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New here - seeking weaponry for IEP meeting
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<blockquote data-quote="keista" data-source="post: 450960" data-attributes="member: 11965"><p>Welcome to the board!</p><p>Yes, yes, yes, yes, yes and yes. Whatever you find works. LOL</p><p></p><p>I'm still struggling with IEP meetings and don't seem to get them right. I think a big part is knowing EXACTLY what goals and accommodations you want to have in place and have them written out, and insist whey be added to their "useless" plans. And if they refuse to add them, then they need to satisfactorily explain why your ideas are not practical, effective, possible etc. </p><p></p><p>For example, we (the IEP team) know that son needs to hand in his work on a timely basis, but NO ONE has ever come up with a plan on how to do this. It is set up as a goal, and he gets extra time to hand it in, but that's it. It's up to son and each individual teacher to figure out the "system" With most teachers this is not a problem, they figure it out, but each term, son has one teacher that he just doesn't click with, and so for that class a good "system" never materializes.</p><p></p><p>It only helps if you have sufficient education and experience to draw on for your specific situation. ex " I have a master's in curriculum development, and several times I dealt with a child similar to Webster. I found that doing _________ was very helpful in achieving ____________, so I would REALLY appreciate it if this approach would be tried with Webster" Of course, that gets you stuck in the dilemma of "questioning" their abilities.</p><p></p><p>Others, more skilled in IEPs, will be by and add their own opinions and experiences. </p><p></p><p>by the way, I'm glad your cat is OK. Ours has 'issues' just like the rest of us. <img src="/community/styles/default/xenforo/smilies/emoticons/sigh.gif" class="smilie" loading="lazy" alt=":sigh:" title="sigh :sigh:" data-shortname=":sigh:" /></p></blockquote><p></p>
[QUOTE="keista, post: 450960, member: 11965"] Welcome to the board! Yes, yes, yes, yes, yes and yes. Whatever you find works. LOL I'm still struggling with IEP meetings and don't seem to get them right. I think a big part is knowing EXACTLY what goals and accommodations you want to have in place and have them written out, and insist whey be added to their "useless" plans. And if they refuse to add them, then they need to satisfactorily explain why your ideas are not practical, effective, possible etc. For example, we (the IEP team) know that son needs to hand in his work on a timely basis, but NO ONE has ever come up with a plan on how to do this. It is set up as a goal, and he gets extra time to hand it in, but that's it. It's up to son and each individual teacher to figure out the "system" With most teachers this is not a problem, they figure it out, but each term, son has one teacher that he just doesn't click with, and so for that class a good "system" never materializes. It only helps if you have sufficient education and experience to draw on for your specific situation. ex " I have a master's in curriculum development, and several times I dealt with a child similar to Webster. I found that doing _________ was very helpful in achieving ____________, so I would REALLY appreciate it if this approach would be tried with Webster" Of course, that gets you stuck in the dilemma of "questioning" their abilities. Others, more skilled in IEPs, will be by and add their own opinions and experiences. by the way, I'm glad your cat is OK. Ours has 'issues' just like the rest of us. :sigh: [/QUOTE]
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