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Special education teachers spend a lot of time working with the IEP process and writing the IEP documents. It is important to become familiar with this process, including who the stakeholders are, how to write a thorough and effective IEP, how to identify supports for the student, and the types of meetings that can occur. Allocate at least 2.5 hours in the field to support this field experience Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about the IEP processes to help you synthesize the following: What individuals are asked to attend an IEP meeting? Have you ever had an educational advocate attend an IEP meeting? Describe the role of the advocate and experiences during the IEP meeting. What is the difference between an annual IEP and an IEP review? How does your team document the review of the IEP if the annual IEP and review occur in the same meeting? How do you determine the specific educational needs of an individual with disabilities? How are students’ needs addressed in the present level of performance, goals, and services sections of the IEP? How do you specifically build on the strengths of students with disabilities? Are students typically involved in their IEP meeting and/or in the development of their IEP? Why or why not? Ask at least two additional questions of your own. Use any remaining time to assist the teacher in providing instruction and support to the class. In 250‐500 words, summarize and reflect upon your observations, interview, and collaboration with your mentor teacher. Explain how you will use your findings in your future professional practice .
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