IEP goals I refuse to follow...

[TookieWilliam]

I know what you're all thinking, you can't refuse IEP's they are law, I can lose my job, blah, blah, blah


But what I can do is refuse to follow the intent of the IEP. For example

"child must be provided a pen or pencil, and paper for each class"

WHY IN THE SAM #^$& do I have to provide somebody else's kid paper and pencil? So I ignore the intent of the accom (providing it at the beginning of class) and give him tomorrow's supplies at the end of class with the instructions "here's your allotment for tomorrow"

This way, I protest the fact that I inheritted an IEP that was signed by a regular ed teacher that felt they HAD to sign off on it, but I don't break the law by refusing to abide by it.

(that example was a legit IEP I had about 5 years ago)

If a student's IEP says "must retest..." in any sort of way, (a policy I highly disagree with as low test grades in my class are a symptom of NOT STUDYING) I allow it, but instead of a multiple choice test, they have fill in the blank, if they retake that, I make an essay test... Each retake gets progressively harder. They WILL do worse each consecutive time they retest.

[smithmt]

This is strikingly reminiscent of a post from ChocolateNewOrleans.
http://www.theteacherscorner.net/forums/showthread.php?t=5653

[greenfiremajick]

"If a student's IEP says "must retest..." in any sort of way, (a policy I highly disagree with as low test grades in my class are a symptom of NOT STUDYING) I allow it, but instead of a multiple choice test, they have fill in the blank, if they retake that, I make an essay test... Each retake gets progressively harder. They WILL do worse each consecutive time they retest."

How sad...So in order to stick to your guns against a personal vendetta against SPED policies, you are purposely failing a kid.....That sounds awful to me!




I know what you're all thinking, you can't refuse IEP's they are law, I can lose my job, blah, blah, blah


But what I can do is refuse to follow the intent of the IEP. For example

"child must be provided a pen or pencil, and paper for each class"

WHY IN THE SAM #^$& do I have to provide somebody else's kid paper and pencil? So I ignore the intent of the accom (providing it at the beginning of class) and give him tomorrow's supplies at the end of class with the instructions "here's your allotment for tomorrow"

This way, I protest the fact that I inheritted an IEP that was signed by a regular ed teacher that felt they HAD to sign off on it, but I don't break the law by refusing to abide by it.

(that example was a legit IEP I had about 5 years ago)

If a student's IEP says "must retest..." in any sort of way, (a policy I highly disagree with as low test grades in my class are a symptom of NOT STUDYING) I allow it, but instead of a multiple choice test, they have fill in the blank, if they retake that, I make an essay test... Each retake gets progressively harder. They WILL do worse each consecutive time they retest.

[irish223]

But what I can do is refuse to follow the intent of the IEP.

You belong in a gifted academy. That's where your educational value system will truly be in the students' best interests.

This way, I protest the fact that I inheritted an IEP that was signed by a regular ed teacher that felt they HAD to sign off on it, but I don't break the law by refusing to abide by it.

How are your students referred for services? In my district, the teacher is the one who initiates a child study. Why would the teacher feel reluctant to sign off on an IEP that he/she initiated?

[TookieWilliam]

You belong in a gifted academy. That's where your educational value system will truly be in the students' best interests.

Gifted would be easier, but I am most concerned with the middle students. Anybody can teach the gifted.



How are your students referred for services? In my district, the teacher is the one who initiates a child study. Why would the teacher feel reluctant to sign off on an IEP that he/she initiated?

good point. But sometimes, an IEP is already in place so the next year, a new teacher (or set of teachers) inherit an IEP from the previous year. Repeat that process 2 or 3 years, and then it's simply a renewal process and that's when some of the more ridiculous IEP accoms are put in. Then, the regular ed teacher they get to sign off isn't one of the original teachers that initiated it and those are the times that over-zealous SPED teachers find the regular ed teachers that will sign off on anything. The problem is, if the reg ed teacher protests a stupid accom, all the SPED teacher has to do is simply find one of the other 5 teachers that will blindly sign off.

The pencil/paper IEP, I inherited when the student moved into our school, mid-semester.

[TookieWilliam]

How sad...So in order to stick to your guns against a personal vendetta against SPED policies, you are purposely failing a kid.....That sounds awful to me!

wrong, they get the same opportunities before the test to study, practice and be exposed to the material in numerous educational styles to accomodate for the different learning styles. If you are an auditory learner, we all do outloud reading, if you can learn by silently reading, we have an activities that everyone does to accomodate that style. Visual learners have notes to help them

All styles have to do it all different ways, but each different style is presented equally, to equally reach all styles.

