Thursday, December 20, 2012
blog post #9
I have had very little interaction with special education teachers seeing as I only have two students on IEPs. When I ask about details regarding how I can serve the students I am told to refer the IEP. However, the IEPs are very general and not too helpful. The math department also scheduled a meeting with our special education director to discuss a few students we as teachers believe may benefit from being tested for special education services. However, because these students are seniors, the director didn't see any benefit in testing them. I am going to call the parents and see if I can get more information on their students and their struggles in math previously.
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In this case parent communication will be critical. In general if you feel as though a particular student needs accomodating... do it. Even if they aren't identified as SPED. Common accomodations are use of a times table (especially for factoring), guided notes, small group intervention, shortened tests(or fewer options if multiple choice), use of notes on tests, and extended time. These are strategies common on IEPs yet easy to implement for all students.
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