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Browse through the following questions and click on one that is similar to a question that you have about special education. Click here for a broad index.
When do I have to attend IEP meetings?
What is the least restrictive environment ?
What do special education personnel mean by "placement"?
What is "change in placement"?
What is exactly expected of me when educating students with an IEP in my mainstream classroom?
Can I just throw away special education related papers that I get?
How many special education students can be mainstreamed into one classroom?
Is there any special classroom funding for the needs of special education students?
How do I get a student tested if I suspect he or she is a special education student?
How and who gets in to special education programs?
What part do I play in the IEP or 504 plan? What if I disagree with these plans?
I work with a large number of IEP
students in my low level math classes. The questions that I have
every year are:
a) What are the accommodations for each
student?
b) How can I meet those needs on a daily basis?
c) What do I do in my classroom when I know a student works best
by himself, but I want to do a group activity? (or the other way
around).
d) How can I meet the needs of this student and keep it confidential
that the student has an IEP? (Image of the student).
From a math teacher:
1. My class isn't allowed to have calculators,
but the IEP says they can use one. Can they?
2. The IEP says I should give shortened assignments. Do I have
to in math class?
3. The IEP says the student tests at 2nd grade level in math,
why are they in my algebra class?
I am still unsure about the whole grading schemata regarding special education students.
What is an IEP?
IEP stands for individualized education program. These
programs outline the disabilities and the resulting educational
goals of the student. This program also tells the extent to which
the student can participate in general education classes and what
accommodations the student needs in those classes. IEPs must be
updated at least once a year to ensure that the qualifying student
receives an appropriate education. The program is a result of
a team of various stake-holders including (and especially) the
student's parents. See "What is an
IEP meeting?".
Reference WAC 392-172-156 through 160 in the Common
School Manual. Back to top
What is an IEP meeting?
An IEP meeting is a gathering of parents, special education
teachers, and general education teachers that meets at least once
a year to either develop an Individualized Education Program or
to review it and update it if necessary. See "What
is an IEP?". Back to top
Reference WAC 392-172-156 in the Common School
Manual.
What is an MDT?
MDT stands for Multidisciplinary Team. This team is
made up of the school psychologist and special education personnel.
Parents are always need to be invited to attend, and the affected
student often attends. The MDT reviews discipline and placement
issues concerning special education students. Back
to top
What is an IEP team?
This is the team of teachers, parents, and other professionals
that assemble to write and review a student's Individual Education
Program (IEP). At this time, the law is interpreted to mean that
general education teachers do not have to be on the IEP team,
but they must contribute as requested. Back
to top
Reference WAC 392-172-156 (IEP Meetings) in the
Common School Manual.
When do I have to attend IEP
meetings?
The current law reads that an IEP meeting must include general
education teachers as participants. Many schools, including Wenatchee
Public Schools, are interpreting this to mean that general education
teachers do not have to attend the meeting, but must participate
by offering input. That means that unless things change, you do
not have to attend unless you think that it is necessary. However,
you do have to promptly turn in those evaluation sheets to the
Special Education department. Back to
top
Reference WAC 392-172-156 (IEP Meetings) in the
Common School Manual.
What is exactly expected of me
when educating students with an IEP in my mainstream classroom?
Special education students are to be educated and treated
exactly the same as mainstream students with the exception of
what is specifically outlined in the IEP. See "What is the
least restrictive environment ?".
Back to top
Reference WAC 392-172-172 (Least Restrictive Environment) and
WAC 392-172-158 in the Common School Manual.
How do you know when you are
making it too "easy" for the special education student?
That is, I want to work with his/her challenge, but not make
it too easy.
Treat the special education student exactly the same as the
other students except in ways that are specifically outlined by
the IEP. If the student is struggling, report it to the student's
special education supervisor. See "What is the
least restrictive environment ?" Back
to top
Reference WAC 392-172-172 (Least Restrictive Environment)
and WAC 392-172-160 in the Common School Manual.
Can I just throw away special
education papers that I get?
The papers that you receive as a general education teacher are
only a copies so you may dispose of them when you no longer have
the student in class; however, the best practice would be to have
the papers shredded. At Wenatchee High School, give the papers
to the recycling center (which is run the by Special Education
Department) to be shredded. Back to top
What is a 504?