There is a quote on my wall "there is only one way to fail my class, and that's being diagnosed L.A.Z.Y. "

[greenfiremajick]

From your original post you made it clear that you arrange the tests, so that if they fail one, the next one gets harder...You are purposely setting the student up to fail...All in the name of proving the point that you think an inherited IEP is wrong, ridiculous, etc...

Are you trained in SPED? Are you aware that it can be really easy to label a kid lazy, simply because they may meet some of your criteria in what is acceptable behavior or capabilities, but not others?

Instead of stubbornly clinging to your ideas, maybe you should take a broader view and realize that you may not be the right teacher for a SPED kid and fight for resource services, as opposed to inclusion and quit punishing the kids....I saw in your post, that you have the REAL problem w/lazy kids....Some of those kids may appear lazy, yet lack the ability to do certain things because they are unable to organize their thoughts. Hence, they become angry/rebellious/lackadaisical, etc...This is where your TEACHING responsibilities come in....This is where your basic human nature and decency should come in....

I was a SPED student...I was physically abused...My teachers always said "If she would just apply herself."...I didn't even get a diploma-I got a GED and I was tested only to find that my IQ was at 138...I was just too busy trying to fit in, keep from getting the crap kicked out of me and figuring out how to survive...Even though I was smart, I had a LOT of other things going on in my life...So yeah, I appeared "lazy" to some of my teachers...But the BEST teachers I had, took the time to work w/me, not sneer at me...I didn't feel the kind of resentment you seem to have towards your "lazy" SPED students...I thank them for the contributions to my life on a regular basis--not a continuous stream of ways they could purposely make my life harder....Wouldn't you rather make a difference in these "lazy" kids' lives and have them remember you for what you did FOR them, instead of AGAINST them?

It's just horrifying to me, that you would purposely fail a kid because of your resentment and bitterness towards an inherited IEP, or the SPED system....



wrong, they get the same opportunities before the test to study, practice and be exposed to the material in numerous educational styles to accomodate for the different learning styles. If you are an auditory learner, we all do outloud reading, if you can learn by silently reading, we have an activities that everyone does to accomodate that style. Visual learners have notes to help them

All styles have to do it all different ways, but each different style is presented equally, to equally reach all styles.

There is a quote on my wall "there is only one way to fail my class, and that's being diagnosed L.A.Z.Y. "

[TookieWilliam]

From your original post you made it clear that you arrange the tests, so that if they fail one, the next one gets harder...You are purposely setting the student up to fail...All in the name of proving the point that you think an inherited IEP is wrong, ridiculous, etc...

I make the test harder because they have extra time to prepare for it. Don't want to study for the test on Friday??? no problem, I'll let you test again on Monday, but since you got 2 extra days to study, you get a "2 day harder" test.

Are you trained in SPED?
Yes I am, I have been certified in it (although I dropped that certification due to the fact I would never be able to teach Social Studies with SPED certification still on my teaching certificate)

Are you aware that it can be really easy to label a kid lazy, simply because they may meet some of your criteria in what is acceptable behavior or capabilities, but not others?

in my professional opinion... (which seems to hold merit in every profession EXCEPT education)

Instead of stubbornly clinging to your ideas, maybe you should take a broader view and realize that you may not be the right teacher for a SPED kid and fight for resource services, as opposed to inclusion and quit punishing the kids....I saw in your post, that you have the REAL problem w/lazy kids....Some of those kids may appear lazy, yet lack the ability to do certain things because they are unable to organize their thoughts. Hence, they become angry/rebellious/lackadaisical, etc...This is where your TEACHING responsibilities come in....This is where your basic human nature and decency should come in....

I was a SPED student...I was physically abused...My teachers always said "If she would just apply herself."...I didn't even get a diploma-I got a GED and I was tested only to find that my IQ was at 138...I was just too busy trying to fit in, keep from getting the crap kicked out of me and figuring out how to survive...Even though I was smart, I had a LOT of other things going on in my life...So yeah, I appeared "lazy" to some of my teachers...But the BEST teachers I had, took the time to work w/me, not sneer at me...I didn't feel the kind of resentment you seem to have towards your "lazy" SPED students...I thank them for the contributions to my life on a regular basis--not a continuous stream of ways they could purposely make my life harder....Wouldn't you rather make a difference in these "lazy" kids' lives and have them remember you for what you did FOR them, instead of AGAINST them?

