Reflection #2

Under the IDEA legislation, “least restrictive environment” was a term used to describe the area in which a student can best learn. For most students, this would be the regular education classroom. However, due to the diverse population who are entering public education school buildings, teachers have to serve many different students with many different needs. This can be a juggling act for many due to the range in differences. The differences among students can range from learning styles, upbringings, motivators, and even interests (D’Angelo & Zernanick, p.211). For some students, an alternative education program is necessary for them to be successful in a school setting. According to Fitzsimons Hughes and Adera, approximately 12% of in alternative education programs are those with disabilities (2006, p.26). Students with disabilities need and deserve additional support. It should be distressing to our society that students with disabilities have a drop-out rate nearly twice that of the general education population (Gable, Bullock, & Evans, p. 6). Students with disabilities are not the only population who can be served in an alternative education program. Gifted students, those who need remedial education, and disciplinary issues can also have their needs met in an alternative school setting. Although each program can look differently, an ideal program can include several different components.

An alternative education program is one in which students’ individual needs are being met. Whether that requires one-on-one instruction or constant encouragement and support, teachers and school personnel must support every student. Teachers and school personnel should create a safe environment in which students feel supported, valued, motivated, and self confident. Ultimately, we hope to create both life-long learners as well as well-informed members of society. An ideal alternative education program is one in which students are constantly involved in their learning and feel both successful and proud of their work at school. An active, enthusiastic staff will donate their time and efforts to this program and are constantly evaluating it, looking for ways for improvement. Additionally, a strong, supportive administration and support staff is available to aid teachers and students whenever they are needed. Building relationship is a component of a successful program. Strong relationships between teachers, school personnel, and students will be evident in the manner in which they interact.

Fitzsimons Hughes and Adera state that there are 10,900 alternative schools nationwide (p.26). While the idea of an alternative education program is still relatively new, there have been a number of successful programs, one such is the Twilight Academy Program in Pennsylvania. In an article by D'Angelo & Zernanick, they describe this program that focused on serving students who were not successful in a traditional classroom setting (p.212). The structure of the program, the staff, curriculum, selection of students, and professional development were key components in its success. In its first year, all of the students who were eligible for graduation did so, and one-third of the students who did enrolled in community college (p.217). Several students were offered summer and full-time employment at the end of the school year. All of the teachers, who were novice teachers at the beginning of the year, improved in their classroom management and pedagogy. The program’s greatest success was measured by the amount of who applied to be in the program but were placed on the wait list for the following year. This program included real world job application, a supportive staff, and an enriched curriculum that met the needs of their students. All of these things are necessary for a program to be successful.

The selection of a staff for an alternative school program is necessary it to be successful. Because many of the students are high needs, it will require more time, effort, and patience from the staff. According to D’Angelo and Zernanick, a staff must be adaptable and willing to “think outside the box” (p. 216). What always worked in a traditional classroom will not necessarily work in this classroom. In addition, support staff, such as a counselor and administrator, can be useful in helping managing students and teachers. More than anything else, students have to buy into this program for its success. If they are willing to trust and believe in this program as well as its staff, it is more likely to be successful.

Once a staff has been chosen, the training of them in a variety of areas prior to the start of school as well as throughout the year will make a knowledgeable and well-versed staff. A staff survey in which the administration is able to see strengths and weaknesses of teachers would be helpful in placing them in the subject area they are strongest. Differentiating instruction is something teachers will have to do on a daily basis. This can be very difficult and time-consuming. As a general education classroom teacher who has to constantly modify and create materials for students this year, I know that support in this area would be beneficial. In addition, teachers should be familiar with the different learning styles, how to cater to them, and how to use them in their classroom. Every student learns best in a different way. It is a teacher’s job to know their students and hone in on their strengths.

A flexible curriculum that is based on students’ interest is another component of a successful alternative school program. In order for students to show interest in their learning, they should be able to have some sort of say in their studies. This could be done in several different ways including a survey, a discussion, and different types of assessments. In addition, real world application is absolutely necessary to create well-informed, capable citizens. Creating a thorough curriculum with several different activities to ensure that students are constantly busy is necessary (D’Angelo & Zernanick, 2009, p.216). Some of these students must be actively engaged to truly learn. Teacher collaboration and sharing of ideas would aid teachers in the creation of materials and activities. Additionally, teacher should attempt to implement real world application into their curriculum. A successful alternative program is one in which students recognize and apply skill for their futures. According to Fitzsimons Hughes and Adera, an effective program includes one in which teachers provide instruction using “meaningful and engaging curriculum” (p.27). A rich curriculum that meets students’ interests and needs is necessary for an effective program.

In order to maintain a successful program, constant self-evaluation by teachers is necessary. In order to continually improve, it is important assess themselves. I wish we had more opportunities to do this at my school, and it is something I hope to do as an administrator. Attending staff development and regular collaboration meetings would also allow for teachers to share ideas and grow as a team. Another way to gather input from students is surveys to help develop a curriculum that interests them and give them a place to express their concerns. A huge foundation of any alternative program is building strong relationships among students and teachers. In order for students to “buy into” the program, they must trust their teachers and school personnel. Some things teachers could do to maintain these relationships could be having real conversations with students and giving them information about themselves as well, conducting different team activities to build team morale, and possibly implementing a positive behavior program, rather than focusing on negative behavior.

