Jennifer Rogers

IEP Interview with Mrs. Schabatka

Intro to Exceptional Learner

26 November 2019

Service Learning Reflecting #2

Mrs. Schabatka teaches crosscat at Holmes Elementary. She used to teach at Franklin

South Elementary for 10 years. Her son was born with autism and she wanted a change of

scenery but still be in the education field. So when she was at her son’s IEP, she felt like his

needs were not being met and that led her to pursue a career in teaching special education. Then

she had her first student with autism and she couldn’t give him the help that he needed since she

has all the other students even though he had the aid. She loves her job and the creativity that she

gets to show. It can be a challenge because the day is never the same and paperwork is a big

load.

During my interview with Mrs. Schabatka about her IEP process, I learned about how her

school IEP. Her school is trying to limit IEPs to 30 mins however they typically last from 45

minutes to an hour. Depending on the situation they can go longer. Since her IEPs are yearly,

sometime if the intervention plan is not helping the student Mrs. Schabatka will mend the IEP

after two quarters. However, first she will switch up the way she teaches to see if that will

improve the students learning and reaching their goals. If it is her first IEP with a student and the

parent is resilient within the IEP, Mrs. Schabtaka states, “We are a team and these are proposed

goals that we can modify.” This seems to help ease the parents into the IEP and know that they

have a voice.
 In the IEP there are various parts that come together to develop it. There are some slight

differences between what the textbook IEP is and Mrs. Schabatka’s IEP. The differences about

both IEP is that Mrs. Schabatka has sections like, medicaid, communication and behavior

intervention plan, and disability affect general education class. In the Textbook there is the

section on accommodations for state and district testing. Throughout my service learning and this

semester, I learned that each school has a different way of setting up the IEP. Mrs. Schabatka has

parents come for the most part, however there are situations that can not allow them to come to

an IEP. If that is the case, she will call the parent over the phone as an alternative and have them

sign the papers later on. She has only had to do that on a few occasions.

Most schools focus on the students needs and what they need to do in order to help the

student succeed. One thing that I found interesting that varied from the textbook and the school,

is that Mrs. Schabatka told me that once the student is 15 they are required to be present during

the IEP which is now a requirement since this year. I thought that the student didn’t have to be

present and that she or he could opt out of the meeting. In the textbook it states, “educators are

realizing that students with disabilities should have a voice in the process of planning for their

education” (Friend, p50). I think having the students involved in their IEP is important but

requiring them to come is something I didn’t think that would happen. It is something that I will

definitely look into in the future.

Another thing that caught my eye during my interview with Mrs. Schabatka was that

Different Goals mean different IEP’s. The IEPs don’t just benefit the classroom but the student

as a whole. If the IEP is focused solely on the student’s academic skills, then the most help for

the student would be in the classroom and home. However if it is more of a social and emotional
IEP then that can be across the entire campus and at home. Another IEP is speech and behavior

can be worked on no matter where they are at. The student can be in a classroom, playground,

speech therapy, home or out in public.

Mentoring with Mrs. Schabatka proved that teachers really care for the wellbeing about

her students. One thing that she told me that really stuck out is “I just want to help one child and

make a difference within their education.” That really touch me, because that is something I

strive to do as a future educator. Wanting to make a difference for the bette in someone’s life. To

give those someone they can talk to when they need it.