SPED can be beat into someone??? I thought you were born with it and there was no outside enviroment that affected it. You made my point beautifully, a poor excuse for a parent caused you to be labeled SPED when in fact, you weren't. I empathize for your situation, but no matter what your past, you have no right to disrupt others in class and if you did, you DESERVED to be removed from class.

It's just horrifying to me, that you would purposely fail a kid because of your resentment and bitterness towards an inherited IEP, or the SPED system....[/QUOTE]

[greenfiremajick]

You silly girl.....You purposely twisted my words....But that's alright...It will all come back to you someday....As I said, you're now on ignore...You are hurting many kids and in your stubbornness, you will continue to do so.....




I make the test harder because they have extra time to prepare for it. Don't want to study for the test on Friday??? no problem, I'll let you test again on Monday, but since you got 2 extra days to study, you get a "2 day harder" test.


Yes I am, I have been certified in it (although I dropped that certification due to the fact I would never be able to teach Social Studies with SPED certification still on my teaching certificate)



in my professional opinion... (which seems to hold merit in every profession EXCEPT education)



SPED can be beat into someone??? I thought you were born with it and there was no outside enviroment that affected it. You made my point beautifully, a poor excuse for a parent caused you to be labeled SPED when in fact, you weren't. I empathize for your situation, but no matter what your past, you have no right to disrupt others in class and if you did, you DESERVED to be removed from class.

It's just horrifying to me, that you would purposely fail a kid because of your resentment and bitterness towards an inherited IEP, or the SPED system....[/QUOTE]

[TookieWilliam]

You silly girl.....You purposely twisted my words....But that's alright...It will all come back to you someday....As I said, you're now on ignore...You are hurting many kids and in your stubbornness, you will continue to do so.....






well, ignore me, that's fine, now who's close-minded (refusing to hear any argument different of your own) :rolleyes:

<snip>...it will come back to you someday</snip> Kharma :rolleyes: Fake universal forces don't affect anyone, much less me :D

You protect the SPED kids at the expense of the Gen ed kids, I protect the Gen Ed kids at the expense of the SPED kids. You can't make both groups happy, I just simply chose the opposite group than you.

You are a monster for letting general ed kids suffer at the hands of "ADHD" kids who think they are entitled to disrupt whenever they feel like it.

[Spectre]

You are a monster for letting general ed kids suffer at the hands of "ADHD" kids who think they are entitled to disrupt whenever they feel like it.

Geez....I understand that you feel strongly about this and it would seem you've had some rough experiences with SPED people (so have I) but calling someone a monster is hardly the proper thing to do, is it? :mad:

[Spectre]

This is strikingly reminiscent of a post from ChocolateNewOrleans.
http://www.theteacherscorner.net/forums/showthread.php?t=5653

Yup. That is what I was thinking too.

[Aziz]

I was labeled "lazy" because I was being asked to read and write when I was legally blind the whole time. TookieWilliam, if you have a real issue with lazy students, you should at least put a lot of effort into making sure that there is nothing else going on, or that if the student is truly lazy, that s/he isn't being lazy because of something else that is going on. Sometimes labeling a student as lazy is the easiest path because then you don't have to reformat lessons or homework, but then that just makes you the lazy one.

-Aziz

[hazelwood]

I am just starting out in SPED and that IEP goal is ridiculous because the point of SPED is to provide them with resources of which they can become academically and emotionally independent if they are able to. To provide them with materials sends out the message that they are incapable of taking care of themselves. These kids need to be their own advocates and take care of their daily needs. It's called responsibility. Once we start babying them they do fall into that atypical SPED roll. In my school, I would have made a pre-vocational goal for the student to bring their materials to class. I would be tracked through signatures at the end of the week and progress reports. Or else, the SPED teacher should be providing the paper and pencils.

[littlmare]

hmmmm, a weighty issue,.