A 504 is a plan that is set up whenever a student's education
is hindered. There are many possible hindrances including health,
academics, physical, or mental needs. These plans are written
by a 504 team that includes the school counselor, teachers, parents,
and the student if appropriate. A misconception is that 504's
are special-education centered, but they are actually run by the
counselor and are for students that do not necessarily qualify
for special education, but do need modifications and accommodations
so that they can learn to their potential. Back
to top
How many special education students
can be mainstreamed into one classroom?
There is currently no legislation which dictates this. However,
if the placement is appropriate and the special education students
do not interfere with each other's accommodations, there should
not be a problem. If a problem does exist, talk to the special
education personnel so that they can offer suggestions and review
your concerns. Back to top
What do special education students
that are mainstreamed say that I can do to best meet their needs
in my classroom?
The main thing is to be familiar with the student's IEP so
that you will know that student's strengths, weaknesses, and accommodations.
A second suggestion is to be thorough when reporting back to the
special education department about the student's progress. Offer
any suggestions or concerns that you have. Finally, you can take
the student aside and ask him or her what you can do. This will
not only help you meet the student's needs, but will also build
rapport. Back to top
How do you deal with a special
education student that is in "denial"? I had one of
these in my classroom and it was a real challenge.
If a student refuses to take advantage of his or her modifications
and accommodations, the general education teacher should document
that they were offered but refused. The teacher should also notify
the Special Education Department and the child's parents. Back to top
What is the role of the para-educator
in special education and what am I responsible for having the
para-educator do during my class time?
The para-educator is in your classroom to help support the modifications
and accommodations of the special education student(s). The first
step is to make sure the para-educator knows and understands the
student's IEP. Remember, it is not the para-educator's responsibility
to set up instruction for the student; but rather to assist and
support you. Back to top
How do we assess a student with
limited English skills, without making it a language issue? Is
there a test in other languages? Do we really have to wait a one
or several school years to determine that it is not a language
problem but a learning disability or mental incapacity?
The school psychologist has tests in multiple languages so that
language will not be a factor. If a test is not currently available
in the student's native language, one would have to be written
or otherwise obtained. Remember, the main responsibility of the
general education teacher is to report concerns to the child study
team via the school counselor. Back to
top
Why are we not better informed
about the needs and learning styles of the 504 student? Shouldn't
the teachers, parents, and student meet with the counselor before
school begins; discuss these things; and make plans at the start
of the year rather than at the end of the second month?
Yes, general education teachers absolutely need to know these
things. As soon as it is determined that the student is a 504
student, a meeting should be set up as soon as possible to discuss
the student's 504 plan. Back to top
Is there any special classroom
funding for the needs of special education students?
Normally, there is no additional funding available, but if
you believe that you have special circumstances, contact the special
education office at Washington Elementary. 663-7117. Back
to top
Are special education students
to receive an adjustment on their class grade, or is there to
be some kind of an adjustment made for them?
Only adjust the student's grade if the IEP calls for it. Otherwise,
special education students should be graded the same as their
peers. If you have any doubts, ask someone from the special education
department that is familiar with that student. Back
to top
Reference WAC 392-172-172 (Least Restrictive Environment)
and WAC 392-172-160 in the Common School Manual.
One of the questions I frequently
ask is how do I get a student tested if I suspect he or she is
a special education student?
If you suspect that a student needs to be placed on an Individualized
Education Program (IEP), you should talk to the school counselor
and report what you have observed. The counselor will then talk
to the school psychologist to look into testing. Back
to top
Do special education students
receive the same discipline as general education students? (not
only asked by teachers but by students)
In most circumstances, special education students receive
the same discipline as other students unless the misbehavior is
suspendible or expellable and results from the student's disability.
A review must take place within ten days. If the IEP team determines
that the misbehavior had nothing to do with the disability, the
student can be suspended or expelled like any other student. However,
if the student's disability was the cause, the student can be
suspended for no more than ten school days or 45 days if the violation
was drug or weapon related. If the student is found to be dangerous,
but the school must provide services, the student may be placed
in an alternate setting as long as the student's placement has
not changed (i.e. setting can change, but not services). Back
to top
How and who gets in to special
education program?
