Running Head: Field Experience B 1

Running Head: FIELD EXPERIENCE B 1
Field Experience B: Interview with a Special Education Teacher & General Education Teacher
Maggie Valles
Grand Canyon University – SPD 500
April 17, 2019
FIELD EXPERIENCE B 2
Role in IEP Process

Special Education Teacher
After having a conversation with Mrs. Edward, I found out that she is a special education and
support facilitation teacher. She carries her disabled students with full of care and support
according to her IEP. She is the one who prepares plans and goals for her students to accomplish.
General Education Teacher

After having some discussions with Mrs. Jacob, I found out that she recognize when a
student requires adjustments to be effective according to her IEP role. She also told me that this
process may take more time because she needs to provide relevant data why the student needs an
IEP. Then, after discussions and meetings approval or disapproval of adjustments takes place.
Steps in IEP Process

Usually when a student is considered for IEP, they are given proper attention. As when a student
is having any struggle, firstly he’s provided with tier 2 support in which they obtain an extra
instruction in that area where they are lacking. After that if the progress is not made then the
child or student is moved to tier 3 support system where more intense instructions are made. This
progress of tier 2 and 3 support system are then analyzed weekly to see the results.

General education teacher will work on to collect all the relevant data of the student after
getting permission from their parents, if their parents are not on the board then the IEP statement
is not made. After collecting all the data and general education teacher state all concerns of the
student in front of the administration. In the end meeting between the administration and parents
will decide the approval or disapproval of any plan.

Parent Involvement
Parents are involved in this case from the start, the management team contact any troubled
student to discuss his or her performance with them to take further steps. After getting feedback
or response the parents the team decide how to support their child.

Without informing parents, no kind of decision or recommendation is made, parents are
involved in every step of IEP. Their involvement is very important in the process of IEP to
support their child otherwise IEP is not made.
Support for Parents

A part of the management is always in contact with the parents of the children having disabilities
to fulfil the needs of parents regarding their child’s. This department helps those parents
arranging meetings with the panel or to ask questions about their children daily or weekly
performances.

The special child teacher is always in contact with their patents to let them know the
condition and behavior of their child constantly. They act as a bridge between the students and
the parents.
Collaboration with School Psychologist & Administration

Psychologists and administrations both are involved from the beginning in the process of IEP.
After making recommendations on how to increase the progress of the students or how to help
him succeed, they are communicate with each other to make a final decision.

General education teacher collaborates with the school psychologist through phone or
email to discuss the behavior of students, that how the progress of student is going or how they
feel.
Training and Resources

The school provides their teachers will special training process, to guide them how to deal with
students having disabilities or how to overcome their fears and worries.

Multiple training sessions are made for general education teacher throughout the school,
they are also allowed to have courses related to authorizations in special education.
Collecting Data for IEPs

Teacher collects data in the form of monitoring sheets to share it with the management of the
school and is changed accordingly. Students are analyzed weekly or monthly, changes are made
according to their behavior or progress.

General education teacher prepares chart and graphs to keep her all data and information
regarding the students save.
Professional Development Opportunities

Meetings with other teachers and managements take place on weekly basis, as the school
has a very communicative community to discuss things. Mrs. Edward stated that she also attends
professional learning meetings.

Mrs. Jacob stated that she and her assigned fellow teacher discuss things with each other
regarding their common students to make improvements.


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Running Head: FIELD EXPERIENCE B 1

Role in IEP Process

General Education Teacher

Steps in IEP Process

General Education Teacher

will decide the approval or disapproval of any plan.

General Education Teacher

support their child otherwise IEP is not made.

Support for Parents

General Education Teacher

Collaboration with School Psychologist & Administration

General Education Teacher

Training and Resources

students having disabilities or how to overcome their fears and worries.

General Education Teacher

Collecting Data for IEPs

according to their behavior or progress.

General Education Teacher

regarding the students save.

Professional Development Opportunities

professional learning meetings.

General Education Teacher

regarding their common students to make improvements.

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