More than anything, an alternative education program cannot be successful without trust between students and teachers. This is evident from the climate and atmosphere of a school. Beginning an alternative education program requires the support of parents, teachers, students, and administrators. Maintaining an effective alternative education program can require additional time and effort from teachers, but students can be positively influenced in their current school year as well as their futures.

Reflection #1

Student with disabilities were often forgotten about before national legislation was put into place. P.L. 94-142, which was passed in 1975, was the first step that the government took in order to guarantee that every child was offered a public education by using federal funding as an incentive. It was essential in outlining the process for evaluating students and providing services before, after, and during a student’s public education.

P.L. 94-142 was enacted to ensure that students with disabilities were given a free, appropriate education. Before this legislation, many students with disabilities were denied an education in public schools amongst their peers. The four main purposes of P.L. 94-142 included: providing a free, appropriate education, protecting rights of students and parents, assisting states in this process, and guarantee an effective manner in which these services were provided. P.L. 94-142 outlined the process of evaluation, defined a free and appropriate education and a least restrictive environment, and supported the shared decision making process among both educators and parents.

P.L. 94-142 was later changed to IDEA in 1990, and it was later amended twice. These changes in 1990 widened the range of disabilities that were met and services provided for, including autism and traumatic brain injury as individual disabilities instead of falling under the label of other health impairment. IDEA includes 13 disabilities. When it was later amended, behavior intervention plans and assessments were included, the provision of mainstreaming students with disabilities, and testing programs. In addition, IDEA outlined the criteria for the early intervention process. Children with disabilities are being identified earlier and provided services for both the child and family.

Every child with a disability must have an Individualized Education Plan, or IEP, which is designed by an IEP team. The IEP outlines the services provided, the academic and social goals, as well as type of assessments that are appropriate for the student. In addition, an IEP meeting will be held for each child with a disability annually along with a three-year reevaluation. Each IEP is different and individualized for the student. In order to be eligible for special education services under IDEA legislation, there are certain steps educators and parents must take for each student.

Evaluation of an individual child is the first step in determining whether a student is eligible for special education services or not. This evaluation helps gather information about the student to determine if they have a disability and what services and supports might need to be provided. There are two ways to begin the evaluation process. A parent or a school system may request that an evaluation be performed. From my experience, I believe the parent request is a faster manner in which to get the evaluation process going. If a school system requests an evaluation, parents must give written consent for it to occur. Once a school has received permission, they must perform the evaluation within 60 days. The evaluation must be complete and specific to the child including academic, behavior, and social functions. In addition, the evaluation must include a variety of methods and resources including parents, teachers, and other school personnel. This variety gives a better picture of a child’s capabilities. If it is determined that a child would benefit from special education services, an IEP will be developed based on the results of the evaluation. There are many considerations an IEP team must consider when making educational decisions for a student with special needs.

An IEP is an individualized plan that outlines the education that is appropriate for a student with special needs. The team that creates it includes both parents and school personnel. An IEP includes annual goals for the child as well as supports / services necessary for the child to be successful at school. The IEP team takes into consideration academic, extracurricular, and nonacademic activities. In addition, they must determine what the best setting for a child’s education.

The LRE, or least restrictive environment, is a legal term outlined in IDEA legislation that describes the setting in which a student with a disability can receive an appropriate education based on their individual needs. These areas can range from the general education classroom amongst their peers to home instruction. IDEA has strongly supported the idea of mainstreaming, or students with disabilities to be educated among their nondisabled peers, as much as possible. There are many benefits, both academically and socially, of mainstreaming. Determining the LRE for a student must occur annually at an ARD, or IEP, meeting. More than anything, an IEP team must consider the individual student when making placement decisions for a student with disabilities. Each child is different. Each situation is different. We must cater to these differences. Educators must be able and willing to meet every child’s IEP. More than anything, educators must prepare for students who receive special education services because many students today are among their peers in the regular education classroom.

Educators must first be informed about every child who receives special education services. Teachers must be familiar with students’ accommodations and be sure to follow them. At the beginning of every school year, I am overwhelmed by the amount of IEPs I receive. Each IEP is multiple pages and most of the time, it is my responsibility to go through each one and determine the services provided. Although it can be a lot, it is important to follow each IEP for each student. Teachers are obliged to meet each child’s needs. It is their responsibility. Although accommodations may require more time and effort on a teacher’s part, we must provide an appropriate education to each student.

Mediation and due process both occur when a disagreement between parents and a school system occurs. Mediation, to me, seems to be the less harsh of the two. The biggest difference between mediation and due process is that the first is completely voluntary. Both parties agree to meet to discuss, listen, and explain their position with a mediator present. If an agreement is met, both parties must sign a document stating the decision made. Conversely, due process is an approach under IDEA in which a legal hearing occurs. A hearing officer facilitates this legal proceeding takes place. Both parties present evidence, including witnesses, documentation, and arguments to the hearing officer. The first step in avoiding conflict as an administrator is to encourage teachers to keep parents informed. Miscommunication is the source of many disagreements. As an administrator, it is so important to keep your staff informed and up to date with communication via email, phone, and face-to-face. This will eliminate any confusion and disparities.

IDEA legislation serves as the framework for providing special education services for students with disabilities. It is so important for educators to be informed of the legal responsibilities outlined in this statute. Parents, administrators, and teachers must work together to find what benefits each individual student.