|
1. What is your name and what do you teach? (Program Model, Ages/Grades, Classifications).
I run the grade 4-8 Student Support Centre in my school. I provide a replacement math and/or language program to students who are 2 years below grade level or more. Most of my students have Learning Disabilities, some have ADHD and behaviour issues as well. I have one student who we suspect is on the Autism Spectrum, but this has not been diagnosed.
2. How do students get placed in your program?
Each year, our list of identified students is reviewed and the needs assessed. Our program model is based on those needs. We discuss a variety of placement options with parents and hold a meeting to formalize this placement. These meetings (Identification, Placement and Review Committee) are held at least once a year for identified students review their identification and placement.
3. How do you decide what to put in a student's IEP?
Based on formal and informal evaluations done in the fall and on student's previous report cards, I determine what grade level the student is working on and pull out the key concepts in each subject area that we will work on each term. This forms the bulk of the IEP. Areas such as behaviour, social skills, organization, etc. are also included in the IEP if warranted. The expectations in these areas are based on observation. The entire IEP is developed in consultation with the classroom teacher.
4. What do you do to promote collaboration between general education and special education?
Frequent formal and informal discussions about the students. Work with classroom teachers to assist with program planning for identified students, assignment modifications, etc.
5. What do you do to involve parents? How involved are the parents?
Most of my parents are very involved and interested. Regular phone calls and emails home are important, as are face-to-face meetings at least once per term.
6. How well accepted are your students by: Administrators, Gen. Ed Teachers, Other students?
Very well accepted. Anything else isn't tolerated.
7. How much support do you get from the administration in doing your job?
A good deal. My current administrator hasn't worked in a school with the high special needs that mine does. It is a learning curve for her, but she's very supportive of the daily struggles.
8. What benefits and/or problems have you seen with inclusion of your students?
They require positive role models, which they don't get in the Support Centre--they need to be in a regular classroom to learn how to behave in one. Problems occur when they don't understand how to do the work or the instructions and are afraid to ask because they don't want to appear "stupid". Another problem occurs when classroom teachers don't want to modify their program or follow the IEP.
9. How do you deal with discipline/behavior problems?
Move the student, talk to them about their behaviour, let them go for a walk up and down the hall to "blow off steam", send to the office in extreme situations.
10. What is the hardest part of your job?
Staying on top of the paperwork and record-keeping. The negative attitude of some staff to my students and the misunderstanding about what I do all day.
11. What do you like most about your job?
The close relationship I develop with my students. They know they can trust me--and that's what it's all about!
|
