Overview
Each and every student that enters a classroom has the ability to learn.
However, because each of these students is different, the ways in which
they must be taught is different. This is especially true for students
that are participants in the IEP program. As Laurie deBettencourt
points out in Understanding the Differences Between IDEA and Section 504,
“Approximately 70% of students with disabilities receive special education
and related services in a general education classroom” (2002 p.22).
Additionally, she points out that “There are approximately 5.5 million
children with disabilities who receive special education and related services
and are protected by IDEA” (2002 p.22). Thus, it is mandatory that
general education teachers can understand how to help all of these students
with disabilities that will at some point in time, be in their classroom.
If they do not understand the IEP and can not adjust their teaching styles
to the students needs, they will be failing their students.
The requirement for general education teachers to participate in the
development of IEP’s for students with disabilities is also significant
because it, “reflects the emphasis on general curriculum involvement found
throughout IDEA” (Yell 1997 p.5). Thus, the general teacher involvement
is demonstrating a greater caring for the students, including a identifiable
interest in their lives. Through the incorporation if the IEP the
general education teacher is able to get to know the students better and
become more involved with the students life and learning. The teachers
are also able to become involved with the IEP-as-standards approach which
"“reflects the overarching concept of ‘personal best’ in which students
are expected to achieve at progressively higher levels than they presently
are achieving” (Yell 1997 p.10). This coincides with teachers wanting
the most success for their students as possible. Hence, the general
education teachers must be participants in the IEP to ensure the mainstreaming
into classrooms creates additional advancements for the students with disabilities.
Benefits:
One of the benefits for the teacher being educated and involved
with the IEP is due to the fact that, “Because there are more and more
identified children with attention-deficit disorder, communication diseases,
medical conditions (e.g., arthritis, AIDS, cancer) who are served in schools
today, teachers need to know if the children are entitled to Sections 504
or IDEA services” (deBettencourt 2002 p.27). Thus, whereas before
perhaps students did not receive the benefits of the IEP, if the teachers
are involved with them and know what the IEP’s are, they will inform both
the students and their parents how to get involved to help improve the
students esteem and grades.
One of the strongest attributes of the IEP is that it allows
all students to be included in the classroom. If the general teacher
understands and is able to implement an IEP, then the students will be
able to be in a mainstream class. Lisa Monda-Amaya points out that
“Fostering students success in inclusive settings means developing in these
students specific skills that support their becoming fully integrated members
of the general education classroom” (1998 p.29). As one of the students
in Monda-Amaya points out, “they liked being out of the special education
classroom; according to one student, ‘you’re out of special education and
you’re accomplishing something, at least one of the things that you wanted
to accomplish” (1998 p.37). Hence, with the general education teacher
using the IEP’s the students are able to do things, reach places, and meet
people they might not have been able to do before. All of these benefits
are made possible by the educator being involved with the IEP.
Personal Expertise:
One of the aspects that I will bring to the IEP team is that
I have worked with kids with disabilities. Although my work has not
been extensive – I have only worked with kids with disabilities for about
two years – I have learned a lot from these kids. I have seen situations
in which the kids are seen as a lot less capable than they really are.
I have also seen some of my kids improve remarkably when given the chance
and support to improve. Because of this, I feel that I will definitely
be a child activist. Additionally, because I am aware of how important
things such as the IEP’s are for students with disabilities, I am determined
to be a teacher that fully includes the students into my classroom.
Through things such as involvement with the IEP’s I will get to know and
help all of my students on an individual level.
Works Cited
deBettencourt, L.U. (2002). Understanding the differences between IDEA and Sections 504. Teaching Exceptional Children, 34(3), P. 16-23.
Monda-Amaya, L.E, Dieker, L.D., & Reed, F. (1998). Preparing students with learning disabilities to participate in inclusive classrooms. Learning Disabilities Research and Practice, 13, 171-182.
Yell, M.L., & Shriner, J.G. (1997). The IDEA Amendment of
1997: Implications for Special and General Education Teachers, Administrators,
and Teacher Trainers. Focus on Exceptional Children, 30, 1-19.
