IEPs and IPRCs

Identifying the need for accommodation or special needs is just the first step in instituting those changes. Today in class, we discussed Individual Education Plans (IEPs) and Identification, Placement, and Review Committees (IPRCs).

A quick summary:
IEPs are "roadmap" for special education for a student. They outline ways in which instruction and assessment will be modified or adapted for a student with special needs. (Bennett, Dworet, and Weber 58)

IPRCs are typically in-school teams which must include the principal or a designate. Typically, the team also consists of special education teachers, educational assistants, teachers, the parent(s) or guardian(s) of the student in question, and the student themselves, if they are over 16. IPRCs are meetings which ensure that the student is in the most appropriate placement and at which the IEPs are implemented. (Bennett, Dworet, and Weber 71-72)

I watched these two youtube videos to give me a different perspective on IEPs and IPRCs.
http://www.youtube.com/watch?v=TYeMBtmA5oc&feature=related
http://www.youtube.com/watch?v=lorImN93foM&feature=endscreen
These are videos from Autism Speaks, which is an American organization. I suspect that Gary Mayerson is referring to an IPRC meeting when he talks about an "IEP" meeting.

These videos provide answers to questions parents may have about IEPs, which reminded me that parents also play a key role in IEPs and IPRCs. Parents can agree or disagree with recommendations. They have the power to change their child's attitudes towards school, teachers, and special education. Parents are often already special educators. They may not be trained, but they are responsible for their child's education during non-school hours. It is likely that the parent of a child with special needs already has strategies in place to accommodate the child's needs.

However, that the above videos were created suggests that parents are anxious about IEPs and IPRCs. They may not feel that their voices have been heard, and I suspect that many parents might feel intimidated by a large group of educational professionals with lots of opinions.

Here are two questions I think I should remember to ask a parent or guardian at an IPRC:
"What works for you and your child at home? What strategies have you developed?"
These questions create the opportunity to gain valuable insight into the child's life and make the parent feel that they are a valued part of the team.

I am also aware that sometimes, parents are not willing to recognize that their child may need a little extra help.

During one of my teaching placements, I got to see this behaviour first hand.
Student A's mother had come to pick her up from school, but my host teacher took her aside for a minute.
"I'm concerned about Student A," said my host teacher. "She is gets very frustrated whenever she cannot complete something 'right.'"
"There's nothing wrong," said the mother. "Student A just wants to do her best."
"She stomps around and kicks her chair and cries when she gets out of sync at jump rope. Student A had a tantrum today when she couldn't fit all the red legos onto her lego castle-"
"Thank you for telling me," said the mother. She took Student A by the hand and led her out of the schoolyard.
My host teacher turned to me and sighed. "This one will be an uphill battle."
Even though the parent was not willing to hear concerns about her daughter, my host teacher made sure that the parent was kept informed of developments in the classroom.

No matter how frustrated I become as a teacher, I must remember to be respectful with parents, making sure that they are aware of their child's progress and inviting them to participate in their child's education.

Works Cited:
Bennett, Sheila, Don Dworet, and Ken Weber. Special Education in Ontario Schools. St. Davids: Highland, 2008. Print.