Yolanda U. Trapp
Our school first implemented this educational philosophy two years ago. The students with disabilities are placed in regular classrooms and this inclusion is accomplished making accommodations as necessary to enable the exceptional students to succeed. They learn how best to interact with their peers without disabilities, and their peers learn in turn how to interact with them. The exceptional students get the chance to be in a group with every other student, regardless of individual differences.
The special education laws require that each student with special needs have an “Individualized Education Program,” or IEP, which specifies the goals and objectives set to improve the student’s level of achievement and how these goals and objectives will be achieved. The IEP is written by the Special Ed. Teacher, who offers constant guidance to the regular teacher with frequent meetings as a counselor in planning the IEP’s. These IEP’s are adapted annually with a PPT Team. (Pupil Personnel Team). As a Special Ed. Teacher I play a very critical role in the proper education of exceptional students. As subject matter specialist I join the regular teacher to provide support or modifying strategies, developing interventions even for students who are not Special Ed. With the regular teacher I also adapt assignments or teaching methods to accommodate the needs of the student. I may suggest ideas to teachers who are working with students with disabilities or other learning problems. We meet every two weeks or when necessary as an LRE Team for these purposes.
This year, I have twelve bilingual students with special needs, full time Special Ed. Integrated in different regular classrooms (level k to 4
th
gr.). The IEP’s showed at the end of this school year that the students accomplished or mastered the goals and objectives written and documented on the IEP’s. Specific tests and observations were given every two months and discussed during the LRE meetings when necessary. As effective Teams we have frequent communication and interaction. Assessments and goals setting provide accountability. Finally, the School based support team. (SSST) discusses and makes recommendations during the year on high-risk students. This role requires a complete and professional understanding of testing and evaluation procedures.
As a Consultant Special Ed. Teacher, I work with the disabled or non disabled students right in the regular classroom.
