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Post by dhfl143 on Jun 29, 2009 20:53:40 GMT -5
Can any of you offer any suggestions to this special education teacher that is meeting resistance from regular education teachers with modifications and accommodations? She posted on LDOnline: www.ldonline.org/xarbb/topic/15419She writes: "I am new to this site [LDOnline] and apologize if this issue has been discussed before. I haven't yet explored the whole site. Anyway, summer is here, time to relax, but this gives me time to reflect. I feel that one of the areas I need to work on as a teacher is consultation with general ed teachers and would appreciate any advice. I am an elementary special ed teacher. I do both pull out and inclusion. I try to work with the teachers to discusss modifications and accommodations but at times I feel they just "yes" me and then do what they want. This is also the case with the paraprofessionals. I have even had a situation where the teacher knew I was willing to create a modified test, claims she forgot to tell me, gave the child the classroom test which she failed and forgot to tell me....I could go on and on. I thought I wouldn't have to go over the IEP's again and again, but maybe I do. I even provide the teachers with separate lists of modifications...believe me they are basic...I want to work with the teachers...any suggestions. Thanks in advance." Thanks. |
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Post by mamak on Jun 29, 2009 21:36:42 GMT -5
I don't post on that website but you can let her know that if she is hitting a brick wall with the special ed department communicating to the gen ed on the responsibility to provide and to add salt to the wound the child is failing then it is time to file a state compliance complaint. Request the services be provided and that appropriate training be provided to those that have the responsibility to administrate and to provide the services. I spent a good amount of time on the phone with the state procedural safeguards people today on complaints and they do want to know about them because it allows them to go in and correct systemic problems as well as adress the lack of support for her own child. I for one have refrained from filing complaints that put a teacher on the spot but when push comes to shove and the child is caused failure it can be put in such a way that puts the burden on the Special ed depatrment to do the required coordination to see that this happens instead of pointing the finger directly at the offending teacher.
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Post by cinderbell on Jun 29, 2009 21:49:45 GMT -5
I feel sorry for this teacher. She(or he) will be stuck between a rock and a hard place. To open her mouth on what the gen ed teachers, as well as, para's, who are not doing their job, could get her to loose her job when she is only trying to do the right thing.
Only thing I can think of for this sped teacher to do is go higher up the food chain, and if this doesn't work(who am I kidding?) she would have to go the state dept of ed......and even file complaints herself. I wonder if district staff CAN file themselves......or is that considered a breech of something?
I wish this teacher luck....sounds like she really wants to do her job and help those students in need but dealing with gen ed teachers who do not or will not understand is most likely fighting a losing battle unless willing to go higher and higher and blow the whistle on what is going on....or should I say, not going on.
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Post by mamak on Jun 29, 2009 22:00:28 GMT -5
OOPs I just reread the post and misunderstood this was a teacher. She must be young and dumb to think she can speak up without possibly getting a little reprimand. The accommodations written in the IEP need to be provided. If she goes to her supervision what will they do? If she speaks to the principal will the principal make it happen. Pretty sad but it may bite her if she starts stirring the pot. Then of course there is the ability to write a anonymous compliance complaint but I wouldn't if it was my job I was trying to keep.
Perhaps empeg will know what to do on this one.
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Post by empeg1 on Jun 30, 2009 2:07:04 GMT -5
I have a different take. I have experience in working with regular education teachers. If a young professional comes in as the "expert" relationships can soon go south, quickly. I find that if I work with teachers, helping to provide material for them, ask for their opinions and ideas first (well before I offer mine) that I get more cooperation. This teacher needs to read some of the writing on co-teaching, for ideas on how to gain cooperation.
A few times I have run across a teacher who does not understand and has definite opinions about the use of accommodations. If I run into a brick wall, I do go to the school counselor or the principal, again asking for their assistance or expertise in helping me to work effectively with a specific teacher.
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Post by dihicks6 on Jun 30, 2009 5:46:57 GMT -5
I guess her only option is to use the 'help me understand how/why you do it this way' line with teachers that don't seem to be implementing the IEP. I would think it would take some time to ask that question, get an answer and see if what they are doing/not doing is non-compliance. Even then, though, if it is true non-compliance, the most she can do is call the state (without giving her name/district) and talk with someone there. She probably won't be the first teacher to call.
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Post by mamak on Jun 30, 2009 8:14:05 GMT -5
Empeg do you ever see a team member other than the parent call a meeting to discuss the accommodations not working effectively as intended or not being provided? Is it always us having to be the obnoxious, annoying, squeaky wheel? Is it fair to put a child in a position to advocate for accommodations when your faced with teachers who don't or won't provide or buy into the need?
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Post by maxco on Jun 30, 2009 8:42:52 GMT -5
I feel for this teacher...as a parent and former teacher...I can attest to the fact..MANY if not all "seasoned" teacher...feel they know best..and the easiest solution is usually the best..
I hate to sound so negative..but I have sat in teachers lounge while regular tachers, bad mouth sped teachers for doing their job...and nod and smile at the sped teacher while she painstakingly explains modifications, ect...
I truely believe that in order for this system to work...we really need to weed out some of these "seasoned"..know it all teachers...
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Post by cinderbell on Jun 30, 2009 9:43:55 GMT -5
Hmm, this teacher needs to read up on ideas of co-teaching and how to gain ideas on how to work effectively with reg ed teachers? I was wondering if reg ed teachers also need to read the same thing? And when exactly, do reg ed teachers need to understand sped teachers and how they are supposed to make sure IEP's are implemented?
When is responsibilty supposed to happen for reg ed teachers not implementing IEP's? Where is the accountability for reg ed teachers who do not, for whatever reason, give a second thought to IEP's and students needs?
I feel sorry for sped teachers who really try and do the right thing by sped students when having to deal with reg ed teachers who believe they know everything about everything.....these sped teachers will get no where when reg ed teachers give them nothing to work with-no cooperation, no intentions of working with sped teachers and/or students needs, no anything but the run-around......in the end, sped teachers and sped students get the shaft.
Sped teachers can only do so much when reg ed teachers give them nothing to work with.
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Post by sld123 on Jun 30, 2009 10:54:03 GMT -5
anyone can file an ocr complaint for a child
in pa i would say ask for meeting with the uniserve/union rep.
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Post by sisdparent on Jun 30, 2009 11:29:56 GMT -5
document, document, document
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Post by dhfl143 on Jun 30, 2009 16:51:37 GMT -5
I posted on LDOnline and included a link to this thread. Thanks for all you suggestions and advice. I hope she checks back and reads your words of wisdom.
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