teachers and support staff work collaboratively and are responsible for all the students in the classroom, not only the students with special needs.

__Video: Inclusion in New York__ - This video showed us two middle schools where inclusive education was being implemented in New York in the early 1990s. Both of these schools showed the benefits to inclusive education for both students with and without special needs. The overall message was that not only does inclusive education work, but inclusive education allows students with special needs to be exposed to their peers and be accepted by them. - On a side note, a teacher mentioned that one day when she was discussing with her students what they thought of their experience of having a student with special needs in the classroom, a particular student said that she realized that she and that student with special needs were more similar than they were different.