Individualizing Instruction

To help display and further my understanding of IEPs, I decided to conduct a series of interviews with people that had much experience with them. 

Rose

Below is the transcript of my interview with Rose* and her experience with IEPs. Rose is a 20-year-old female with a history of speech apraxia and other physical difficulties, she has gone through many tests: oral, psychological, and medical to determine what would best suit her needs. Now she has decided to continue her pursuits in special education and become a special education teacher. She has experience from both sides when it comes to formulating and executing IEPs and therefore I consider her a great resource to help my understanding.

Me: Thank you for sitting down with me to discuss your experience with IEPs. First off, when did you first receive an IEP, and for what?

Rose: Starting in kindergarten, I had an IEP for extra time on tests. I also attended speech therapy and occupational therapy during the school day. This was to help me with my speech and reading comprehension. During OT I was able to improve my fine motor skills.

Me: What things were included in your first IEP? Do you feel these things helped?

Rose: I was given extra time on tests, speech therapy and occupational therapy. These all helped me grow and develop in my elementary years.

Me: Has your IEP changed throughout the years? If so, what are some of the major changes?

Rose: Actually, one of the few things that stayed the same was my extra time. I was removed from speech and occupational therapy, and was placed in, then removed from reading classes.

Me: What has been the most beneficial accommodation or modification?

Rose: Receiving ISP (individualized service plan), where we reviewed tests material and I was able to get extra help on homework from the ISP teacher.

Me: Looking back, is there something you think would have been more helpful in your IEP?

Rose: I think they did a good job of identifying my needs and providing me with the appropriate help.

Me: Was there anything in your IEP that you did not use?

Rose: I didn't always use the extra time if I didn't need it. Additionally, I was supposed to get printed or finished notes and was never given those. I think this would have helped me if I had been given them as I was supposed to.

Me: Did you find the IEP process allowed for you to communicate what you needed and to be an advocate for yourself?

Rose: Yes, I was able to speak at my own IEP meetings starting in middle school and they would specifically ask if I felt I needed anything.

Me: How could the IEP system be improved?

Rose: It is the student's IEP and they should be given more opportunities than once a year to check-in. Additionally, a lot of teachers didn't automatically follow the IEP forcing me to speak up or suffer. This should be rectified.

Scott

After my interview with Rose, I sat down to conduct an interview with Scott*, a 17-year-old male that is currently a senior in high school. He has a history of severe depression and debilitating social anxiety. His experience in school is much like a growing population of teens suffering in modern high school.

Me: Thank you for sitting down with me to discuss your experience with IEPs. First off, when did you first receive an IEP, and for what?

Scott: I had an IEP for as long as I can remember. I used to have to go to speech class because I had speech apraxia.

Me: What things were included in your first IEP? Do you feel these things helped?

Scott: Speech therapy was the first thing, I don't think it helped and I didn't like going.

Me: Has your IEP changed throughout the years? If so, what are some of the major changes?

Scott: Yes, it has changed. Right now, I am an off-campus student and have a tutor that comes to my house to give me tests and assignments. He helps me keep up with work but only comes 1 or 2 times a week so I have to do a lot at home.

Me: What has been the most beneficial accommodation or modification?

Scott: I like not having to go into school and get up early and my tutor is nice and helpful.

Me: Looking back, is there something you think would have been more helpful in your IEP?

Scott: I wish I could have been doing this off-campus school for a lot longer. Last year I missed 50 days and was late 50 more days.

Me: Was there anything in your IEP that you did not use?

Scott: I don't sit at the front of the class, because I don't like to answer questions.

Me: Did you find the IEP process allowed for you to communicate what you needed and to be an advocate for yourself?

Scott: I am able to say what I need but sometimes it is hard for them to find a good way to help me.

Post-interview note: Scott has been the subject of bullying by peers and even teachers, he struggles to determine what people mean as sincere or a joke and feels everyone is always making fun of him. This does not provide him with a safe and open learning environment, therefore he has begun to thrive with this new method of being an off-campus student. Unfortunately, this was only able to become an option after he experienced a crisis. He does not expect to return to the classroom before graduation.

Ellen

After all this I wanted a different perspective on managing students with disabilities. I have talked with professor, teachers, and students, so I turned to a parent. Ellen* is a mother of three with two students that have gone through their schooling with IEPs. She has been there through their diagnoses and transitions between schools, and through all of it has remained the largest advocate for her children. She has pushed through much bureaucratic red tape to get her children the help they need.

Me: Thank you for sitting down with me to discuss your experience with IEPs. First off, when were you first notified that your child may need an IEP, and for what?

Ellen: The pediatrician identified speech problems and had her tested as a preschooler. She began receiving services then which transferred to kindergarten.

Me: What things were included in his/her first IEP? Do you feel these things helped?

Ellen: Speech therapy was the first assistance program and I am not sure this help as a preschooler.

Me: Has his/her IEP changed throughout the years? If so, what are some of the major changes?

Ellen: Her IEP transitioned for medical reasons and changed from speech and occupational therapy to more academic support through middle school. Her classification changed from speech to medical.

Me: What has been the most beneficial accommodation or modification?

Ellen: ISP was able to give support her for any class that she needed. Second to that would be extended time on tests, as this reduced stress on her.

Me: Did you find the IEP process allowed for you to communicate what you needed and to be an advocate for your child?

Ellen: The CSE (committee on special education) handled the IEP process. This absolutely allowed me to communicate my concerns and although sometimes we needed to push a little, the school was very accommodating.

Me: How could the IEP system be improved?

Ellen: There needs to be improvements on implementation as not all teachers implement things as they should be. There needs to be better communication as sometimes you don't find there is something not being implemented until there is a problem. However, the school is very good about having emergency meetings when we request them.

*Names have been changed