First, and most obvious, the IEP goals that are being discussed should never have been written. Suggested by someone, maybe, but never agreed to. So why are they? I think it comes down to lack of communication and fear. I have sat in very few IEP meetings that truly talked about specific strategies for that particular student's success. (and I am the special ed teacher) Unless, you are in a school with great administration, most teachers don't feel secure enough and are afraid to speak up which may lead to rocking the boat. I am assuming it was the parent who wanted these accomadations. A good admin. or spec ed teacher would have acknowledged the parents concerns, pointed out why the accomadations wouldn't have been proactive and come up with an alternate solution. It is supposed to be an IEP TEAM. The idea of a reg ed teacher in the meeting is to make sure an issue is heard from all sides. Why is it the sped teacher's fault for the goals. Why didn't the regular ed teacher speak up and refuse to sign? Well, that's where the fear comes in...

I have worked in districts where it was made clear that the district wouldn't fight a parents wants which leads to crazy accomadations and it is that situation that leads reg ed teachers to come up with what I think are crazy "anti accomadations"

We are the experts, and sorry to say, I think we have to call the bluff of a litigious parent and stick to our guns.

I am a spec ed teacher who wholeheartedly agrees that many (but not all) sped students are coddled. We need to teach them responsibility along with content. But the bottom line is, their needs need to be met, in a respectful way. That's the problem...there are teachers out there that just want to teach their content. Reality is that whether a student is IEP'd or not, if you take a little extra time with them, you will know what they need. Teaching is about more than "what were the years of the US civil war"!

[Spectre]

hmmmm, a weighty issue,.

First, and most obvious, the IEP goals that are being discussed should never have been written. Suggested by someone, maybe, but never agreed to. So why are they? I think it comes down to lack of communication and fear.

You got that right!


I have sat in very few IEP meetings that truly talked about specific strategies for that particular student's success. (and I am the special ed teacher) Unless, you are in a school with great administration, most teachers don't feel secure enough and are afraid to speak up which may lead to rocking the boat. I am assuming it was the parent who wanted these accomadations. A good admin. or spec ed teacher would have acknowledged the parents concerns, pointed out why the accomadations wouldn't have been proactive and come up with an alternate solution. It is supposed to be an IEP TEAM.
amen


The idea of a reg ed teacher in the meeting is to make sure an issue is heard from all sides. Why is it the sped teacher's fault for the goals. Why didn't the regular ed teacher speak up and refuse to sign? Well, that's where the fear comes in...

You are MOST perceptive! This is EXACTLY what happens.

I
I am a spec ed teacher who wholeheartedly agrees that many (but not all) sped students are coddled.

A million thanks!!!

We need to teach them responsibility along with content. But the bottom line is, their needs need to be met, in a respectful way. That's the problem...there are teachers out there that just want to teach their content. Reality is that whether a student is IEP'd or not, if you take a little extra time with them, you will know what they need. Teaching is about more than "what were the years of the US civil war"!

Agreed.:D Now if MORE SPED people and administrators would only realize the wisdom of what you say....

[littlmare]

Spectre, I loved your title, because at work, I am constantly saying, "I am not a pessimist, I'm a realist"!!!

I have come to realize my parenting and teaching styles are very similar...I will support you, love you, and give you the tools that you need. When it comes to game time, you have to step up to the plate! ...and I'm proud to say, I have always had a great relationship with my students! (parents, not always... some of them have a problem with my realism :) )

My recent experiences have been positive, so hopefully we are moving in the right direction as far as logical accomodations. I wholeheartedly believe in spec. ed. and with some students, we just have to think outside the box.

[wig]

We are lucky. Our SPED teacher holds them responsible. She does not coddle them. My DIL (MS SPED) is the same. While she was on maternity leave she said she kept getting e-mails from parents because her kids were falling apart because the sub - NOT a SPED teacher did not. The parents really saw a difference.

[Martha]

WOW! This discussion thread is one that is close to my heart, fer sure, fer sure! (Couldn't resist! I just listened to "Valley Girl" this week on my "Remember the 80's" CD.)

I have been working with students who have various disabilities since 2000 and I learn more each year. I understand why many special ed teachers burn out in their jobs within the first 3 years, as I have been told. (I'm just too stubborn to let 'em drive me away, by golly!)

Regarding IEP's and the carrying out of the accommodations...may I add my perspective?

I have been fortunate to work with some great school counselors and special ed supervisors who have sat in IEP meetings with me and TRIED to maintain a common-sense approach to helping students with disabilities be more successful in school. My latest counselor tells the group this story in one form or another:

"If you fall down and scrape your knee, you should probably pick the gravel out of it, clean it off, and put a band-aid on it. That is appropriate. What you would NOT do is have yourself put into a full-body cast for that little boo-boo on your knee. Special education is meant to be an APPROPRIATELY PLANNED method of educational delivery for each student that has a disability. We do not want to enable a student, but teach them methods of helping themselves."

