Of particular concern for regular classroom teachers is their role. As educational team members, they should be providing for information about what goes into the education plan, but often they nod in silent agreement, deferring to the special ed teacher. That’s understandable, but it makes it hard for the teacher to feel invested in the process or the outcomes.
Within the IEP itself, we are forced to ask ourselves hard questions. What kinds of supports, accommodations, or modifications are necessary and for what purpose? Have we considered the need for any assistive technology? We are going to struggle with the answers if we aren’t sure exactly what the differences are among all of these terms. That, in turn, erodes our confidence and makes us want to say, “Just tell me what to do and I’ll do it.” Unfortunately, that’s not how the process works.
If you are one of the many teachers or administrators who aren’t sure about all this IEP writing stuff and what it means to be committed to the plan, take a look at Module 3: IEP Boot Camp I. You’ll find opportunities to share your anxieties AND your expertise through this online professional learning community.