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I had the opportunity to attend an IEP meeting with a student from another fifth-grade
class. The student, their mother, the special education teacher, the special education case
specialist and classroom teacher were all present. The special education teacher took on the
largest role in this meeting as she was the person who made the IEP and worked with this student
each day. The classroom teacher also provided insight on the different observations she has seen
in the classroom and what she can do in the regular classroom to help this student. The tone of
this meeting was very light-hearted as this was a re-evaluation meeting, so everyone seemed to
know the drill. I also felt that the meeting had a positive tone as the special education teacher
frequently discussed the improvements that this student had made and how well they were doing
this year. I thought this was a great approach to take as only talking about negatives could be
detrimental to the student and their parents. There were no cultural considerations in this meeting
as the student had no cultural boundaries at play. I also observed that the parent was heavily
involved with the decision-making process. During the meeting, it was frequently mentioned that
the parents and teachers were a team, and that they must both be working together at home and at
school to ensure that this student is getting all of the help they deserve. The special education
teacher, the regular classroom teacher, and the parent all come up with ways to ensure that the
skills that are being practiced at school would mirror what is being practiced at home. I also
observed that the special education teacher did not just ignore the student, she interacted with the
student and asked what they thought about the help that was being given and if they agreed on
the new plan. I thought this was very respectful to the student and something I admired. I learned
a lot from this meeting and look forward to learning more about IEP’s in class.