That is a great story, in my opinion. A past counselor with whom I worked put it this way:

"Two students are driving to Indianapolis (150 miles away). They each have a car with gas in it, but one may have less gas or a less powerful engine than does the other student. The first kid drives away and gets to his goal in the expected amount of time. The other student (representing someone with special needs) may run out of gas or have a flat tire and have to wait by the road for help, or may even try to push the car to Indy. Why do we expect the second student to meet the same deadlines as the first one who had no problems and no specific challenges to start with?"

A colleague of mine was teacher of record for a student with Autism Spectrum Disorder. This child's parents would bring several advocates to each IEP meeting, and some of the meetings LITERALLY lasted for over 5 hours. There would be huge charts and diagrams posted all around the room by the parents and members of the group as they discussed every little thing affecting the child during the school day. Sometimes I would have a parent give me a list of 20+ accommodations they wanted the staff to enforce on their child's behalf. Why did we allow it??? We TRIED not to have these types of meetings or confrontations, believe me!! But time and again parents would threaten (or use cleverly veiled threats) to go over the heads of the staff if we did not comply. That is where teachers have to be so careful what they say, and try not to antagonize the parents.

Some suggestions for general ed teachers who don't like following IEP's...

1) COME TO THE MEETINGS WHEN WE ASK YOU TO DO SO!!!! You have no idea how many times I have teachers not show up, "forget," be too busy, or simply ignore the repeated calls and notices I send to them! The ideal is for the general ed teacher to remain throughout the entire meeting, but reality is that I am lucky to have a gen ed teacher stay for even 7 minutes during my case conferences. When they don't hear all the discussion, they do not know how to respond or add appropriate suggestions. My gen ed teachers are GREAT with my kids in the classroom, but they do not want to come to the meetings and help set up the plan they are then required by law to follow. When I schedule these case conferences, I have to juggle schedules for MANY people: parents, counselor, gen ed staff, and my own teaching committments. It is almost impossible to find a date and time when someone is not busy, but if we are taking our responsibilities seriously, we need to make every attempt to attend these sessions.

2) GET TO KNOW THE SPECIAL ED TEACHER AND BUILD A RELATIONSHIP WITH THEM IN SOME WAY. You will find that we are more than willing to come and sit in your classroom and offer suggestions, or even ask you for ideas and suggestions of methods and accommodations that might work in your room. However, if you ignore us or only see us for a short time when you are forced to join us for a legally-binding meeting (the case conference), that is when conflicts may come.

3) REMEMBER THAT THESE KIDS ARE OUR KIDS, NOT MY KIDS OR YOUR KIDS. The general ed teacher is just as much responsible for carrying out the dictates of the IEP as is the special ed teacher. When students are not even in the resource room for most of their instruction, but included with the rest of the students, it is often the gen ed teacher who best observes how the accommodations play out in real life and can then make suggestions to the RR teacher.

I really, REALLY do not try to enable my students with special needs. As my teacher's aide will tell you, we do not make excuses for the kids. In fact, we "preach" often to them about their need to learn the study and work skills necessary to be successful in school. I have had some kids who run to the gen ed teacher and say, "You HAVE to let me do this because my IEP says..." That simply infuriates me when a kid will put forth no effort to do any work on their own, then bring up the IEP when they see that they are failing the class. Over and over again I tell them: You have to study and do the work so that you CAN succeed. I will help you study or organize or review, I will help you read material that is above your independent level, but I will NOT open the book for you, find the right chapter, and point out every answer. That is NOT what special education is about, folks.

America in general has become a society that passes the buck for its own choices onto the backs of everyone else. I am surpried that educational staff is surprised by the student's desire to do the same thing! They are simply repeating what they hear and see modeled for them by their parents and other adults!

[Tenured]

so what does a regular ed teacher have to fall back on when they get an IEP that has a rediculous accomodation such as the example used here? Just take it.


The true crime wouldn't be ignoring it, it would be carrying it out. It's a crime to the other kids in the class. It's a crime that the teacher is FORCED to provide pen and paper to a kid because parents don't want to.

