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It’s also 504s day, so just under the wire here are the two 504 yearlings. 504f (light) and 504m (dark). Saltine & Pepperjack; or if you like, Cheese & Crackers. :3 Image description is under cut.
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In the teacher au! how to the boys help students with ieps? (Individualized education program) they're a lot more common then you'd think! It gives kids the opportunity to take tests in separate rooms, have extensions on homeroom, stuff like that!
I’m actually starting my full-time student teaching gig in a few weeks, so I’m familiar with IEPs and I loved this question!
Patton, as the IS, is well acquainted with his kiddos and their IEP goals since he’s on the team for writing them in the first place. He’s really good at working with them, is incredibly patient, and generally helps his students be patient with themselves when they get frustrated. IEPs are great, as are 504 plans, so long as everyone is on the same page (which isn’t always the case). Patton is really good at helping teachers brainstorm accommodations they can make.
Differentiated instruction was hard for Logan at first, but that’s one reason why he actually really likes IEPs because well written goals tell him exactly what the student should be able to do by a certain date. And once he has that information? Logan is usually pretty good about breaking that goal down into smaller steps that he can help the student accomplish. His first few years involved a lot of conferencing with Pat and other IS teachers, but he starts to get the hang of it.
Roman also had to lean on his fellow teachers regarding IEPs for a while, just because he so badly wants every single kid to dream big and pursue their dreams and he’s afraid of not doing enough to help them. Roman doesn’t remember IEP goals and info as well as Logan, so he often refers back to files and conferences with other teachers to make sure he’s doing the best he can to support them and their learning.
IEPs impact Virgil the least directly, since he doesn’t really do tests and most of his classroom is project-based. But he still familiarizes himself with the IEPs and 504s of his students in case something does apply. He’s also talked and worked with Pat a few times on ways to make his class more accessible to students who might otherwise not feel like they can be part of things. This usually results in things like: tennis balls on the ends of paintbrushes and adapted scissors for students who struggle with fine motor skills, gloves available of different fabrics for students with various sensory needs/aversions, noise-canceling headphones for students who may experience sensory overload, etc.
The Tyranny of the Minority: How Special Education Impacts the Regular Classroom
Image Source: oppositional-defiant-disorder-odd.wikispaces.com
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