Perceptive Pat

Perceptive Pat

ESE548 : The Class : IEP She Wrote : Perceptive Pat

Pat and IEPs

It can be difficult to develop and implement IEPs that really support a student's growth and fulfill the spirit of the law, not just get all the pieces right. Jason's special education experiences are unique to him, and our imaginary retired teacher, Julia, had lots of time to make a home visit, chat with parents and help Jason feel important and valuable.

3. Analyze legal responsibilities of schools, parents and students with respect to an IEP.

13. Knowledge of current issues and trends in special education and consultation/ collaboration

14. Demonstrate respect and sensitivity toward all individuals

15. Awareness of the technology role, including assistive technology, in the special education process.

Naturally, there are a number of methods you might use to demonstrate acquisition of these skills. The following list includes ways to attain this knowledge and evaluations to assess your progress in understanding the principles. Of course, your life and the work you do as a teacher will be the true evaluation of these principles.

Level of Competency

P = Prior knowledge from previous course

I = Introductory	Awareness and initial knowledge
C = Competency	You are able to discuss ideas from personal reference and in enough depth to provide examples during discussion or write a thorough essay including most major points
M = Mastery	Understanding of the subject and ideas is so embedded that application of concepts and utilization of goals is second nature

Module Objective	Level of Competency	Evaluation
IDEA 97 and IEPs	Introductory	Summarize and critique
Responsibilities of all parties - school, parents, teachers, student during IEP	Introductory	On line readings, IEP critique and IEP chart
Honoring and understanding the role of parents	Introductory	Julia's questions
Honoring different cultures		Prologue ending, readings and ESL checklist

To complete this Topic successfully, complete at least three of the following activities. Please choose things that will add to your expertise and peak your interest.

icon TEXTBOOK: Read the material in the Smith text, specifically Chapters 2 and 3, pp. 43-78; 82-120

ON-LINE READING 1: Child Study Team

ASSIGNMENT 1: In the Spirit of IDEA '97

ON-LINE READING 2: Services

ASSIGNMENT 2: Steps of the IEP Process

ASSIGNMENT 3: About the IEP Process

ASSIGNMENT 4: Changes in the Education with Special Needs

ASSIGNMENT 5: Ten Questions

ASSIGNMENT 6: Help Julia!

ASSIGNMENT 7: Write your own Ending

ASSIGNMENT 8: Essay-Second Language Acquisition

Once you have completed these activities you should:

Go on to Busy BJ
or
Go back to IEP She Wrote

E-mail J'Anne Affeld at Janne.Affeld@nau.edu
Course developed by J'Anne & Martha Affeld