[boatgirl]

This fall is the start of my fourth year teaching 8th grade Lang. Arts and I have had several students with IEP's. They not only attend all of the regular classes, they have for their elective a study hall with the SPED teachers to help them with whatever they need. I have to say that I have never retested anybody but we do give those students that need extra time all of the time that they need even if that means they finish the test in study hall. On some of our thematic units, we have two versions of the tests and the identified students take the remedial version and do just fine. Their test scores are no worse and sometimes better than those that did not bother to study.
In my biased opinion, when the parents are involved the students do well. We have too many parents that rely on the teachers too much and then want to blame the teachers when their child does not do well regardless if they have an IEP or not. And don't get me started on the ones that continually come to school unprepared (no pen, pencil, etc) and claim to not be able to afford such basic necessities yet are sporting name brand clothing and shoes and carry the latest in cell phones. Too many kids expect to be simply handed whatever they want mainly because they are raised that way. Therefore, I do not see the SPED kids as lazy but a good portion of the rest of them are.

[Boxcar]

You are right that parental involvement is so important. Many children with special needs need that continity between home and school.

[smithmt]

so what does a regular ed teacher have to fall back on when they get an IEP that has a rediculous accomodation such as the example used here? Just take it.


The true crime wouldn't be ignoring it, it would be carrying it out. It's a crime to the other kids in the class. It's a crime that the teacher is FORCED to provide pen and paper to a kid because parents don't want to.

Well, I would go to the IEP Facilitator, or SpEd head and ask the reasoning behind it. It maybe legit, or it could be a Standardized Test cop-out. If they give a cockamamie answer; suggest it be changed... and I would suggest it during an IEP meeting. Try to get the parent on board, by praising their child, maybe suggest that the student get three pencils each week as a goal. The next year, they can try to close that gap further. I think that would be the way to handle it. I'll reiterate, the goal of an IEP is to get them off of the IEP, to have a student perform w/o assistance in a non-SpEd class. The only exception I can think of would be life-skills classrooms.

[teacher5]

I agree that we need to make Spec.Ed. students more independent and responsible. The shameful thing is that we are asked to accept inclusion kids in our reg ed classes. Then we are told to follow a set curriculum and/or schedule of lessons in order to be ready for the state tests. When they take the state tests with their accommodations, especially in an alternate location, the vast majority score high enough to meet the state standard. But they have so much trouble in the reg ed class? Read between the lines! These kids educational needs need to be met. You can't successfully teach them lessons when they have little foundation, skills, or strategies to pull from, let alone support from the home. There are far too many parents who are not literate enough to support their children. I wonder if it truly is a language problem, cultural problem, or where they pushed through the ed system and now look what has happened. I'd love to see a spec ed teacher take all of his or her kids back to the spec ed room, design instructional lessons at a level that they can learn from, and integrate them back during the day during music, art, gym, lunch, recess, etc. This is the way it was years ago when I went to school. Those kids, some of which were my friends, got the life skills they needed and a strong enough foundation so they could go to community college, or a technical or a vocational school. Some of them I stayed in touch with became successful electricians, auto mechanics, plumbers, and carpenters. They earn a respectable living and have become productive members of society who pay taxes, too. They got what they needed academically while in school, and learned a trade that probably most teachers could not do unless they called upon them. Although I attend special ed mtgs., I resent being told be there, be quiet sign the forms, the plan is in place, don't make waves. Unless the parent is wise enough to have legal counsel at these meetings, or have a wise and outspoken parent advocate, most parents at these meeting look at the school personnel as a doctor that tells you this is your illness and take this medicine to feel better. I truly believe we are going to have a lot of dependent people coming into the work force in the next few years who won't have enough skills to do their job, and will wonder why they lost their job or can't get ahead. Stay tune. Time will tell.

[smithmt]

I agree that we need to make Spec.Ed. students more independent and responsible. The shameful thing is that we are asked to accept inclusion kids in our reg ed classes. Then we are told to follow a set curriculum and/or schedule of lessons in order to be ready for the state tests. When they take the state tests with their accommodations, especially in an alternate location, the vast majority score high enough to meet the state standard. But they have so much trouble in the reg ed class? ...

