Field Experience A-Special Education Team Interviews

Field Experience A-Special Education Team Interviews

For the field experience interview, I interviewed Tamra Beaver, MA CCC-Speech-Language Pathologist, special education and Erin Moore, MA CCC-SLP, also a speech-language pathologist. The interview taught me vital insight about learners with disabilities and how the IEP process is affected.

Similarities in the Responses of the Two Interviewees

I noted several similarities in the responses of the two interviewees. First, I noted similarities in their description of the specific steps in the IEP process. Both Moore and Tamra first stated that once a teacher has concerns about a student’s progress within the classroom, whether on academics, speech, or language issues, the school plans for an IEP group meeting by inviting all stakeholders involved so that they can discuss during the meeting about the plan of action to take regarding the learner. The two persons I interviewed highlighted that these action steps include but were never limited to implementing an intervention, progress monitoring, an individualized educational plan completed with all the necessary information, and a multidisciplinary education team that ensures the report is concluded with all assessment information. They also stated that in case a special educating evaluation is warranted, a team member will have to read to the parents to set up a REED (reviewing of Existing Educational Data) at the meeting, and the parents will look at it and sign it to permit the team to do a formal evaluation of the student. Lastly, both interviewees stated that a speech-language therapist ensures a formal language assessment is conducted to examine what the child understands (receptive language) what they can express (expressive language), and how successfully and comprehensively the child can express themselves.

The Uniqueness of the Interviewee’s Role in the Special Education Team

Unfortunately, the interviewed persons were both speech-language pathologists with similar roles in the IEP process. Their range of responsibilities is to assist learners in meeting the performance standards of a specific school district or state. First, their role is to conduct assessments in collaborating with other IEP team members to help identify learners with communication disorders and inform intervention and instruction consistent with their disability. In addition, the IEP team, which includes speech-language pathologists, conducts comprehensive assessments in the area of concern and writes detailed assessment reports that IEP team members will clearly understand. Finally, the SLP discusses assessment recommendations and findings with the case manager and other team members before the meeting (Curro, Shooman, & Foo, 2022).

Key Learnings about the Significance of Collaboration between Special Education Team Members

I learned that collaboration between the members of the special education team is significant because it allows different experts and professionals involved in the program to share their knowledge and expertise about working with children with disabilities. This act of sharing information ensures that all the individual and specific needs of the learner in question are addressed and met. In addition, it provides an opportunity for the IEP team members to bounce off ideas of one another and come up with or suggest creative solutions to the problems highlighted in the learner’s evaluation (Ludwig & Kerins, 2019). I also realized that collaborative professional practice is vital to meeting the needs of learners with disabilities because it ensures the team agrees, disagrees, and finally comes to a common conclusion that can make all the difference in assisting students reach their full potential and ready them for their future lives. The collaborative professional practice was also essential to meeting the needs of the learners because it allows the team members to learn from one another expertise, share knowledge within the professional domains, and eventually improve the support and instruction that the student with a disability will receive (Ludwig & Kerins, 2019). Finally, I learned that collaborative professional practice closes communication gaps within the team because independent working could result in miscommunication about the learners’ needs or issues. In addition, with increased collaboration, the team members interact on personal and professional levels, sharing ideas about the learner and working in unison to ensure a learner’s needs are all met.

Applying the Gained from the Interviews to My Future Professional Practice

From the interview, I learned that collaboration and sharing ideas are key to ensuring all the needs of the learner with disabilities are exclusively met. Therefore,  in my future professional practice as a teacher, I will ensure that I collaborate with my colleagues exclusively to help my students reach their potential. This is because, through collaboration, we will be able to share ideas, disagree, agree, and eventually come to an agreement or solution that will be helpful to the learners. In addition, I learned that every special education team member is often keen on their roles and often listens keenly to ensure that the suggested assessments, activities, and instructions meet the individual needs of the learners with disability. If they do not agree to something, I realized team members are allowed to object to the idea and come up with a solution that all of them agree to. This calls for a high level of collaborative professional practice. Like the interviewees, I can collaborate by sharing my ideas or thoughts on the appropriate activities or instructions that would be effective for the learner in question. For example, the student in question might be unable to learn in a general education classroom and would require a special education teacher. As such, I can use collaborative practice to state that the learner should not learn in a general education classroom but in a special education practice. All the same, another member would suggest the learner learn in a general education classroom. This would spark a discussion that would ensure all the team members share their thoughts until we reach a conclusion that will meet the needs of the learner.

References

Curro, K., Shooman, L., & Foo, S. (2022). The Use of Interprofessional Education (IPE) to Address Collaboration for Individualized Education Plans (IEPs): A Retrospective Study of Occupational Therapy, Speech-Language Pathology, and Special Education Students’ Perceptions. Teaching and Learning in Communication Sciences & Disorders, 6(2), 3.

Ludwig, D. A., & Kerins, M. R. (2019). Interprofessional education: Application of interprofessional education collaborative core competencies to school settings. Perspectives of the ASHA Special Interest Groups, 4(2), 269-274.

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Assessment Description
Disruptive behavior and misbehavior can occur in any classroom. If a teacher understands the needs of the student, the effect of the environment on the student, and identifies behavior patterns, it is easier to identify ways to provide support, reinforce positive behaviors, redirect behavior, and prevent a disruptive behavior from occurring in the future. The use of PBIS and other research-based strategies can be used to address and manage behavior and can create a learning environment that is safe and encourages students to engage in meaningful learning and interaction.

Field Experience A-Special Education Team Interviews

Complete the “Classroom Management Matrix.” When conducting research and selecting example behaviors, focus on students in the grade band relevant to your field of study. Include causes and strategies for addressing misbehavior or disruptive behavior in the inclusive classroom. Complete both the chart and the narrative.

Support your findings with a minimum of three scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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