When communicating with parents, it is vital that general education and special education teachers utilize clear communication during this collaborative process. Create a scenario where the collaborative method between general education, special education teachers, student, parents, and other team members in the development, implementation, or monitoring of individualized educational plans does not go well. Provide two solutions to your scenario. In replies to peers, choose from the two solutions, describe why you feel this solution is the best option, and provide additional solutions.
please answer the post using at least 100 words. You will then give feedback to the following two classmtes. Please be insightful and kind when responding. Also use at least 100 words for each response.
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student 1:
In a scenario involving Alex, a fourth-grade student with an IEP, a collaborative IEP meeting devolved into conflict due to communication breakdowns. Ms. Green, the general education teacher, presented vague and behavior-focused data, while Mr. Brown, the special education teacher, offered detailed but contrasting progress reports. This discrepancy, coupled with Ms. Green’s perceived negativity, led Alex’s parents to feel unheard and distrustful. The meeting ended without resolution, highlighting the importance of clear and collaborative communication.
Two solutions can rectify this situation. First, pre-meeting collaboration between Ms. Green and Mr. Brown is essential. They should jointly review Alex’s data, creating a unified and objective presentation that addresses both academic and behavioral aspects. This ensures consistency and allows them to anticipate and address parental concerns effectively. Second, the IEP meeting should be facilitated with clear communication protocols. A designated facilitator should manage the discussion, ensuring all members have an opportunity to contribute respectfully. Active listening techniques and a focus on objective data are crucial. The team should work to create action items, and clear follow up plans. These solutions promote transparency, collaboration, and a shared understanding, ultimately fostering a more productive and supportive environment for Alex’s educational progress.
Student 2:
Jacquelyn is a 7th-grade student with Attention Deficit Hyperactivity Disorder and dyslexia. She is refusing her IEP accommodations such as preferential seating near the teacher, as she wants to sit in the back of the classroom with her friends, and refusing to have tests read to her with focusing prompts. Her mother calls a meeting because Jacquelyn is failing science and social studies and is angry that her daughter is refusing accommodations and failing. She thinks the school should be doing more. The science and social studies teachers, along with the school psychologist, Jacquelyn, and her mother, will be present at the meeting.
Solution 1: The school psychologist presents information to Jacquelyn and her mother about student’s rights as it pertains to IEPs and accommodations. It is the school’s responsibility to follow the IEP and administer support, while it is the student’s job to accept and use their accommodations. They explain why Jacquelyn has the accommodations she has, and how they can benefit her (Morin, 2025). Jacquelyn’s special education teacher explains that many students have IEPs, and they are private. She also offers Jacquelyn an action plan to decide which accommodations she is willing to accept and use currently, with the goal to gradually increase the number of accommodations Jacquelyn is using, to bring up her grades.
Solution 2: After describing the purpose of IEPs, accommodations, and the student’s responsibility to utilize them, the special education teacher explains to Jacquelyn that she will need to begin signing a form daily when she refuses accommodations. This form will be kept in a folder and Jacquelyn will need to verify she waived her rights. The science and social studies teachers offer to use a seating chart for the classes, allowing Jacquelyn preferential seating in the front of the room but with friends near her as a compromise. Her special education teacher offers to tutor Jacquelyn twice a week after school to help her with her assignments and to take tests after school with her accommodations. Jacquelyn and her mother agree to the plan.
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