Well, My thoughts are that in some districts (in my experience in Texas) are trying to do it right. The courses that the students need the help they are in a SpEd class room. the only inclusion students are those that need a more one-on-one approach. usually, they don't have mods for oral testing, or some more severe modifications, they DO however have small group testing or focus helping mods. I think that works well. This past year I was an inclusion teacher in a small tribal school and was in an English class where one of the students literally had a 3rd grade reading level. He should have been in a small SpEd English class. In this school, we have difficulty with IEPs and who is in charge. The "lead teacher" and superintendent want the special education teachers to run the IEP meetings and do the paperwork. Most schools, I thought, had some facilitator or secretary to make sure all the paperwork was legally sound... They want to overload SpEd classroom teachers with it. Oh Joy.

[NewTeach]

I am not sure what the issue is - if any regular ed teachers communicated with special ed teachers there would be no IEP's that would be deemed inappropriate! All that would need to be done would be to call an ARD and revise the IEP to be appropriate in the reg ed classroom. Then the problem would be taken care of. If there is something on the IEP that you don't agree with, just take your concerns to the student's assigned special ed teacher and request changes. Most special ed teachers want students to be independent and able to function in class without being ridiculed or neglected, so they are willing to work with and try to explain things to people that are doing this! Communication with people that work with special ed students, (parents, teachers, counselors) is important - rather than ranting about not wanting to do your job. It's not like you are working at Walmart - you have the priviledge to work with children!

[morrowcoteacher]

I've had lots of SPED kids mainstreamed into my classes.. each one has to be treated individually, well - as do typical students too -- but the bottom line is 'why' are they not studying.. and does the IEP allow for tests to be administered in alternative fashions.. i.e. reading it to them.. or allowing use of text book or other? In my district, the only time you can fail a SPED student is if they absolutely show no initiative to try. If they are trying, the teacher has to pass them on effort.. Yes, it's a challenge but look at the big picture... they will always have struggles in life and our goal isn't to necessarily fill their brains with our subject matter but it is to prepare them for life on their own out in the 'real' world.. and whatever we can do to help them feel successful is worth it.

[Helix]

I'd also be careful with what's being written too...you're essentially putting in writing, on the internet, that you're refusing to follow IEPs that are explained to you in writing. IPs are traceable and people can be figured out by things they say (let's face it, tons of teachers know about this website). That could be a mega lawsuit for the school.

[seastarmath]

I am finding that some of my special needs kids are not being taught to deal with their learning disabilities. Instead of teaching the child how to adjust to the environment to help themselves, the IEPs seem to be adjusting the environment itself. The focus is on getting the child to succeed in tests. So, things are modified to insure success with the child being a passive player. That won't happen in real life. I always thought THAT was the purpose of inclusion education: put the child into a regular environment with an inclusion teacher who will teach them coping strategies and NOT one who will always modify the environment. I fully understand the need for modified assignments for those with processing problems, but NOT a dumbing down of the curriculum which is a true disservice to these kids and a misunderstanding of what learning disabilities are.

I am finding a lot of my inclusion kids who have IEPs don't truly have a learning disability. In order to qualify, all that needs to be proven is a gap between achievement and IQ. But that can be due to so many other obstacles other than a true learning disability. And no matter WHAT the testing gurus say, they do NOT rule out all other possibilities. Unless there is a test for a specific disability, you are taking a shot in the dark.

Again, though, I think the focus needs to be on teaching the child coping strategies. Otherwise, you limit what they will be able to do in the future. Who will modify a job description?

I must admit I am not a special needs teacher with no special training. I just teach inclusion and have been for several years. My inclusion teacher is, in my opinion, outstanding. She has really high expectation for the kids, makes adjustments WHILE SHOWING THE KIDS HOW THEY CAN MAKE THOSE ADJUSTMENTS FOR THEMSELVES, and modifies for the kids who have issues like processing or physical difficulites.

[luv2teachsped]

The goal of an IEP is NOT to get them off of it but too make them successful in the general ed curriculum, thus making them successful in life! I agree with Seastarmath: Our kids are not being taught to be their own advocate, but to use the excuse "I have a learning disability". I have taught for well over 20 years, and must say , many times my cognitively impaired students have a whole lot more intiative than my learning disabled. Why? Because I have high expectations of my CI kids,and I teach them that the world isn't going to cater to them ; they are responsible for themselves! This fact became all too true to me three years ago, when I was diagnosed with a rare brain tumor which resulted in my becoming partially deaf. When I attended Spec Ed conferences, where I had requested a microphone for the speaker in ADVANCE, many speakers refused to use them because "they could talk loud". I had to become my own advocate after 20 years of advocating for my students!! Now that I am teaching in our high school CI classroom, I really see the impact of "our" teaching on my students!

