Interview:
Makiko Maeyama, School Counselor
Meridian PCS via telephone
Date:
7/3/14
Time:
4:40pm
When a teacher identifies a problem with a child emotionally or
academically, what actions does a teacher need to make?
Usually when a teacher has an issue with a student, either
academic or behavioral; I first ask them if they talked with the parents. I
think this step is important to see if there is anything going on in the home
that may affect the child’s academics/behavior. If the problem persists,
teachers will then fill out a “care team” request. The request states the
problem(s) and we all come to together to discuss the referral. During our meeting we need to see any antidotal
notes and actual class work from the child. All the people who are involved in the initial
meeting are the teacher, a representative from SPED, school counselor, parent,
and a school administrator review the information and make a determination on
what will happen next. Then after the meeting hopefully, we come up with a plan
that will help the student.
So, if a child’s issue causes great alarm during the meeting
what will happen?
If the issues appear to be severe then we need for the SPED
department to step in and speak with the parents to sign off on having the
child tested.
What tests are usually performed on the child?
Well, the test can range from class observation, OT
(Occupational Therapy), psycho-educational, speech, neurological, physicals and
other tests that may determine a cause for the child’s problems. After all tests are completed then the team
will see if the child is eligible for services. There are times when the child
is not eligible. If the child is eligible then an IEP is created and another
meeting is called to discuss the IEP with the parents, teacher and the rest of
the team.
Who takes on the responsibility of making sure the child is
progressing?
I believe the overall responsibility is
everyone. I believe the SPED team, admin, the classroom teacher and even the
parents. We all play a role.
What provisions are made for children with IEPs?
The provisions can vary. If the child is in a testing grade,
they can get more time to take a test, smaller class setting, have questions
read aloud, use of technology, more breaks and etc. Other provisions may be a
SPED teacher may do pull outs for a few hours a day or be with the child in the
classroom, modified classwork and homework, counseling and any other services
that outlined in the IEP.
When the child is not progressing what are usually the next
steps?
The team may adjust the IEP, putting in more services hours,
using different techniques to service the child or in some cases refer the
child out to specialized schools.
What
is the parent's role in the referral process?
The
parents are an integral part to the SPED process. We need their support and
authorization to service their child. If they feel something is not working or
if they don’t like how their child is progressing, they have the right to call
another meeting and air out their grievances. The have authority to request
changes to the IEP. Usually the IEP is reevaluated every year, but a parent can
request meetings sooner and more often.
Can a parent change their mind in the process and not have their
child serviced?
Yes, they can.
What happens when a child leaves the school?
That IEP will follow the child to the new school and the
new school must follow the terms laid out
in the IEP.
Interview
#2: Carol Bennett, 1st grade teacher Prince Georges County Schools
Grades
Taught: K, 1st , & 2nd
Date:
7/3/14
Time:
9:50pm
How
long have you been teaching?
Wow,
I’ve been teaching now for over 18 years.
During
your meaning years in teaching have you ever referred a child for SPED
services.
During
my time in classroom, I’ve referred a few children for services.
What
signs did you encounter with the children that made you seek out services?
The
signs that stuck out to me as a potential problem have varied over the years.
Some of the signs I’ve noticed are severe lack of focus, writing/seeing words
backwards, speech issues, not being able to talk in complete sentence just one
and two words to communicate, unable to perform grade level tasks, lack of self-control,
violent behaviors, lack of fine motor skills and etc. I’ve also requested ELL
services for some of my children who are non-English speakers.
Before
you refer a child to SPED did you use any other methods of teaching in the
classroom to help the children?
Of
course! As teachers, to recommend a child for services is usually the last
resort, unless it’s an extreme case. One of the first things I do is pull the
child in small group instruction or give one-on-one help. I may also refer the child
for after-school tutoring. I may change their seat in class; remove them from
kids who may a distraction. I’ll modify the work in class as well as homework. Well
I’m doing this; I’m in constant contact with the parents the entire time
keeping them abreast to what their child is working on and their progress and I
keep records/notes as a backup. Also I forgot to add… I may even ask parents
when was the last time the kids had their hearing and eyes checked, you just
never know.
Have
you ever had a situation where the child did not qualify for services?
To
be honest, I never had a situation like that. But, I have had circumstances
when parents know that the child had issues, but they just didn’t share it with
me or the school. I even had a child who had an IEP, but the parents never
shared it until 5 months later. And I’m running around with antidotal notes and
having the kid informally observed. It was sad because time was wasted because
the parents were embarrassed.
How
is the relationship between you and the SPED team once the child is receiving services?
For
the most part, it’s fine. They would spend a lot of time in my room, so we
worked rather closely. I had one situation were the SPED teacher was like a
co-teacher in the room.
Do
you have any advice for parents who have to make a big decision to have their
kids evaluated?
My
only piece of advice for parents is…be an advocate for your children! This is
your child make the commitment and time to get them help if they need it. Don’t
wait! As soon as you see something is not right, seek out help. You know your
child better than us (teachers). Don’t be ashamed, get help. There’s nothing to
be ashamed of. I could care less what people think or say!
Interviews
I’m
thankful that these ladies who took time out in their busy schedules to talk
with me about the SPED referral process and procedures. This is not a simple
process. The referral process is a tedious and takes a true “team” effort. It’s
not just one person who is responsible for the child’s progress but all of us.
From administrators, service providers, teachers and parents we all have a role
in the overall well-being and success of our children with special needs. It’s
troubling to see that there is a “stigma” attached to special education, unlike
our colleagues in Finland. However, in time I believe we are moving forward to
a place where special education isn’t so “special”, but just necessary to help
push our children along.
Summary
We
are all educators and our main goal is to improve the quality of life for our
child through education. Special education is indeed nothing “special”. Special
education is just another means to help a child reach their fullest potential, away
with the “stigma and shame”. Our
children need our help and support.
For more information for parents with children
with special needs:
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