If there is a concern by the general education teacher, the counselor
should be notified. The counselor will set up a child study team
(CST) which will try out various academic or behavioral accommodations.
If those accommodations do not work, the school psychologist will
test the student to see if the student qualifies for special education.
Back to top
Am I expected to do special assignments,
lectures, deadlines, etc. for special education students? If they
are in my regular education class, shouldn't they be expected
to do what the other students do and be graded the same?
You are only expected to make the accommodations outlined
by the IEP. If the student is struggling with the normal content
of the class (provided that the correct accommodations are being
made), report it to the special education department so that they
can take the information you provide into account when reviewing
the student's IEP.
Reference WAC 392-172-172 (Least Restrictive Environment) and
WAC 392-172-158 in the Common School Manual. Back
to top
What part do I play in the IEP
or 504 plan? What if I disagree with these plans?
Your role as a general education teacher is to provide input or
feedback to the process. You must also follow the plan even if
don't agree with it. Back to top
My experience is that most CST (child
study team) referrals are answered with "does not qualify."
Is there any hope that the standards for "qualifying"
will broaden? When children are reading 4, 5 and more years below
grade level and "don't qualify," I worry that many kids
who really need services are being pushed to the side and are
doomed for failure and may drop out of school.
Special education standards are carefully set by the state so
that students that need special help can receive services. The
state has to be careful because if standards were too broad, there
would be the danger that students that do not really need special
education would be wrongfully admitted. If a student does not
qualify for special education, you can look into creating a 504
plan or finding other help such as a tutor or Readiness to Learn.
Talk to the student's counselor about options.
I work with a large number of
IEP students in my low-level math classes. The questions that
I have every year are:
a) What are the accommodations for each student?
b) How can I meet those needs on a daily basis?
c) What do I do in my classroom when I know a student works best
by himself, but I want to do a group activity (or the other way
around)?
d) How can I meet the needs of this student and keep it confidential
that the student has an IEP? (Image of the student).
Any accommodations that you have to make are specifically outlined
in the student's IEP. Unless the IEP says that the student always
needs to work alone, include him or her in the group work. As
with other students, IEP students need experience working with
others. Group work may help with socialization as well. However,
you may wish to choose groups yourself placing the IEP student
with peers that will be sympathetic and patient if necessary.
As far as the last question, be discrete whenever possible, but
some things simply cannot be hidden. Back
to top
From a math teacher:
1. My class isn't allowed to have calculators, but the IEP says
they can use one. Can they?
2. The IEP says I should give shortened assignments, do I have
to in math class?
3. The IEP says the student tests at 2nd grade level in math,
why are they in my Algebra class?
The answer to the first two questions is "yes, if they want."
You have to let students have whatever accommodation is called
for in the IEP or 504. The second question is more difficult to
answer without talking to a member of the IEP team. The most likely
answer is that the student's IEP team decided that the student
was capable of algebraic logic, but could not quickly and/or accurately
compute. Back to top
I am still unsure about the whole
grading schemata regarding special education students.
IEP students are graded exactly the same as general education
students unless the IEP specifically says otherwise. Back
to top
What is the least restrictive
environment ?
By law, special education students must in the nearest environment
possible to the general education students. This setting is called
the least restrictive environment. For example, special
education students should not be in a self-contained room if they
can succeed in a general education classroom. Back
to top
What do special education personnel
mean by "placement"?
"Placement" in a special education context does
not refer to the specific classes that a student takes during
a given semester as one might think. A student's "placement"
is how much time the student spends in special education classes
versus general education classes. See change
in placement. Back to top
What is "change in placement"?
A change in placement is when the IEP team chooses to change
the number of special education classes as opposed to general
education classes. Back to top
Thanks to: John Magnus, Minnie Obregón, Penny Hedman, Bobbi Kuntz, María Castillo, Anna Domanska, Gloria Reichmann, Neil Zobel, Kristi Rupp-Wilson, Jackie Riley, Danielle Ouellette, Jenny Smith, Desiree Lenard, Theresa Lowther, Stacy Díaz, Drew Gaylord, Brian Behle, and Mike Dacey.
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