[avid reader]

As a sped teacher I understand that some kids will milk the system and use the label to get away with not studying etc. I have seen this, but more often these kids lack self-esteem to even put forth the effort. They have been told so often that they can't do it. Maybe if you would help them see the value of their work and that they can do it, with some effort, you would get better results. Also, if you don't like an IEP go back to comittee and get it changed. It is supposed to be a living document and working for the student to help them achieve. In your class it sounds like it is a hinderance and you almost penalize the sped student because they have an IEP.

[wig]

Just a quick note: The OP was banned from this site. But your posts serve as good reminders to all of us who have students on IEPs.

[Kalaglenshe]

I know that I am new to this site, but I am not new to SPED. At least in NH, the IEP team must have a regular education teacher as a part of it. They are there to give a different perspective. If you don't like part of an IEP and you are a child's classroom teacher, you should take Avid Reader's advice and ask to have it changed at a meeting. Sometimes things can be amended if everyone agrees to the change even without a meeting. One of the things that teachers often assume about older students is that they know how to study. For some of these kids that is just not the case. I don't know how many teachers understand how frustrating it is to study as hard as you know how and take the test only to find out that you obviously didn't study in the right way because you just failed it. If a student fails the test, take a moment and analyze why. Then the "allow student to retake tests" accommodation will be meaningful. After 12 years in Special Education, I have found that poor test scores were more likely the result of students not knowing how to study or the test not being in a modality that matches their learning style rather than laziness. As teachers we need to understand our students. The student profile at the beginning of the IEP should help a teacher to understand why the accommodations are there.

[luv2teachsped]

Just a quick note: The OP was banned from this site. But your posts serve as good reminders to all of us who have students on IEPs.
excuse my ignorance. But what's OP?
luv2teachsped

[wig]

Original Poster :)

[Ima Teacher]

This sounds like someone I know . . . seriously.

I cringe every time we have a conversation. I hate to see my kids sent to that classroom. Apparently "disability" doesn't mean anything.

One day when I was feeling particularly ornery and he said something about needing to go get his reading glasses, I almost told him if he worked harder and concentrated he'd do fine without them.

[serenity]

IMA--that would have been the perfect thing to say. Sure would've driven home the point!

[Kalaglenshe]

I agree with Serenity and Ima, I hate to hear LD coded lazy. However, I equally dislike students whose behavior is excused because "it's his disability". My question is how to balance these two factors and then helping teachers who don't have Special Education background to understand the balance.

[kparsons]

UGGG that really stinks, I would feel the same way about that goal. Sometimes we get IEP's with crazy goals that we would not be able to follow, such as equine therapy??? Oh well.

[lynn bambusch]

equine therapy??? I've never seen that one! It sounds like Occupational Therapist goals, not classroom goals. The OT would be responsible for that. I have also had some students move in to my district with goals that do not seem appropriate, we simple do another IEP within 30 days. That gives me time to review the records and get to know the child. But it is strange to see how differently sped. ed. situations are handled around the country!

[smithmt]

No, I would DEMAND a horse be brought into my room otherwise I would be in violation of the IEP mods, and that would be one hell of an audit! :-) Oh, and by-the-by WHY are we still posting to TOOKIE/CNO posts? can't we bury these in the annals of antiquity, never to be found again? It makes me sad when a new poster reads this dribble and gets all fired up and angered and add to the topic, when all the rest of us dismiss it as tripe. Which doesn't even taste good in Menudo.

[Resourcemom]

The OP should have not only been banned from this site but should have his/her teaching license pulled.

It is not his/her choice as to whether or not an IEP's accomodations be followed, it is the law. If a teacher cannot or will not accomodate a special needs child then they need to find another career. IMHO, most children with IEP's would not need them if school systems were more progressive than what they are now. If the powers that be in the education system would open their eyes and recognize that people are individuals and do not all learn in the same manner, they could incorporate innovative teaching methods and save more than just a few kids from failing. Kids do not just decide that they do not want to succeed, they just give up when it becomes too hard and they are surrounded by people that choose to label them LAZY instead of taking the time to figure out what style of instruction would work best for that individual child's success.
Without the children, teachers as well as Educational Administrators would be OUT OF A JOB. It is a shame that so many forget that and choose to treat the children with such disrespect!

[Addict]

The OP was banned long ago. This thread is now closed.